Aim

Runnymede College is committed to promoting all aspects of personal development, and we consider it our duty to safeguard both the emotional and physical well-being of every student in our care.

The use or misuse of alcohol and the use of tobacco and drugs or other substances can be very damaging both to individuals and to society. Young people are particularly susceptible to the social pressures associated with these substances, and to those people whether within or from outside, who seek to profit from the supply of substances. Aside from well-documented health implications, involvement in drugs also has far reaching consequences for young people. A criminal conviction, even a caution is sufficient to stop them gaining a student visa, forfeiting a university place, practising law, medicine, engineering etc. Therefore, Runnymede College has established important guidelines and rules in these areas. This policy is aimed at all those within, and associated with, the school community.

Definitions

‘Use’: in this policy includes either deliberate or reckless inhalation, injection or ingestion.

‘Substances’: refers to alcohol, tobacco/nicotine products and drugs as outlined below.

‘Possession’: includes having the drug or substance on one’s person, in one’s clothing, in one’s locker or belongings, although ‘possession’ may also include having knowingly concealed a drug or substance in another location with the intention of retrieving it in the future, including coercing another student to conceal the substance on their behalf.

‘Alcohol’: refers to intoxicating liquor of all descriptions (including beer, cider, wine and spirits) and this policy covers obtaining, possessing, consuming, and supplying alcohol.

‘Smoking’: this policy applies to the use of cigarettes, rolling tobacco, other tobacco and nicotine products such as snus, chewing tobacco, shisha, e-cigarettes and vaping products, including Juul and Heets. This list should be seen as illustrative rather than exhaustive.

‘Drugs’: the school reserves the right to react to the emergence of new substances and changing circumstances as they occur. ‘Drugs’, for the purposes of this policy, means any substance that can be used to modify a chemical process or processes in the body, for example to treat an illness, relieve a symptom, enhance a performance or ability, or to alter states of mind. This policy covers the possession, use and supply of such substances, meaning:

• all illegal drugs, including the paraphernalia of drugs or substances intended to resemble drugs (ref. To Misuse of Drugs Act or similar Spanish law?)
• all legal drugs, including alcohol, tobacco, volatile substances
• all over-the-counter and prescription medicines.
• all performance-enhancing drugs, anabolic steroids, glue, other solvents or
  aerosols, novel psychoactive substances and all other substances held or
  supplied in each case for purposes of misuse.

No prescribed or non-prescribed medicines are allowed on the premises unless the school is advised in writing of the medical requirements involved (for more details, see below). Parents must notify the School Nurse of any student with a long-term or new medical condition that may require the administration of medicine during the school day. With regards to authorised medicines, the school operates a system of strict control. Any prescribed or non-prescribed drugs that are required by a student during school hours must be handed into the school office by parents and they will be administered by the school nurse.

If a student requires prescribed or non-prescribed medicines during a school trip, the medicine must be reasonably able to be administered by a non-medical professional. A signed letter from parents explaining the dosage and frequency must be sent to the school before the trip; failure to do so will result in the student not being able to go on the trip. Any medicines must remain with the teacher in charge of the trip for its duration; any incident involving medicines will be reported immediately to the parents of the student in question and the Headmaster.

Education

The school employs a three-pronged approach to smoking, alcohol and drugs. We:

• provide pupils with clear information on the issues and dangers of substance use, as well as places to turn for support, as part of our PSHE curriculum.

• encourage pupils to develop the common sense, responsibility and self-respect to resist peer pressure misuse substances

• have clear sanctions for those who are suspected of, or found to be smoking, using alcohol or drugs

The School reserves the right to inform the police where it reasonably suspects that the law has been broken.

The School is committed to working closely to safeguard children individually and
collectively. This includes rehabilitative measures such as liaising with outside agencies, referral to a specialist counselling service or individualised school support system.

Information received relating to a situation in which the physical and/or emotional health of a student is threatened will be dealt with in line with the school Safeguarding Policy. If a child is in danger of immediate, serious harm, elements of the procedures outlined in this policy, may not be followed in order to expedite appropriate care for the child.

Staff are expected to act as role models.

Response

The School community extends beyond the campus. Students of Runnymede College may not use, possess or supply these substances at any time; either at School or away from School, including during the holiday periods.

Where there are disciplinary consequences, the school will respond in line with Level 3 or 4 of the Promotion of Positive Behaviour Policy. Pupils who sell substances, distribute them, or facilitate others’ use of them, forfeit their place at the School.

The School will always deal with a case as a disciplinary matter where substance misuse occurs:

1. on the School’s premises or
2. under the School’s jurisdiction (for example, on School trips or away at sports matches – in which case parents will be informed and required to collect the student(s) involved.) or
3. when a pupil is under the influence of drugs in these situations

Where substance misuse occurs in other situations, this policy shall apply to pupils at all times and places including out of school hours and off-school premises in circumstances where failing to apply this policy may:

• affect the health, safety or well-being of a member of the School community or a member of the public;
• have repercussions for the orderly running of the School; or
• bring the School into disrepute

This policy should be read in conjunction with the following policies:

– Preventing Bullying Policy. 

– Promotion of Positive Behaviour Policy

– PSHE & RSE Policy

– Safeguarding & Child Protection Policy

Reviewed: July 2023
Next review: June 2024

Download the document HERE

Download the document HERE

Introduction – What is a behaviour and discipline policy?

A behaviour and discipline policy is a written set of expectations that are based on a set of broad values which have been identified will improve a school’s learning environment. It is standard practice among schools in the United Kingdom to have a behaviour and discipline policy which is available to pupils, teachers, other staff, parents and school inspectors. The aim of a behaviour and discipline policy is to assist in the creation of a school learning environment that will allow pupils to achieve a maximum amount of learning; teachers to teach in a way that benefits children with a wide range of abilities and lets them call on their professional skills without having to focus an unnecessary amount of time on discipline issues; that will allow parents to feel that they are sending their children into a safe environment where values of honesty, effort and achievement are celebrated and that issues where these have temporarily broken down are dealt with promptly and sensitively. A behaviour and discipline policy should also allow other groups associated with the school to feel that they too benefit from its values and the guidelines that have been identified as the best by which they can be put into practice. Other staff at the school should experience daily the positive results that come from the implementation of the policy in their interactions with teachers, parents and pupils. Visitors to the school should notice the positive atmosphere in the school from observing these interactions.

Section 1 – What makes the Runnymede Junior School behaviour and discipline policy different from those in other schools?

Although it is centred on achieving the maximum academic results, reflecting an important ethos of Runnymede College, a behaviour and discipline policy should reflect a broader group of values that has at its core the recognition that we share much of our lives with others and that they deserve the same consideration as we do when thinking about ourselves. Runnymede College’s motto, taken from an essay by the English statesman and philosopher Francis Bacon, is “Delight, Ornament, Ability.” In other words, education is something that improves our lives because it brings with it personal happiness and satisfaction; it adds depth and colour by allowing us insight into the achievements of the past and the possibility of further improvement in the future and finally it is a process that extends into adult life. Education at Runnymede

College has the potential to allow an individual to fulfil not only their academic potential but also their own personal growth, preparing them for challenges which they may never have considered. A Runnymede Junior School behaviour and discipline policy must reflect the values summed up in the words of the school motto with its emphasis on the individual development of each pupil and it is this which adds to its uniquely Runnymede Junior School character.

At Runnymede Junior School, these values are grouped around the word “respect”: e.g. respect for others, respect for property, self-respect, respect for my school, respect for the environment, respect for other beliefs and opinions. The simplicity of the word “respect” and the ease with which it can be understood is its strength. As a core value of the Junior School it lends itself to all year groups and can be adapted in ways that children of all ages can understand. Rather than draw up a detailed list of rules for the classroom and the playground, children can quickly be reminded of both their rights and responsibilities by having their attention drawn to the implications that arise from the application of the core value of respect. It is important to remember that respect does not arise from a one-way process. All the groups mentioned in the introduction have a responsibility to ensuring that they too show respect while on school premises. Children frequently learn from observing the adults around them and these adults must be aware of the importance of the behaviour that they display. 


Section 2 – How does a behaviour and discipline policy help Runnymede Junior School to function effectively?

As a published document that can be shared with all the groups identified in the introduction, it functions as a guide book that highlights the behaviours and values that are needed to be present before effective learning can take place. The points raised in it may not be new, but by placing them in a single document and expressing them clearly it provides a common goal towards which all can play a part in achieving. Where respect breaks down because of negative behaviour it lays out the steps by which that process can be remedied through a range of responses from the school, pupils and parents. A behaviour and discipline policy does not concern itself only with a breakdown in behaviour. It can also help highlight the core values which Runnymede Junior School promotes as part of the rounded education each child receives.

Section 3 – Who does it affect and how?

Pupils: apart from receiving a high quality education they can expect to feel safe and cared for by the adults they meet; respected by all as individuals who bring personal qualities that add to the positive learning environment in the school.
Teachers: they can expect to work in an environment in which the satisfaction they feel arises not only from the academic results achieved by their pupils but also by the positive interactions with the children in their classes. They would note the politeness of the pupils throughout the school on a daily basis.

Ancillary staff: requests and questions to the office staff would be always be polite; staff in the dining room can expect that children will queue correctly and speak politely to them.

Parents: can expect their children to return from school not only satisfied that they have taken another step forward in their academic development but looking forward to returning the next day because they feel safe and respected by those they meet. They can also expect to see a growth in their children’s maturity as defined by awareness of their place in the world and what they can do to make a difference in the lives of others.

Visitors: can expect to have doors opened for them, their questions answered politely and notice a positive atmosphere in the school arising from the behaviours mentioned above.

Section 4 – How will it function on a daily basis?

How are children encouraged to see that good behaviour benefits everyone?

School assemblies that focus on beliefs and behaviours that improve the quality of life of the pupils, those close to them and then those groups whom they may never meet but with whom they feel an emotional link. The word “respect” will be mentioned regularly.

Classroom PSHE lessons that build upon the values raised in school assemblies and which also focus on the word “respect.”

Winning house points that emphasise the high value placed by teachers on personal qualities and not solely on academic achievement. These will be shared with the key stages at the weekly assemblies.

Children in Foundation Stage having their name moved up the behaviour chart or being given incentive stickers or stamps.

Children in Key Stage 1 being rewarded by having their names placed on the “sun” chart in class and also winning class or group points. 


Children in Key Stage 2 winning ClassDojo points relating these to the total achieved by the class and identifying those behaviours that have contributed to that total.

Through the Students’ Council, the pupils will see that they can have a voice in the running of aspects of the school and by doing so improve the school environment for everyone.

How are pupils who may be struggling to maintain a positive approach to their behaviour be encouraged to modify their behaviour so that it contributes to the overall positive atmosphere?

Discussions between the class teacher and pupil – identify underlying issues that may be affecting a child’s behaviour; setting goals; discussing sanctions 


Pupils are reminded that there are consequences for all types of behaviour. 


Discussions between the Behaviour and Discipline Coordinator, teacher and pupil where there will be more time allocated to explore these issues outlined above. 


In these discussions children are made aware that they are respected as individuals and that they have a valuable role to play in the class and at school. 


They are also reminded afternoon detentions can be given for negative behaviours while in the playground and a child would then miss their afternoon break. 


These discussion will emphasise that a child’s behaviour affects a class and that the rewards of positive behaviour always outweighs the results of negative behaviour. 


Reviewing the child’s behaviour regularly and assessing the success the child is having in modifying their behaviour and deciding if further help needs to be given or other steps to be taken to resolve the situation. 


What happens when a child continues to struggle to modify his or her negative behaviour?

This is defined as pattern of behaviour that is causing another child or children to not look forward to coming to school because of hurtful language or hurtful physical behaviour occurring over a period of time; or interfering with the learning of other children in class and the ability of the teacher to teach as effectively as possible. 


As a result a teacher will normally contact directly the child’s parent(s) or guardian(s), highlighting the behaviours that are giving cause for concern. The Junior School Head Teacher will always be informed by the class teacher about this. 


The class teacher may feel it appropriate to ask the parent(s) or guardian(s) to meet at school where the issues surrounding the child’s behaviour can be discussed in greater detail and solutions suggested. The Junior School Head Teacher may decide to attend this meeting.

Suggestions aimed at improving the child’s behaviour could include regular reporting to the parents, allowing them to support their child and school more effectively; a behaviour book where the child’s teachers write comments relating to their behaviour; working in cooperation with the school psychologist to develop strategies whereby the child can learn to take more control over and responsibility for their own behaviour. 


In the case of allegations of bullying (defined as verbal, physical or emotional behaviour which over a period of time has the intention of causing hurt to another person or persons) the Junior School will follow the protocols as laid out by the Comunidad de Madrid. A final decision about possible sanctions is made following a period of investigation, discussions with the parents and children involved and a review by a designated team of school management and teaching staff. 


Although the goal of these protocols and the Runnymede Junior School Behaviour and Discipline Policy is to resolve all issues relating to behaviour in a positive way, the sanctions available to the school management do also include temporary suspension and permanent exclusion. 


Section 5 – What can you do to help this behaviour and discipline policy create a positive learning environment in Runnymede College?

Carefully read the behaviour and discipline policy. 


As a pupil, understand that we have responsibilities to those around us and these responsibilities instruct us to care for each other by respecting and valuing the differences between us. 


As a teacher, discuss the policy with your class, focusing on how respect lies at the centre of the well-running of the school and the different ways in which respect can be shown. 


As a parent, discuss the policy with your child, focusing on the range of rights and responsibilities that staff, parents, pupils and visitors all have and how these can be respected.

As a staff, be consistent as possible at the individual, group and school level in the implementation of the Behaviour and Discipline Policy.

As a school, establish regular reviews to assess the policy’s effectiveness in contributing to a positive learning environment.

How will people know that it is working? 


Although Section 3 outlined the groups that would be affected by the Behaviour and Discipline Policy and summarised how each of them would be affected by it, a more detailed description of success criteria can be given:

First, pupils will be aware of the main points covered in the Behaviour and Discipline Policy and be able to explain these to others. They will also see that discipline and behaviour issues are dealt with promptly and that consistency in this process is always a priority. Pupils will feel that they can be confident that they will be listened to in confidence, that their concerns will be taken seriously and that they will be involved in any resolution at every step. 


Second, teachers will see that pupils are more likely to speak up for others who are experiencing the negative effects of another child’s poor behaviour as part of the growing awareness of rights and responsibilities of all those who work and learn in Runnymede Junior School. By following the guidelines in the Behaviour and Discipline Policy, they will feel that dialogue between the groups mentioned in Section 3 plays a central role in improving behaviour and discipline. Above all, they will feel that their teaching is more effective

Reviewed: June 2022
Next review: June 2023

Overview statement:

This policy aims to protect the health and safety of all pupils at the School and to ensure that School staff know how to respond if a student goes missing. Runnymede College expects full attendance, and attendance will be monitored. A student missing from education is a very serious situation which might need further referral (see Safeguarding & Child Protection Policy).

Registration

Registration is taken in Form Groups at 08:50 every day. All students are required to attend without excuse. Any pupil who is absent will be marked either:

E = Excused – where a parent has provided a reason for their absence. Parents may upload this information in the Parent Portal

or

A= Absent – where a child is absent but no excuse has been given by the parent(s). This will automatically generate an email to parents to notify them that their child is not present in school.

Any pupil who arrives after 08.55 must sign in at the School Office, where a member of staff will make them as Present (but “L” or “Late” with a timestamp) on the Teacher Portal.

Staff Register their class in every lesson, although this is not recorded on Teacher Portal. In the Senior School, pupils are also registered in Teaching Groups at 14.40 on the Teacher Portal.

When attending a PE lesson at the Polideportivo, or offsite trip, the supervising teacher will mark all pupils with a “V” (visit) as they leave the school site. When they return, they are marked as Present (“/“).

Under normal circumstances, if a pupil is missing from an activity or from school without authorisation, their parent will be required to explain their absence. Missing a lesson or other activities is likely to result in a sanction, in line with the Promoting Positive Behaviour Policy.

The following procedure is to be followed if a student who should otherwise be present in school, is found to be absent from a lesson or activity without explanation.

Absence from Lessons or Activity or Registration

The member of staff involved must check the Registration on Teacher Portal promptly. The Response to Absence procedure must be initiated in the following circumstances:

– If a pupil is missing from a lesson/activity but is recorded as Present in the Teacher Portal register (in other words, the pupil should be in School),

– If a pupil is marked as Absent in morning registration, which triggers a parent notification, but the parent contacts the school, believing that they should be present.

Response to Absence:

1. Teacher to contact relevant Form Tutor and Nurse;

2. If they are unable to provide details on the child’s location, or five minutes passes, the teacher must contact the School Office who must send a message on the relevant School Section channel on Slack;

3. Head of Year, a member of SLT or Office staff, will be assigned to conduct a search (see search questions below). This will include:

• checking the student’s timetable and whether they could be in the library, on the sports pitch, in a music lesson.
• speaking with the pupils’s friends
• contacting staff i/c the last known activity
• searching each of the main buildings, including the bathrooms
• speak with staff on the school gate and check CCTV

4. If the search is unsuccessful, or it is discovered that the pupil has left school without permission, a member of SLT will phone the child’s parents;

5. If the parents are unable to provide any further information on the child’s whereabouts, the DSL or parents will contact the police to report the child as missing communicating the following information:

• the pupil’s name
• the pupil’s age • an up to date photograph if possible (from Teacher Portal database)
• the student’s height, physical description, any notable physical characteristics
• any disability, learning difficulty or special educational needs the pupil may have
• the pupil’s home address, telephone number and parent details
• a description of the clothing the student is thought to be wearing
• any relevant comments made by the student

It may also be appropriate for the for the DSL to contact the Agentes Tutores and the security agency who patrol the La Moraleja area and provide them with the same information

Absence whilst on a school trip

All trips follow the Trips & Visits Policy, which includes ensuring appropriate registration points, and procedures for remote supervision. When attending an offsite trip, the supervising teacher must mark all pupils with a “V” (visit) as they leave the school site. When they return, they must be marked as Present (“/“).

If a student goes missing on any outing from the school:

Response to Absence:

• The Trip Leader should complete the emergency procedures agreed for the trip which may include a search depending on the situation.
•  If the search proves unsuccessful then the Trip Leader must contact the Headmaster.
• A member of SLT will contact the child’s parents.
• The Headmaster or member of SLT will contact the Police
• depending on the location of the trip, for practical reasons, the Trip Leader may be required to do so instead (for instance in the case of an overseas visit).

Pupil not collected

The normal school day finishes at 16.00, and Co-Curricular activities finish at 17.00. The late bus leaves at 17.30.

After 16.00, any pupil who remains on site must either be in a supervised activity, or go to wait in the Sixth Form Dining Room.

If a pupil is not collected by the time that has been agreed with parents or the school, they should go directed to the Office to be supervised there until collection.

Search Questions

Useful questions to be asked in the case of a missing student:

• Are there any safeguarding concerns we are aware of? Are they on the Vulnerable Learner Register?
• When were they last seen?
• Whom were they with?
• Where might they have gone?
• Have they signed out?
• Is there a trip or activity they might be on?
• Are they ill or injured and at the Health Centre?
• What emotional state do they appear to be in?
• Has anything upset them recently?
• Did they speak to anyone about leaving?
• Who are their main friends at the College?
• Do they have a mobile phone and what is the number?
• How, when and where was the pupil dropped off at school, and was there anything unusual about it?

Support

A student who has gone missing may have behavioural, psychological or other issues that may need to be addressed. The College will provide the appropriate level of support and may need to refer to local authorities.

Publication:

This policy is provided to all staff in the Staff Handbook. Parents may request a copy from the School or review the policy on the Runnymede College website.

This policy should be read in conjunction with the following additional policies:

• Safeguarding & Child Protection Policy
• Health & Safety Policy
• Trips & Visits Policy
• Promoting Positive Behaviour Policy
• Staff Handbook

Reviewed: February 2024

Next review: June 2024

Overview statement:

Runnymede College reflects upon and reviews regularly its pastoral and academic provision to ensure that it provides the best possible outcomes for all individual pupils, and also to provide parents and pupils with clear systems through which they can raise concerns and issues.

This policy is for use by parents and guardians of current pupils of the school in circumstances which do not fall within the scope of other procedures. We ask parents who make a complaint to be clear, in writing, that they are making a formal complaint rather than an observation about some aspect of administration or welfare.

For the avoidance of doubt, this procedure does not apply to parents (and guardians) of prospective pupils or pupils who have left the School voluntarily or as a result of being excluded (except in cases where the complaints process was started when the pupil was still being educated at the School).

Confidentiality and record-keeping

Parents can be assured that all complaints and concerns will be treated seriously and confidentially.

Correspondence, statements and records relating to individual complaints will be kept, including the date on which they were received, any meetings or interviews held in relation to the complaints, and whether they were resolved at the formal stage or proceeded to a review hearing. The records will include any actions taken by the School as a result of the complaints (regardless of whether they were upheld).

The school maintains a record of all parent complaints for a minimum of 7 years for review by senior management and for inspection by inspectors.

Runnymede College aims to deal with complaints as sympathetically and expeditiously as possible and to resolve them, either to the complainant’s satisfaction, or with an otherwise appropriate outcome which balances the rights and duties of pupils. The four stages of resolution (informal, formal, appeal to the Headmaster and Panel review) are explained in this policy.

PARENTAL COMPLAINTS PROCEDURE

Stage 1: Informal stage

It is hoped that most complaints will be resolved quickly and informally, normally within 14 days. Indeed, the overwhelming majority of parents’ complaints are better addressed through informal resolution. In the first instance, parents should raise a complaint informally with an appropriate member of staff:

• The pupil’s form or class tutor or the pupil’s Head of Year
• An academic Head of Department
• Head of School (ie the Head of Junior School, the Senior Deputy Head)

In most cases, this will lead to a satisfactory resolution. During holidays the School will do what it reasonably can to reply promptly to parents and to follow the procedures within this policy. It may be the case that, due to the unavailability of key personnel (staff, pupils and parents), responding in full to a parental complaint can only be completed during term time.

The member of staff receiving the complaint will make a written record on the date on which they were received. In the event that the member of staff and the parent fail to reach a satisfactory resolution, parents will be advised to proceed with their complaint in accordance with Stage 2 of this procedure.

Stage 2: Formal stage

If the complaint cannot be resolved on an informal basis, then parents should put their complaint in writing to the relevant Head of Section (Senior Deputy Head, Head of Prep School or Head of Pre-Prep School) The written complaint should outline the nature of the complaint, why they remain dissatisfied and the resolution sought.

In most cases, the relevant Head of Section will communicate with the parent, normally within 7 days of receiving the complaint, to acknowledge receipt. The Head of section may delegate at this stage to another senior member of staff – normally the relevant Deputy Head.

It may be necessary for the respective Head of Section (or nominee) to carry out further investigations. Every attempt will be made to reach a resolution at this stage.

The investigating member of staff will keep written records of all meetings and interviews held in relation to the complaint. Once they are satisfied that, so far as is practicable, all the relevant facts have been established, a decision will be made, and the parents will be informed of the decision in writing, normally within five normal school-working days.

Stage 3: Appeal to the Headmaster

If the complainant is not satisfied with the decision made in respect of their complaint at Stage 2, the complainant should appeal to the Headmaster in writing within five working days after receiving the decision.

The Headmaster will offer to meet with the complainant to discuss the matter, normally within seven working days.

Once the Headmaster is satisfied that all the relevant facts have been established, he will inform the complainant of his decision in writing, normally within five working days of meeting with the complainant.

Stage 4: Applications for a Review Hearing:

Parents must only apply for a review hearing after the informal and formal stages above have been exhausted.

The application for a review hearing should be in writing using the form attached and must outline the nature of the parent’s complaint, why they remain dissatisfied and the resolution sought. The letter should be addressed to the Headmaster and should be sent within 7 days of the date a written Stage 3 decision was received from the Head.

Review Panel

The Review Panel will comprise at least two members of the school Management, and one person who shall be independent of the management and running of the School and will act as Chair. The members of the panel will, so far as is reasonably possible, have no previous detailed knowledge of the case or of the pupil(s) and parents concerned.

The Chair, on behalf of the panel, will formally acknowledge the application for a review hearing and schedule a hearing to take place as soon as time allows (normally within 21 days, though this may take longer outside term-time).

REVIEW HEARING

The hearing will take place at the School or such other place as the Chair of the Review Panel should determine.

Those present at the hearing will normally be:

• The members of the Review Panel
• The Head (unless this is considered inappropriate because he is the subject of the complaint)
• Other members of staff (if appropriate)
• Parents or those with parental responsibility
• The pupil (if appropriate)
• Independent Chair

Parents may be accompanied by one other person who is over the age of 18 and not a pupil at Runnymede College. This may be a relative, friend or teacher, but not a legal representative. Parents should inform the Review Panel of the individuals attending the hearing 3 working days before the hearing. All reasonable efforts will be made to ensure that the parents (and if applicable their friend) are able to attend the hearing but the hearing will proceed in their absence if they are not able to attend.

The Review Panel will consider the points raised by the parents and the evidence gathered and will make a decision about the complaint and make recommendations.

If possible, the Review Panel will resolve the complaint immediately without the need for further investigation. Where further investigation is required, the Panel will decide how it should be carried out.

The decision and any recommendations of the Review Panel will be notified in writing to the parents, the Head, and (where appropriate) the person(s) complained of, by the Chair of the Review Panel, usually within 7 days of the hearing, subject to further investigations being required.

The decision of the Review Panel will be final. The School will not engage in further correspondence regarding the same complaint after it has been considered at all three stages of this policy.

A copy of the decision and any recommendations will be retained at the School for reference by the Head and made available for review during an inspection.

The number of formal complaints registered during the preceding school year (including those relating to boarding provision) is available from the School upon request.

Reviewed: May 2023

Next review: May 2024

COMPLAINT SUBMISSION FORMS:

• Stage 3
• Stage 4

Download the document HERE

Download the document HERE

Download the document HERE

At Runnymede College teachers are expected to behave in a consistently professional way when they are doing their job. As such the school expects staff to adhere to the standards of behaviour as outlined in the Department for Education’s Teachers’ Standards document.

In addition to the principles set out in the DfE document Runnymede expects staff to adhere to the school’s policies. This Code of Conduct should be read in conjunction with:

– Senior Staff Handbook
– Safeguarding & Child Protection Policy

General principles:

• Staff should always act in the best interest of the students at Runnymede.
• They should protect students from physical and emotional harm.
• Staff relationships with students should be respectful, caring and professional.
• Staff should ensure that students are not taken advantage of in any way.
• Staff should always maintain appropriate professionalism and wherever possible, they should avoid behaviour which might be misinterpreted by others, and report and record any incident with this potential.
• Staff should model good behaviour in front of students and should behave
  respectfully towards each other.

Reporting

Staff should take responsibility for recording any incident, and passing on that information where they have concerns about any matter pertaining to the welfare of an individual in the school or workplace.

Curriculum

Many areas of the curriculum can include or raise subject matter which is of a sensitive nature. Care should be taken to ensure that resource materials cannot be misinterpreted and clearly relate to the learning outcomes identified by the lesson plan. This plan should highlight particular areas of risk and sensitivity.

Confidentiality

Staff need to be aware that although it is important to listen to and support students, they must not promise confidentiality or request students to do the same.

Staff are expected to treat information they receive about students in a discreet and professional manner. If they have any doubt about sharing information they hold or which has been requested of them, they should seek advice from the Designated Safeguarding Lead.

Concerns and allegations about adults should be passed to a senior leader without delay.

Communication

All written communication with parents should be in English, via School e-mail accounts or School headed note-paper.

Staff should ensure all communication is appropriate and professional:

• Staff should not make inappropriate or unprofessional remarks to a student (including in e-mails, text messages, phone calls or letters etc).
• Staff should not use offensive language. They should not use language which is discriminatory and demeaning in relation to gender, religion, ethnicity, sexual orientation, disability or age.
• Communication between students and adults should take place through school email or communication systems. Personal telephone numbers, e-mail accounts, text messaging or instant messaging accounts should not be used.
• Adults should ensure that all communications are transparent and open to scrutiny.
• Staff should not share any personal information with a student.
• Communication with ex-students who are over 18 is left to staff discretion. Please be conscious of the fact that ex-students may be in contact with current students.
• If staff use social networking sites they should ensure personal information is only shared with “friends” and is not available publicly. You should deny access to current or recent students.

Internet Use

Runnymede has a clear policy about access to and the use of the Internet. Please refer to the acceptable use of Internet policy for further guidance.
Under no circumstances should adults in the school access inappropriate images or media.

Images

Using images of children for the school purposes has already had the consent of parents, but images should not be displayed on other websites, in publications or in a public place without additional consent.

Staff should not store images of students stored on personal cameras, devices or home computers. They should not make images of students available on the internet or instant messaging services.

Relationships

Staff should maintain a caring but professional relationship with students and should not encourage them to become over-reliant on a relationship with one particular member of staff.

Staff should not use their position to form or promote contact or a relationship with a student, which is of a sexual nature. They should also not attempt to initiate contact or a relationship with a recent ex-pupil, which is of a sexual nature.

Students should not be invited into the home of staff members. The only exception is for members of staff who are parents of pupils; they should use their professional judgement to respect the spirit of this code if they come into contact with students in their homes or outside school.

Members of staff present, past or prospective must not be discussed with pupils. Nor must staff allow comments to be made by pupils in public regarding any of the above. If a pupil wants to discuss a member of staff they must be directed either to the Head teacher or a member of Management.

Staff must ensure that equality policies in relation to employment and their duties and responsibilities are adhered to. Runnymede College believes in equality and will not tolerate any harassment, intimidation, unfair discrimination or victimisation, by school staff against pupils, colleagues, parents, governors and other visitors.

Staff should not by their manner or speech be discriminatory with regards to a person’s age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex or sexual orientation.

Co-curricular activities

Staff should take special care when supervising students in the less formal atmosphere of an co- curricular activity.

Where out of school activities include overnight stays careful consideration needs to be given to sleeping arrangements. Students, staff and parents should be informed of these prior to the start of the trip.

Health and Safety arrangements require members of staff to keep the school and parents aware of their whereabouts.

Staff should be familiar with the Trips Policy and should carry out a risk assessment before taking students out on trips.

Private classes

Runnymede College does not recommend paid private tuition. If pupils require occasional extra help, providing this is seen as being part of a teacher’s obligations. If extra help is required, other than occasionally, then it will be provided by the school. Specifically:

• Staff should not give paid private classes to their own pupils.
• There should be no private classes on the school premises.

Dress code

Staff are expected to dress smartly in accordance with their professional status.

Reviewed: June 2022
Next review: June 2023

Aims:

The aim of this policy is to help ensure students, staff and visitors are safe when they are visiting the Runnymede campus, while at the same time being given a warm welcome to the school. We recognise the importance of visitors to all areas of school life and we aim to ensure that pupils can learn from and enjoy the curricular and extra-curricular experiences they bring, in a safe environment.

The School requires that ALL VISITORS comply with the following policy and procedures.

Definitions

“Visitors” applies to all those who are not employed by the school or who have not
undergone the school’s safer recruitment checks and completed the minimum
safeguarding training. This includes, but is not limited to:

• All external visitors entering the school site during the school day or for after school activities (including peripatetic tutors, sports coaches, and topic related visitors e.g. authors, journalists)
• All parents and volunteers
• All former pupils
• Other education related personnel (County Advisors, Inspectors)
• Building & Maintenance and all other independent contractors visiting the school premises

Visitor procedure

• Visitors to the school may be asked to bring formal identification with them at the time of their visit.
• Visitors must sign in at the security gate on arrival using a digital sign-in system.
• Once on site, all visitors must report to the reception at the school office and state the purpose of their visit and who has invited them. They should be ready to produce formal identification upon request.
• All visitors will be required to wear an identification badge which must remain visible throughout their visit. Visitors will be escorted to their point of contact OR their point of contact will be asked to come to reception to receive the visitor.
• Visitors must be supervised at all times and not left alone with pupils
• All visitors should return their identification badge and then sign out at the gate when leaving.
• Parents in the Junior School collect their children from specified areas. If carers collect children, then their details must be provided to the school in advance. The staff member in charge of the children has the duty of asking carers to identify themselves at the time of collection.

Unknown/Uninvited Visitors to the School

Any visitor to the school site who is not wearing an identity badge should be challenged politely to enquire who they are and their business on the school site.
They should then be escorted to reception to sign the visitors’ book and be issued with an identity badge.

Related policies

This policy and procedures should be read in conjunction with other related school policies, including:

• Safeguarding & Child Protection Policy
• Health and Safety Policy
• Fire Policy

Reviewed: June 2022
Next review: June 2023