School Policy & Tech Documents

HOME

ABOUT US

ABOUT US

School Policies

Runnymede College has developed a number of policies and procedures to help the smooth running of the school and to ensure all our pupils are safe. Here you will find a copy of some of the policies which are likely to be of most interest to parents.

Academic expectations (Senior School)

Expectations of a Runnymede Learner:

A successful learner at Runnymede should be aiming to develop their personal learning and thinking skills by being:

Ready: plan ahead, be prepared for class (bring the right equipment/materials, diary, books), be punctual, meet deadlines (homeworks, projects), check over work.
Respectful: show respect to teaching staff and peers at all times, work effectively as part of a team.
Resourceful: Show independence, learn in different ways, be creative, participate actively both in and outside class, show good listening skills, revise and review work, read around the subject, go beyond the curriculum, think out of the box.
Reasoning: think about their learning, be inquisitive, ask questions.
Responsible: Do their own work, do not plagiarise, copy or pass off the work of others as their own, stick at a task, show an interest in what they are doing.
Resilient: stay focused in class, be positive.
Reflective: learn from mistakes, set targets, listen to differen opinions, ask how they can improve.

Developing these skills should enable our students to become:

independent enquirers
creative thinkers
reflective learners
team workers
self-managers
effective participants.

Alcohol, Smoking & Drugs Policy

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:

on the School’s premises or
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
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

Admissions Policy

Policy Statement

The aim of this policy is to outline the criteria according to which pupils may be selected for entry to the school and to outline the application and admissions process. Admissions into the school are administered by the Director of Admissions who reports to the Headmaster.

Our goal

Runnymede College is a co-educational day school for children aged 2 to 18. At Runnymede, we offer an assessment entry procedure. Identification of high academic aspiration and willingness to work hard is central to our admissions process. We seek to operate our admissions process fairly and securely and ensure that all applications are treated equally.

Equal treatment

Runnymede College promotes equality and diversity and seeks to prevent discrimination. We are committed to equal treatment for all, regardless of a prospective pupil’s gender, race, religion and belief, cultural and social background, sexual orientation, SEN and disability.

SEN

For the purpose of this document, special education needs may be defined as a physical disability, a medical condition or a learning need (dyslexia, ADHD, speed and language difficulties etc). Runnymede College welcomes students with special education needs providing that the school can offer the support required. We must be made aware of any particular requirements which may affect a child’s ability to participate in the admissions process and to take full advantage of the education provided at RC prior to the assessment process.

We do not discriminate in any way regarding entry. Parents of a child who has any known special education needs must provide the school with full written details at registration or during the admissions process. This ensures that your child can be provided with the necessary support throughout the admissions process. If a learning difficulty or disability becomes apparent after admission, we will consult with the parents about reasonable adjustments that the school can provide. We expect that parents provide the school with full disclosure of any of the above.

Criteria

Successful applicants are accepted based on a child’s success in the entrance assessments and a school report from the child’s current school showing satisfactory academic progress, attainment, behaviour and conduct. (We reserve the right to withdraw the offer of a place at RC if the child is asked to leave their current school for disciplinary reasons).

Additional consideration factors

We value historic and family connections to RC but are also keen to foster new associations and links to build an inclusive and diverse pupil body. Siblings of current students will be subject to the same entrance requirements as all applicants however some priority may be given on the waiting lists. Admission for siblings is not automatic and there may be situations where we judge that a sibling is likely to thrive in a different academic environment.

The offer of a place will be at the discretion of the Headmaster.

Staff children

Children of staff will be subject to the same admissions procedure and criteria as other applicants for places. The offer of a place will be made when there is a place available and all entry requirements have been met.

How to register

Registration must be completed online. An application will not be considered until you have submitted the online form and confirmed that you agree with the GDPR terms and conditions.

Points of entry

The school year runs from September to August. The exact number of places varies from year to year depending on demand. Children born on or after the 1st September are put into the following year. At Runnymede College, we do not make any exceptions to this rule. Students will not be fast-tracked due to high achievement. Pupils are not admitted to Year 11 or Year 13.

Procedure / recommended time scale

Runnymede is a family run school and we treat each application in a personal way. As part of the process, parents and students will be invited to have a meeting with the Headmaster or Assistant Headmistress during which we will discuss our respective educational aims and answer any queries that you have. This will give you the opportunity to understand the schools ethos, policies and procedures. The visit will include a tour of our facilities to get a feel for life as a Runnymedian.

Where places are available or the waiting list is still open, students will be invited for assessment.

Admissions assessments

Students from Year 1 upwards will be assessed in Maths and English. For entry to Year 7 and higher, students will also be expected to sit a computerised reasoning test (CAT4). Assessments must be sat at the school. In exceptional circumstances, assessments may be sat remotely.

Examinations are set at a standard appropriate to the age of the candidates. They are designed to be suitable for pupils in schools following the British curriculum alike. Test results will not be shared with parents. Students may be required to re-sit the assessments after 12 months on the waiting list to ensure that the satisfactory academic progress has been made.

Sixth form entry

We are looking for academically able and ambitious children with aspirations to achieve places at top universities and colleges in the UK and overseas. Students who are successful in the test and interview stage will be offered a conditional offer. This conditional offer will be subject to receipt of 8 GCSEs at grade A or A*.

Making of offers

The outcome of the assessment process will be of the following:

An offer of a place
Waitlist (when no place is available)
No offer of a place (unsuccessful in the assessment)

A formal offer of acceptance will be sent from the Headmaster in writing and enrolment will be complete on return of the signed document and receipt of the enrolment fee. The contract must be signed by all parties with parental responsibility. Where there is only one parent, proof of sole custody will be requested. The enrolment fee is non-refundable and covers the cost of the school
visit, assessment process, reservation of place and enrolment in the school.

The admissions fee can be found on the list of school fees. Please note that all fees are subject to annual review.

Those who do not secure the place by payment of the deposit within the given time, may lose their place.

Waiting lists

Our waiting lists can be long at certain entry points.

Offer of a place is only valid for the following academic year. It is common for vacancies to occur late in the day. Please do let us know of any change in contact details to be able to reach you at any time regarding any possible vacancy.

Whilst we apply a first come first served policy with the waiting lists where possible, priority will be given at times to siblings or high academic performers.

Feedback

Where a student is not admitted, feedback may be requested however the school is not obliged to disclose its reasons for not accepting a student or give feedback.

Special circumstances

If your child is unwell on the day of the scheduled assessment, we ask that you get in touch with us to reschedule. Applications will not be re-considered due to poor performance on the day. If you don’t think your child is prepared to perform at their best we prefer that you reschedule the assessment.

Disclosure

Parents must disclose any particular known or suspected circumstances relating to their child’s health, allergies, learning difficulties or disabilities prior to the examination process.

Assessment & marking policy (Senior School)

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

Complaints Procedure

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.

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:

E Safety Policy

Runnymede College aims to ensure secure access to ICT for all pupils. It recognises that technology encourages a new collaborative way of thinking and opportunities for exploring information. It also recognises the challenges pupils face in accessing reliable, appropriate information and in avoiding content and behaviour that is biased, bullying or exploitative. Runnymede College wishes to educate and safeguard pupils, parents and staff on the best use of ICT and alert them to the risks.

This policy applies to the use of technology on School premises and also any use, whether on or off School premises, during term time or in holidays, which affects the welfare of other students or where the culture or reputation of the School are put at risk.

This policy outlines the acceptable use of Internet and email facilities, file-servers, messaging services, and any networks or hardware, including but not limited to that provided by the School. It applies to any personal devices and other equipment that can be used to access, store or record data or media files.

ACCEPTABLE USE:

Students are responsible for their actions, conduct and behaviour online, or when using school devices in the same way that they are responsible at all other times. They should also adhere to the following guidelines when using the school network.

The school networks and related devices such as the iPads are the property of Runnymede College. They have been made available to students to help enrich the learning process and to enable them to become skilled and responsible users of tools that have become part of our everyday lives. Students are expected to use the resources for the educational purposes for which they are provided.

SERVICE PROVISION:

We have excellent network provision, including Wi-Fi in all areas of the school. Any issues regarding access should be addressed to the IT Department.

REPORTING:

Technical issues should be reported to the IT Department which is located on the lower floor of the Train building. Teachers can use the IT ticketing system for maintenance and technical issues while other matters can be reported via email to itsupport@runnymede-college.com. A breach of the e safety policy should be reported to the appropriate member of staff, usually the Head of Year or line manager

MONITORING:

The school reserves the right to monitor communications and general network usage in order to:

Protect pupils;.
Establish facts;
Prevent or detect crime or inappropriate behaviour;
Investigate or detect unauthorised, suspicious or inappropriate use of school ICT systems;
Ensure the effective and secure operation of the school network and its systems.

The following checks are in place to assist pupils:

Teachers can use the Apple Classroom app to monitor student use of devices during lessons.
If there is a suspicion that devices may be used inappropriately, the school reserves the right to perform random checks on any device brought into school by pupils.
The software that allows Internet access through the network maintains a log of all sites visited by all users, including attempts to access sites prohibited by the firewall.
The PSHEE programme is also used to help support the work of Internet awareness, use of social media and cyber-bullying;

EXPECTATIONS FOR ACCEPTABLE USE OF ICT

PERSONAL ELECTRONIC EQUIPMENT

Sixth formers are permitted to bring laptops to school for learning and educational use only. The devices must be compatible with the school network and should only be used in class at the teachers’ discretion for purposes permitted by the teacher and not for messaging, playing games or other non-educational activities.

MOBILE PHONES

Mobile phones are not allowed to be used in school. If they are brought to school, then they should be left in the office area at the beginning of the day and picked up at the end.

Pupils should not use their mobile phones on the school bus or at any time while on the school premises (even before or after school hours). They must, therefore, not be used in the waiting area either.

If pupils wish to contact their parents, they must do so from the school office.

SMART WATCHES

Smart watches should not be worn to school.

IPADS:

All pupils from Years 7-11 are issued with an iPad. Use of a Mobile Device Management system will enable the IT and Senior Leadership teams to remotely distribute updates, settings, and software to the devices. This has the benefit of students not having to source subject-specialist software for their own devices. It will also give parents and teaching staff the peace of mind that pupils are only able to access filtered content and applications and programs that have a clear academic focus.

As a student you understand that the iPad is the property of Runnymede College and that it has been issued for school-related work for the duration of the academic year. You understand that if any of the following conditions are broken, the iPad may be taken from you and returned only at the discretion of the Headmaster.

As a student of the senior school, you will:

keep the iPad, cover and charger in good condition without marks or graffiti; report any loss or damage immediately.
ensure you leave enough memory/space on iPad to allow for the use of educational apps and school work.
not use the iPad to access inappropriate Internet sites, download, distribute, store or display material or messages that could upset others;
return the iPad at any time when requested by the school. If a student is unable to do this, their parents are liable for the cost to replace missing items.
not remove any identifying marks placed on the iPad by the school;
not loan the iPad to others or allow them to use it;
not change, or attempt to change, the Runnymede College profile on the iPad or the original operating system installed.
Return the iPad to the school in good condition when required.

Damage/Loss

In the event of the iPad and/or its accessories being irreparable,or if it is lost/stolen due to pupil negligence, then the replacement cost will be incurred by parents or carers.
If the iPad can be repaired without the need to purchase physical items, such as buttons not working, then no cost will be incurred.
If the iPad requires servicing outside the College and the damage is deemed non- warranty but can be repaired, the cost of the repairs will be incurred by the parents/carers.

Security:

Use a ‘strong’ password for your accounts. Keep your password or security information a secret to others, except your parents/carers.
Make sure your device is locked whenever you leave it and log off your accounts.
Do not reveal any personal information (e.g. home address, telephone number) about yourself when using the Internet.
Do not share your login details (including passwords) for online accounts with anyone else. Do not use other people’s usernames and passwords.
Do not use drives or other portable devices on the school devices without having them checked for viruses by the IT Department.
Do not download and/or install any unapproved software, system utilities, VPNs or resources from the Internet.
If you discover a security problem, you should inform the IT Department immediately at itsupport@runnymede-college.com.

Communication:

Use appropriate language in all communication.
If you are under 18 and wish to use an e-mail address, you must obtain the permission of your parents/carers and should get them to carry out the signing up process for the account.
Always copy in your parents to an e-mail when you are sending work to a teacher.
Do not use social media sites, messaging or chat rooms during school hours.

Behaviour:

Do not create, send or post any material that is likely to cause offence or needless anxiety to other people or bring the school into disrepute.
Do not attempt to visit websites that might be considered inappropriate or illegal.
Do not access other users’ files or folders.
Students should never impersonate others or disrupt video lessons. They should only use the official school log-ons for these applications and they should identify themselves using their first and surnames rather than any nicknames.
Remember that files held and actions carried out using the school network will be regularly checked by the Systems Administrator or other members of staff.
Do not use the computers, iPads or any ICT devices to disrupt the work of others.
Do not attempt to harm or destroy any equipment, or work of another user on the school network system or from another location.
Do not receive, send or publish material that violates copyright law.
Report any inappropriate use of the system and/or devices to itsupport@runnymede-college.com

Sanctions

Where a student breaches any of the school’s rules relating to acceptable use of electronic equipment, an appropriate and proportionate sanction may be given. These may range from a negative House Point, to confiscation of any personal or shared devices, to more serious sanctions, including exclusion. If the breach is of a criminal nature, the parents, police and local authorities may be involved. If the school discovers that a child or young person is at risk as a consequence of online activity, it may seek assistance from the parents, agentes tutores, police force or social services. The DSL handles all Child Protection situations.

EDUCATION / PSHEE / PARENT SUPPORT:

Pupils are educated about both the opportunities and risks associated with the use of technology and the internet. They have regular PSHEE sessions that cover topics such as online safety, social media, gaming addiction, online gambling, pornography and other matters. Talks by external specialists are regularly organised for pupils and parents to provide further information and guidance.

Policy Reviewed May 2022

User Agreement Form for the Student E Safety Policy

It is the personal responsibility of every student to take all reasonable steps to make sure they follow the conditions set out in this Policy.

I agree to follow the school guidelines on the use of the school IT resources and systems. I will use the resources in a responsible way and observe all the guidelines explained above.

I agree to report any misuse of the network to the Systems Administrator (sysadmin@runnymede-college.com).

I also agree to report any websites that are available on the school Internet that contain inappropriate material to the Systems Administrator (sysadmin@runnymede-college.com).

If I do not follow the rules, I understand that this may result in loss of access to these resources as well as other sanction. I realise that students under reasonable suspicion of misuse in terms of time or content may have their usage monitored or their past use investigated. 

Student Name: ________________________________

Student Signature: ________________________________

Parent/Carer/Guardian Name: ________________________________

Parent/Carer/Guardian Signature: ________________________________

Date: ___/___ /______

Policy Reviewed May 2022

Homework Policy (Senior School)

Definition:

Homework is any work that is set to be done outside the timetabled curriculum.

Homework should:

Encourage students to develop independent learning skills and take responsibility for their learning.
Consolidate and reinforce skills and understanding developed in class.
Extend learning.
Provide parents with the opportunity to take part in their children’s education.
Help students develop time management skills and self discipline.
Help students prepare for the next lesson/activity.

Tasks:

Homework task should be planned carefully and integrated into schemes of work.
Teachers should make clear what the purpose of the homework is and how it will be assessed.
The tasks set should be varied and can include: consolidation of classwork, practice exercises, research, learning, reading, note-making, essays or assignments, using ICT, problem solving, collecting data, interviewing, revision etc.
Homework tasks should be differentiated in order to challenge the most able and support the learning of less able students.
Homework tasks may occupy a number of homework slots over a period of time, for example in the completion of a project, but students should be encouraged to manage their time effectively.

The role of the teacher

Staff should allow sufficient time during the lesson to set and explain homework.
Set homework in accordance with the timetable for Years 7 to 11, so that students can plan their time and so that parents are aware of what homework students have to do.
If homework includes Internet research, make sure the pupils do something with the information they find.
If students do not complete their homework teachers should write this in the student agenda and ask the student to ask a parent or carer to sign the note. Negative House Points can also be given for homework not done (usually after an initial warning). Copied work counts as homework not done.
Mark homework on a regular basis with formative comments and targets given orally or in writing.
Talk to students about why they didn’t do their homework and give support and advice.
Inform tutor, head of department and parents, as appropriate, when problems arise.

The role of the student:

Classwork should be completed in the time allocated in lessons, leaving adequate time for homework.
Listen to homework instructions and write down the task and deadline in their diaries.
Ensure homework is completed and handed in on time.
Do homework to the best of their ability.
Make sure homework is their own and has not been copied or plagiarised.
Talk to teachers in advance if they have and difficulties.

The role of the parents:

Provide their child with a quiet place to work.
Ensure child is spending designated time on the homework.
Encourage their child to do their homework to the best of their ability
Offer support and guidance while making sure that work done genuinely reflects the child’s understanding
Help their child organise their homework around other after-school activities and ensure they are not put under pressure because of these activities.
Check the child’s agenda regularly to ensure they are recording and completing homework.
Contact the school if they have concerns.

Ipad Rules

Junior School Behaviour & Discipline

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

New Technologies: A Guide for Parents

Given the almost inevitable influence that the Internet, Social Media and an array of digital devices, including mobile phones, have on our lives, with their enormous potential but inherent risks, it is important that we encourage a positive and healthy use of these media. What follows is a series of suggestions for parents in order to promote an appropriate use of the internet and electronic devices by their children:

What is OK, how much and how often?

Negotiate a reasonable amount of time that can be spent using these devices. Chatting, social media and gaming can quickly become an addiction and start to have a negative effect on homework, social life in the real world and behaviour in general.
Set firm limits about what sites your son/daughter can visit. It is important to discuss with them what is acceptable and what is not when they are online.
In relation to these first two points, well-defined and reasonable consequences for rule breaking should be stated before digital devices are used.

How to browse safely

As a parent, make sure you know what the websites and apps that young people use are actually for and what kind of activity is possible on them. You should be aware of the types of security available on these sites, and make sure that your son/daughter does not allow open access to personal information.
Talk with your children about Internet safety and how to protect themselves. They are young and curious, and it’s important that they have a clear idea of the risks involved. Get them to teach you about the sites they use and take an active interest in the use that they make of the Internet. Learn from each other.
It is essential that they receive the clear message that they must not give any personal information to strangers online.
They should also refrain from any behaviour that might cause hurt or upset to others.
Explain to them the nature and consequences of cyberbullying.
Encourage them to come and tell you if they have any problems or worries about their experiences online. When they do, listen to them carefully and try to give practical advice about how to solve the problems encountered. Help them to use blocking and filtering tools, and report any problems to the site manager. Avoid blaming them, or punishing them by removing computer access unless clear rules have been broken – you might be punishing their honesty, not their transgression.

Ways of controlling the use of digital devices:

Model good behaviour as a parent, for example have times when you do not use the devices, for example at family meal times or when having conversations with others.
Trust is a vital part of the relationship we have with our children, and the sophistication of this trust develops as they do. With increasing personal experience and intellectual development the most effective and reliable form of control will eventually be self-control, based on a solid sense of responsibility and sound moral judgement. Having said this, the nature of the content of some sites easily available on the Internet is very disturbing, and we must consider the type of access that we allow with reference to the age and maturity of a young person. To this end, we should be aware of the more technical methods available to control the use of the Internet:
Set up different user accounts (operating systems – eg. Mac OS and Windows now have comprehensive parental controls that you can put in place)
Your Internet Service Provider may have parental controls
Your router may have parental controls
You may use a third party service such as OpenDNS (www.opendns.com)
You can install monitor software (which gives information about the use of the Internet after the fact)
With regard to the variety of controls that you can put in place, beware: a false sense of security is worse than a sense of insecurity. These are all aids not remedies.
At all times, it is important that we let young people know to what extent we are monitoring their use of new technologies. A relationship built on trust must be transparent. We can explain to a 10 year old that due to the potential dangers presented by these cyber-mediums, we must know how and with whom he or she is communicating. This type of explanation obviously will not convince a 16 year old. Somewhere between these ages there is a mutually agreed and satisfactory handover of responsibility, one would hope.

Alarm bells

We must be aware of the warning signs of unhealthy use of new technologies and its consequences. Parents know their children better than anybody and will detect even small changes in mood and personality. The tendency is for us to put this down to adolescence, which can often lead us to recognise real problems too late. If you intuitively sense that something is not right with your child, you must discuss this with him or her. This can be quite difficult but it is essential. In most cases, solutions can be easily arrived at; in some cases, this discussion may uncover deeply rooted and more serious problems and you may need external support to overcome them.

We should look out for the following warning signs:

Excessive time being spent online, especially late at night. Not completing other tasks and a complete loss of sense of time.
Inappropriate sites appearing in web browser histories, or large gaps appearing in these histories due to parts having been erased. Devices may be quickly turned off or screens changed when a parent approaches.
A child becoming detached and withdrawn from the family, and perhaps secretive about his or her activities online.
Obsessive behaviour regarding new technologies. A child not being able to function in the present, constantly talking about using the internet or gaming. Anger may be expressed if there is an attempt to control internet or device use.
Communication, chats or phone calls with people that you do not know. Reluctance to provide information about these people.
If we can help in any way regarding the safe and healthy use of the Internet by your child, please don’t hesitate to get in contact with us.

Reviewed May 2022

Preventing Bullying Policy

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 member of our school community.

This policy is based on UK Government Department for Education guidance “Preventing and Tackling Bullying” July 2017 and supporting documents. It also takes into account the statutory guidance found in “Keeping Children Safe in Education 2022”, as well as “La convivencia en los centros docentes de la Comunidad de Madrid” (Decreto (32/2019 de 9 de Abril, del Consejo de Gobierno).

At Runnymede we acknowledge that bullying does happen from time to time, indeed it would be unrealistic to claim that it does not. However, it is our aim to:

Ensure that children and adults within school have a common understanding of what bullying is.
Minimise all forms of bullying.
Communicate clearly to children and parents the school’s strong response.
Stress that the whole school community act together on this issue.
Continually work to maintain a warm and harmonious atmosphere within school.

Runnymede College is committed to developing an anti-bullying culture where the bullying of any member of the school community is not tolerated in any form.

Definitions

Bullying is purposeful and repeated action conducted by an individual or group and directed against an individual who cannot defend themself in the situation. Bullying can take different forms:

Verbal bullying: name calling, use of threatening or provocative language.
Psychological bullying: excluding an individual from group play, refusing to talk to or even acknowledge an individual.
Physical bullying: hitting, kicking, grabbing an individual; taking or hiding another’s property.
Cyberbullying: bullying that takes place using electronic technology i.e. mobile phones, computers and tablets as well as communication tools including social media sites, text messages, chat and websites.

Approach

All allegations of bullying will be carefully investigated.
Children, parents and staff will be encouraged to talk openly about the issue.
As part of the curriculum, greater understanding of bullying in all its forms will be developed.
Children will be taught strategies to help them deal with bullying situations which they may encounter.
Staff will respond calmly and consistently to allegations or incidents of bullying.
The school will protect and support all parties on school premises both during and after school hours whilst issues are resolved.
The significance and impact of bystanding is emphasised to students, including the emphasis that is placed on this in Spanish law. Failure to report to the school staff situations of harassment of or situations that may put the physical or moral integrity of other members of the educational community at serious risk, which they witness or of which they are aware, will be considered illegal and a serious misconduct.
The school will make every effort to engage parents and involve them to ensure they know how to respond if bullying occurs and the part they can play to prevent bullying. This includes when they find themselves as bystanders or in a position to share information which may help the school respond to cases of bullying.

Education

The school employs a three-pronged approach to bullying and to being bystanders of bullying. We:

provide pupils with clear information on the types and impact of bullying, as well as places to turn for support, as part of our PSHEE curriculum.
promote the school values of respect and kindness, and reward demonstrations of these values to reinforce positive relationships between peers.
have clear sanctions for those who are accused of bullying or being bystanders of bullying.

Preventing Cyberbullying

Some students may not even realise that the behaviours they are engaging in fall within the scope of cyberbullying, especially if their initial motivations are to be funny or joking. However, the following are all forms of cyberbullying:

Starting online conflicts with aggressive or offensive language that will ignite cruel conversations, repeatedly harassing others, making demeaning comments, posting gossip, or purposely trying to exclude someone from an online group to hurt them.
Impersonating someone else in order to create trouble or embarrass someone as well as revealing humiliating secrets or information online are forms of cyberbullying.

Cyberbullying is different, not least because it will mainly take place outside school hours. Children who are cyberbullied are often bullied in person as well. Additionally, these children have a harder time escaping from the behaviour.
Cyberbullying can happen 24 hours a day, 7 days a week, and reach a child even when he or she is alone. It can happen any time of day or night.
Cyberbullying messages and images can be posted anonymously and distributed quickly to a very wide audience. It can be difficult, and sometimes impossible, to trace its source.
Deleting inappropriate or harassing messages, texts and pictures is extremely difficult after they have been posted or sent.

Apart from the measures outlined above the school must strive to work together with parents and pupils to inform, raise awareness and develop channels of communication to allow incidents of this nature to be reported as soon as they occur. The emphasis should, therefore, be on prevention.

In Spanish child protection legislation when a school is concerned that a student is at serious risk or is being subjected to serious cyberbullying (such as sexting, grooming and gender-based abuse), the school may, after considering the case and in accordance with the established disciplinary protocol, demand access to the mobile phone of a student without the permission of the student or their parents. Unless this is the case, the permission of parents for those under the age of 14 and the permission of the student for those aged 14-18, should be received before viewing any content on a personal device for safeguarding purposes.

Response

1. Students will know who to talk to in the first instance. This will often be their form tutor, but it could also be another member of staff known to them. Students must be given every opportunity to report the bullying in the first instance, but it will be the form teacher and/or Heads of Year who will follow up allegations. Therefore, any other adult in a position of responsibility should feedback to the form teacher as soon as possible.

2. Following the guidance in the Promoting Positive Behaviour policy, evidence of the bullying will be sought, in the form witness statements and video footage. The accused bully or bullies will be invited to meet with a member of staff and offered the chance to admit involvement in this behaviour.

3. Both bullied and bullying parties are informed that the situation is being monitored by the teacher/s concerned. The Designated Safeguarding Lead and Headteacher are informed if needed.

4. If there is no improvement, or further bullying occurs, the parents of the bullying child will be contacted in order to come into school to discuss the matter with the form teacher, Heads of Year and the Headteacher to make clear that a zero tolerance policy is being adhered to. If further bullying takes place further action may be taken in accordance with the Promoting Positive Behaviour policy.

5. As a result of the discussion clear expectations are laid down regarding:

Expected behaviour and attitudes
Where the bullying child should be at specific times of the day
Who they should report to and when.
Who they should keep away from.
What are the arrangements for the beginning and end of lessons, lunch times as well as the start and finish of the day.
Individual circumstances will determine the precise arrangements to be made.

6. Support will be given to the bullied child and to the bullying child in order to raise self esteem and develop appropriate social skills.

7. Clearly, if a bullying incident is serious enough to justify such a referral, it will be report to the appropriate external agency.

8. Pastoral leads of both the bully and bullied child will continue to monitor the situation regularly.

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

– Promotion of Positive Behaviour Policy
– Runnymede College Safeguarding Policy
– Runnymede College PSHEE and RSE Policy

Reviewed: September 2022

Next review: September 2023

Promoting Positive Behaviour Policy and Procedures

Download the document HERE

PSHE Policy

Aims:

PSHE education aims:

to help our pupils acquire the knowledge, understanding and skills they need to look after themselves and live healthy, safe, productive, responsible and balanced lives.
to help our pupils develop key skills and attributes such as self-management, empathy, critical thinking, communication, resilience, teamwork and negotiation amongst others.
to support pupils in assuming their position in society as happy, creative, moral citizens who respect their communal responsibilities and value their democratic rights.
to promote our school’s values of integrity, tolerance, respect, compassion, curiosity, humility and ambition.

Content:

PSHEE sessions offer students the opportunity to reflect on, discuss and debate a number of topical, relevant and sometimes complex themes that directly affect their lives.
Our PSHEE Curriculum covers themes outlined in the National Curriculum and Relationship and Sex education (RSE).
PSHEE sessions covered at Runnymede College have been grouped into four main themes including:
- Kindness and Communication – Here students explore topics such as bias, prejudice, discrimination, bullying, relationships, power, respect, values, citizenship and more
- Self – This theme allows students to learn about self organisation, personal safety, digital safety, self-esteem, personal challenges, preparing for exams, making decisions, thinking ahead, careers, university life and more
- Health and Wellbeing – Students find out about healthy lifestyles, sleep, emotional wellbeing, mental health, body image, first aid, alcohol, sex education, drugs and more
- Living in the Wider World – Here students learn about news events, global issues, trade, poverty, governments, law and more
The learning provided in topics aims to support the safeguarding of pupils.

Delivery:

PSHEE sessions are delivered by form tutors in numerous sessions throughout the year (see the PSHEE overview). Where form tutors are unavailable, another staff member delivers the session.
Year 7 and 8 also have one timetabled lesson per week, allowing them to explore key issues in greater depth.
Ground rules are essential to ensure there is a safe, respectful and caring classroom atmosphere for the delivery of the PSHEE sessions.

Resources:

All resources are prepared or sourced by the PSHEE-Coordinator. These are then made available for form tutors and teachers delivering the sessions on a website (www.psheeducation.com).
Those delivering the sessions are asked to look at the information in advance to ensure they are fully prepared for the sessions.
Teachers are expected to modify or adapt the resources, when necessary, to meet the needs of their pupils.
Feedback is requested to see whether there are opportunities for change or improvements that can be made to the resources.

Learning activities:

Learning experiences aim to draw on pupils’ own experiences or existing knowledge and build upon it, or where necessary challenge it.
A wide variety of activities are used in the PSHEE sessions. For example students prepare and share presentations, have class debates, do role play activities, play games, complete surveys and quizzes or watch video clips to help spark discussion.

PSHEE in the wider curriculum:

There are many links that can be made between PSHEE and other subject areas. Teachers are asked to try to cover themes in their subject lessons too.

Outside Speakers:

Where possible, outside speakers are called upon to deliver some aspects of the PSHEE Curriculum.

PSHEE Calendar of Awareness Days:

Year 12 mentors produce a monthly calendar of awareness days, with the aim of highlighting key issues related to PSHEE.
Form tutors are asked to use the calendar to discuss these issues and allow students to reflect on them during morning registration.

Dealing with challenging issues:

Students are likely to express a wide range of responses when confronted with controversial topics and these can be challenging to deal with. Staff are reminded of the following advice when exploring challenging issues:
- Establish and reinforce ground rules for discussion. New rules for a particular topic could be established by the students themselves.
- Encourage students to be open-minded and willing to learn before making up their mind on a particular issue
- Anticipate the students’ responses
- Challenge offensive comments (may have to be done one-to-one)
- Change the activity if it is not working
- Smaller group discussions – where students can challenge each other
- Use ‘distancing’ techniques

Pupil & Parent Handbook (Prep School)

Download the document HERE

Pupil & Parent Handbook (Senior School)

Download the document HERE

Safeguarding & Child Protection Policy

Download the document HERE

School Fire Safety Policy

Download the document HERE

School Accident Insurance

This insurance provides cover for pupils during any school activity taking place with the full knowledge and authority of the school and including direct travel to and from such activities, including optical and dental expenses coverage.

The premium for this cover is included in your school fees. All students are automatically covered and there is no need to fill out any form to join.

The school also has travel insurance to cover health care in the event of an accident or illness.

In the event of an accident:
1. School will contact the pupil’s parents or guardians.
2. Emergency medical treatment will be provided in a hospital according to the parents’ choice, based on the following criteria:
a. Medical centre contracted with Generali: 100% financial coverage of the expenses arising from the emergency care. Requires completion of the insurance form by the school nurse or, failing that, by the member of staff in charge of the pupil.
b. Medical centre not contracted with Generali. 3000€ maximum reimbursement for medical care. In order to be able to carry out the reimbursement it will be necessary to present the documentation relating to the health service, as well as personal and bank details.

Disclaimer: If parents cannot be reached, the pupil will remain at school / location of school activity until they can be contacted. Except, of course, in the case of a life-threatening emergency, in which case the pupil will be transferred by ambulance, managed by the “Servicio Madrileño de Salud” (112), to the closest public hospital of reference.

This summary is intended only as a guide to policy cover. A detailed copy of this policy is available at school.

Contracted Medical centres 2022-2023.

SEN Policy

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

Staff Code of Conduct

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

Visitor Policy

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

MENU

HOME

ABOUT US