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 PSHEE programme
• 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:

– Promotion of Positive Behaviour Policy
– Safeguarding Policy
– PSHE Policy

Reviewed: September 2022
Next review: September 2023

THE RATIONALE OF ASSESSMENT AT RUNNYMEDE:
Our fundamental objectives in carrying out assessment at Runnymede are to help
teachers, students and parents obtain information about student progress and to
encourage students to become successful, reflective learners.

In order to do this, students should understand what they are trying to learn and how they will be assessed. At the same time the process of assessment should also help students see how they can improve their work and help teachers with their future planning.

TYPES OF ASSESSMENT:
As a school we believe that a combination of formative assessment (assessment for learning) and summative assessment (assessment of learning) will help improve teaching and learning and thus raise standards.

Assessment for learning:
Formative assessment is an essential component of the teaching process and is part of the ongoing dialogue between the teacher and the learner. It is a continuous feature of classroom activity that allows both pupils and teachers to reconsider the level of their work and input, the methods used and the pace of learning. It involves both the teacher and student in a process of continual reflection and review. The teacher provides feedback to the student who is then encouraged to take the appropriate action.

Assessment of learning:
Summative assessment is also carried out regularly according to departmental schemes of work for example at the end of a unit of work, the end of term or the end of year.

Such assessment makes judgements about student performances in relation to national or school standards. Thus summative assessment is based on level or grade descriptions, and informs student, teacher and parent of the student’s progress. Such summative assessments form the basis of level/grade information for parent reports. Public examinations such as (I)GCSEs and A level are also used to obtain a certificated, summative assessment of attainment at Key Stage 4 and 5.

FEATURES OF ASSESSMENT:

Assessment for learning:

• It is part of the teaching and learning process.
• Learning objectives are shared with students.
• It helps students to know and to recognise the standards to aim for.
• It encourages students to think.
• It involves students in self-assessment (self-marking; peer-marking and feedback)
• It provides feedback which leads students to identify what they should do next to improve.
• It is a process involving both teacher and students reviewing and reflecting on students’ performance and progress
• It helps students become reflective learners.

Assessment of learning

• Summative assessments should be designed carefully to test the knowledge and skills that have been covered in a particular unit, block, term, year or Key Stage.
• It is important that they are designed and marked so that they do not always focus on the same aspects or skills learning. There should be a balance of knowledge skills and practical application in such assessments.
• Markschemes should be designed for all summative assessments to ensure clear and consistent assessment and to ease feedback to students.
• Summative assessments should be a positive part of the learning process.
• Students should be encouraged to reflect on the work they have done to enable them to plan their revision for summative assessments effectively.

MARKING/FEEDBACK POLICY

• Marking and feedback should be meaningful, manageable and motivating
• Departments should develop and clarify any specific marking procedures that apply to their subject area but that sit within the overall marking policy.
• There should be a consistent approach to marking and feedback within departments.
• Marking policy should be outlined to pupils in each subject area at the start of the year.
• Feedback should focus on the task, be given regularly and while it is still relevant.
• Oral feedback can often be more effective than written feedback.
• Students’ work should be marked regularly. It is not feasible to collect in pupils’ books after every piece of work but we should check that the work has been done.
• The frequency of marking will also depend on the lesson allocation to each subject. Each department will have an agreed expectation for its staff. Staff should aim to return as promptly as possible to help students reflect on the work while it is still fresh in their minds – if possible within a week.
• Not all pieces of work can be “quality marked”. Teachers need to decide whether work will simply be acknowledged (ticked with a brief comment related to the objectives) or given detailed attention.
• Comments should focus on the targets originally set and make clear how pupils can improve and develop their work.
• Feedback should stimulate correction of errors or improvement of a piece of work – students should be encouraged to go back over work after it has been marked and do follow-up tasks.
• ‘Comment only’ feedback can often be more effective than comment plus grade or grade only. Comments may be written in the form of questions to engage students in thinking about how to improve their work.
• Teachers should give students time in class or for homework to read and consider comments and set their own targets for progress.
• Some work may be self-marked or peer marked.
• Staff should keep a mark book (physical or digital) where they can record grades.
• Marking records should be designed to give teachers an on-going profile of each student, so that teaching strategies can be modified and differentiated accordingly.
• Runnymede should be aiming to develop students become active learners who ask for help and can then act on advice.

LITERACY ISSUES

• Spellings and English usage should be corrected in a way which is appropriate to the needs of the student. Common spelling mistakes should be noted and students should write down the correct spelling.
• Key subject terms should be corrected and learned.
• Basic sentence punctuation should be corrected.

ACHIEVEMENT GRADES:

KS3:

• The following grades are used at Key Stage 3 in Runnymede: A+, A, B, C, D, E
• Plus and minus grades may also be used to indicate the level of achievement within each grade category and to help measure progress, but A* grades should not be used for this key stage.

KS4:

• The following grades are used at Key Stage 4 in Runnymede: A*, A, B, C, D, E, F, G, U
• Plus and minus grades may also be used to indicate the level of achievement within each grade category and to help measure progress. However, they should not be used for mock exams.
• Art and Latin GCSE will be graded using the 1-9 scale for the external exam.

KS5:

• The following grades are used in Key Stage 5 in Runnymede: A*, A, B, C, D, E, U
• Plus and minus grades may also be used to indicate the level of achievement within each grade category and to help measure progress in term work. They will not be used for mock exams.
• Grades can be used for both formative and summative assessment purposes.
• In the case of formative assessment, the grades should relate to a description of the levels of achievement expected for the task(s) given (these do not have to be national curriculum levels, but something straightforward outlining the different features of work needed to achieve different grades).
• In the case of summative assessment such as tests and exams, raw percentages or number marks may be given instead of grades, but when grades are also given, then boundaries should be set for the class or year group. Examinations are always given an attainment grade. For mock exams only those grades that can be achieved in the external exam should be awarded.

Grades should be criterion rather than norm referenced.

APPROACHES TO LEARNING:

At Runnymede College we want to encourage our students to understand the importance of the approach that they take to their learning so that they can develop these skills throughout their educational and working lives. Therefore, in addition to the written comments on progress, teachers will also rate the students in the areas of:

Attitude and Behaviour
Preparation and Homework
Language and Communication

using the following scale:

1: Excellent
2: Good
3: Satisfactory
4: Needs improvement
5: Unsatisfactory

REPORTING:

Reports include term grades and (where appropriate) examination grades. Mock exam grades correspond to those grades students can gain when doing external exams, while other internal exams can also be graded with + and – to indicate the position of a student within a particular grade.

They should also include an approaches grade (in number form) that will reflect the student’s approach to learning as outlined above. Comments in the reports should refer to this.

For report writing guidance and the Runnymede style guide see separate
documents on Box, and below.

PARENTAL INVOLVEMENT

Parents have a considerable contribution to make to students’ success in school. They are strongly encouraged to review their children’s school books, support students in responding to their teachers’ feedback and create the right environment and routines at home to enable homework to be completed.

Reviewed May 2022

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

Download the document HERE

Download the document HERE

Special Educational Needs Policy

Definition of SEND

According to the code of Practice and JCQ regulations, a child is considered to have special educational needs or disabilities (SEND) if he or she has learning needs which call for special educational provision to be made for him or her.

At Runnymede, a student is considered to have special educational needs if they have:

• Been previously diagnosed as having a learning difficulty which is interfering with their academic progress.
• A significantly greater difficulty in learning (and communicating) than the majority of children of the same age.
• A disability which prevents/hinders them from making use of regular educational facilities provided for children of the same age
• Exceptional ability in one or more areas (Gifted and Talented)
• An emotional difficulty that affects, for example, motivation or self-esteem
• Shown limited proficiency in home language(s) and/or language(s) of instruction
• Displayed serious attention seeking and disruptive behaviour

Aims

• To create an environment that meets the SEND of each pupil
• To ensure that the SEND of each pupil is assessed and provided for
• To identify the roles and responsibilities of staff in providing for pupils’ SEND
• To support subject teachers in the teaching of pupils with SEND in their classes by providing information, strategies, resources and training where required
• To enable all pupils to have full access to the school curriculum whatever their ability and SEND needs
• To include parents in supporting their child’s education
• To ensure that our pupils have a voice in this process
• To share with staff, parents and students the outcome of the provision made for pupils with SEND
• To outline the role of outside professionals in achieving the aims of this policy
• To provide, as far as practicable and have regard to the resources available, a level and quality of education appropriate to the needs and abilities of all students.

SEND Department

The SEN department is currently made up of the following members.

• School Psychologist
• Key Stage 3 SENCO
• Key Stage 4 & 5 SENCO
• Junior School SENCO TBC

The Key Stage 4&5 SENCO works in liaison with the Exams Officer and all members of the SEN department also liaise with the School Nurse, Form Tutors, Heads of Year, Management, Safe Guarding Leads, School Administration and teachers in general.

Procedures – SEND identification and access arrangements

i. Students new to the Senior School

Parents of students that are new into the Senior School will have completed signed the SEND letter and Safeguarding form on acceptance into the school. In that letter they will be asked to tick a box to show whether or not their child has SEND and then be asked to provide details of any SEND provision in previous schools. Previous schools will also be sent a Safeguarding from to complete.

If a new student into the school does have SEND then the SENCOs will be informed by school administration and the SENCOs will get in touch with parents and coordinate SEND provision in school.

ii. Students in Runnymede College

– Junior School SEND

Some SEND students enter Year 7 having already been identified as SEND by Junior School teachers, the School Psychologist and Junior School SENCO.

This decision will have been based on initial screenings and a lengthy SEND identification
process in the Junior School. SEND students already on the register will be identified to Senior School teachers and SENCOs at the Year 6 to 7 handover meeting and through individual meetings between the SENCOs, School Psychologist and Junior School teachers.

Senior School SENCOs have access to the Junior School SEND information on my concern where further information can be obtained.

– Identification of SEND in the Senior School

If a teacher has concerns about a particular student in the Senior School then that teacher will fill in a SEND Referral Form which will be passed onto the SENCO for that particular Key Stage.

The SENCO will then ask all teachers of that student to fill in the Teacher Detailed File Note and liaise between the HOY, teacher, student, form tutor and parents to deem whether testing or referral to an educational psychologist, neurologist or other outside specialist is required.

If it is deemed appropriate that an outside specialist should be contacted then the parents will be provided with a list of Officially Approved Assessment Assessors. That student will then be placed on the SEND list as ‘On the Radar’.

The Assessment Assessor and the SENCOs will then jointly fill out the Form 8 or SENCO Detailed File Note as required by JCQ and once testing is completed a full report/evidence will be provided to the SENCOs. That report will include the students SEND diagnosis, standardised scores for all testing, advised access arrangements for public exams and advice for the school and teachers. The reports will be filed away in a locked filing cabinet with access available for only SENCOs, the Exams Officer and those with specific permission.

The SENCOs will apply for access arrangements with the exam boards in liaison with the school Exams Officer and inform teachers of advice, teaching strategies and internal exam requirements.

SEND at Runnymede

Examples of learning difficulties of Runnymede SEND pupils are: Dyslexia, Dyspraxia, Dysgraphia, Dyscalculia, ADD and ADHD. There are also G&T students and some students with medical or emotional issues which also require access arrangements for internal and external exams and provision day-to-day in school.

Currently (2021-22) 23% of the Senior School are on the SEND register. An increase of 7% since 2019 and 3% since 2020. This include:

• 15% of KS3
• 26.5% of KS4
• 28% of KS5

Managing SEND day-to-day

Currently Runnymede College can provide the following access arrangements for our SEND students.

• Inclusion on the SEND register which all teaching staff have access to view through BOX
• Typing in class on their own laptop or school supplied iPad/keyboard
• Powerpoint presentations and teacher provided notes
• In-class support using the SENCO-provided advice available in BOX
• Coaching sessions from outside professionals during free periods, lunch times or after school
• A reduced curriculum if deemed necessary
• Revision sessions led by HOYs
• Dyslexia font

Internal school exams

• 20% extra time
• Rest Breaks
• Typing on a school-supplied word processor. The word processor is completely blank with no internet access (except for printing by the Exams Officer), no spell check or access to formula, diagrams, punctuation etc
• Enlarged type exam papers
• Reading Pen
• Separate invigilation and exam room

Exam board requirements for public exams

Currently Runnymede College can provide the following access arrangements for public external exams, following the JCR regulations.

• 25% extra time
• Rest Breaks
• Typing on a school-supplied word processor. The word processor is completely blank with no internet access (except for printing by the Exams Officer), no spell check or access to formula, diagrams, punctuation etc
• Enlarged type exam papers
• Reading Pen
• Separate invigilation and exam room

Information and advice

• There are various platforms and areas where advice can be found.
• Key Stage 3 and Key Stage 4 & 5 SENCOs
• Physical noticeboard in the staff room
• SEND (teachers) BOX account in Senior school
• Senior School Handbook
• SEND Policy
• Teacher’s Portal

Information available

• SEND registers for all Key Stages in Senior School
• SEND diagnoses for all pupils in all Key Stages in Senior School
• Advice for particular SEND diagnoses (Attention issues, G&T, Dyslexia, Dysgraphia etc)
• In-class strategies for SEND diagnoses
• Staff training and updating

GDPR

The SEND department work within the strict guidelines of the European GDPR legislation.

Safeguarding

The SEND department liaise closely with the Designated Safeguarding Leads and Deputies in school and log any concerns through the Safeguarding Referral Form and myConcern.

Future plans

• Official training and CPD for SENCOs and Exam Officer
• SENCO training to administer the WIAT-II-T test so that in-house literacy testing can be done
• Look into further testing which could be offered at Runnymede College
• Help train and guide a newly appointed Junior SENCO and liaise closely with them on the Junior to Senior handover as well as the identification processes and paperwork needed
• Increase range of access arrangements that can be offered in school for SEN students
• Ensure new SEN iPads are set up for use in external exams

Reviewed: September 2022
Next review: September 2023

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