Policies

INTRODUCTION

The School's Policies can be downloaded by clicking on 'List of Policies'

For your convenience, we have summarised information from a few of the most important policies.

 

Attendance

If your child is away from school for any reason, an explanatory note is required. By law, unauthorised absences and late attendance are recorded on your child’s school record.

 

The DCSF (Department for Children, Schools and Families) guidance on family holidays during term time states:

  • Parents should not take pupils on holidays during term time.

  • Each request for holiday absence will be considered individually, but it is only in exceptional circumstances that a holiday can be granted during term time.

  • If a school does not agree absence and the pupil goes on holiday, absence is unauthorised.

  • If parents keep a child away for longer than was agreed, any extra time is recorded as unauthorised.

  • Schools may delete from roll a pupil who fails to return within 10 school days of the agreed return date unless there is a good reason for the continued absence, such as illness.

  • Schools should only agree absence of more than 5 school days in a school year (and should not regard 5 days as the norm) in exceptional circumstances.

 

We encourage prompt arrival, to eliminate disruption to the class.

 

Special Needs

We are aware that some children will experience difficulties or problems, associated with learning during their school lives. In most cases difficulties are short term.

 

We have developed our School SEN Policy in accordance with the Code of Practice (2001)*, focusing on the early identification of children requiring extra support. The extra support is tailored to the child’s specific needs. Children are encouraged, with the teacher’s guidance, to set their own targets and assessment criteria. Parents are involved in planning and reviewing their child’s progress and development.

 

In nearly all cases extra support will be given within the class, this may involve group or individual programmes of learning, with the class teacher monitoring the progress. The SEN coordinator works closely with all members of staff. Outside agencies will be called in to offer specialist expertise when required.

 

* Special Educational Needs – Code of Practice 2001DfES

 

Safeguarding Policy

The school has adopted the Suffolk County Council Policy for ‘Safeguarding Children’, a copy of which may be requested. We follow the recommended procedures where there may be issues regarding a child’s welfare and safety. Where necessary, it is our legal duty to assist other agencies with Child Protection enquiries.

 

Our Safeguarding Officer is Mrs M Newman and our Safeguarding Governor is Mrs S Bloom.

 

Behaviour and Discipline Policy

Shotley School has a Behaviour and Discipline Policy, produced by the Governors and staff which aims:

  • To provide a positive atmosphere for learning in which all pupils are able to play an active part as valued members of the community.

  • To enable pupils to understand the need for appropriate behaviour, respecting others and making decisions accordingly.

  • To provide clearly defined limits that are easily understood by the whole community.

 

Complaints Procedure

Generally speaking, problems can be dealt with by directly approaching the Class Teacher. If the Class Teacher is unable to resolve the matter to your satisfaction, you are invited to make an appointment to see the Headteacher.

 

If you have concerns you believe need to be dealt with more formally, you should address these in writing to the Headteacher in the first instance. If the matter cannot be resolved, the issue will be referred to the Chair of Governors, who will also pass it to the Area Education Manager.

Admissions Policy

The County Council is responsible for admissions to the school and full details of the County Council’s admissions policy and procedures are set out in the ‘Admissions to Schools in Suffolk’ Booklet, available from the School’s Bursar.

Accessibility 

Our policy is to integrate all children into the full life of the school and every child must have access to the whole curriculum. As part of our induction programme we liaise with parents and other agencies, to ensure that we have made the best possible provision for any child who may have special needs or any other particular requirements, whether physical or educational.

 

We have a single storey building and, although there are some steps to different floor levels, we are able to accommodate wheelchairs or any pupils with physical disabilities, should the need arise.

 

The classrooms and the main hall are equipped with a ‘soundfield’ system which children and adults with hearing difficulties can access through their hearing aid system.

 

The main entrances and exits have purpose built access ramps for wheelchair users and pupils who find climbing steps difficult.

 

Our accessibility plan, which covers our policy for increasing access for those with disabilities to the school informs us of future improvements that will develop accessibility for all children.

 

Support for individual children from Teaching Assistants is deployed on a needs basis and is reviewed regularly