PERFORMANCE MANAGEMENT Classroom Observation Booklet

1. Teignmouth COMMUNITY SCHOOL “A good School with outstanding features” OFSTED 2010 PERFORMANCE MANAGEMENT Classroom Observation Booklet Staff Induction Guide 2012-13 Principal A P Gray BA Hons MEd

2. Teignmouth Community School: New Staff Induction Day The day is intended to serve as an introduction to some of the essential systems and procedures in the school. It is not exhaustive but aims to offer a start up package to help new staff settle into the rhythm of TCS. It is hoped that by putting some responsibilities to names, and faces, that new staff will feel confident about who to approach should they need further guidance. Coffee in LLC Hut from 9:15am 9:30 – 9:45 Introduction Tony Gray (Principal) 9:45 – 10:10 Safeguarding and Intervention Geoff Warne (Assistant Principal, Leader for Student and Adult Well Being and Safeguarding) 10:10 – 10:30 Performance Management Jon Lunn (Assistant Principal, Performance and Assessment Leader) Rebecca Mullins (Assistant Principal, Leader for Teaching and Learning) 10:30-10-45 Attendance Jackie Moore (Student Support Team Leader) 10:45-11:00 Resources and Cover Andrew Webber (Resources, Communications & Cover Manager)   Rosemary Martin (Resources) 11:00 – 11:20 Break for coffee 11:20-11:30 Library Tess Masterman introduction to the Library 11:30-11:45 Special Educational Needs and Behaviour Kelly Ray (Assistant Principal, Leader for SEN) 11:45-12:00 Educational Visits John Shircliff 12:00-12:50 IT, Sims, and the School Network Jon Lunn (Assistant Principal, Performance and Assessment Leader) David Jones (Network Manager) Joab Forte (SIMS Manager) 12:50 - 1:30 Lunch in the canteen 1:30 onwards NQT/ Induction Programme Rebecca Mullins (Induction coordinator) Essential documentation and personal details Nicola Radford (Personnel Officer) will ask new staff to see her before the end of the day. Separate times will be issued. Staff are free to spend the rest of the school day within their subject areas.

3. Teignmouth Community School site map

4. Teignmouth Community School All Teignmouth Community School policy documentation is available through the TCS website. For the purposes of induction the policies felt to be most pertinent for new staff have been included in the Induction Day Programme. Some have been summarised to provide overview. All are being reviewed and updated for September. Contents Page Map of site p.3 Safeguarding and Child ProtectionP.5 Appraisal P.17 Special Educational NeedsP. 40 Policy for the Management of Outdoor Education, Visits and Off-Site Activities P.43 IT Support P.48 Citizenship at TCS p.50 General Information P.53 Guidance on Staff Absence P.54 School Timetable P.55 Curriculum Teams P.56 Health, Safety and Responsibilities P.57 School Clothing P.58 Internal Telephone Numbers P.60 Emergency Evacuation Procedures P.62

5. Teignmouth COMMUNITY SCHOOL “A good School with outstanding features” OFSTED 2010 PERFORMANCE MANAGEMENT Classroom Observation Booklet Safeguarding and Child Protection Principal A P Gray BA Hons MEd

6. Safeguarding and Child Protection This policy will be updated for September 2012. • Advice for Staff • The Senior Designated Person for Child Protection is: • Mr G Warne (Senior Assistant Principal) • The Deputy Designated Person is: • Mrs. C Mayne (Inclusion Co-ordinator) • Senior Designated Person • Acts as a source of support, advice and expertise within the school • Liaises with other agencies about child protection concerns and referrals • Attends refresher training every two years • Ensures all staff have child protection training every three years • The Education Act 2002 (S175 Maintained and S157 Independent) • stated that every school has: • ‘A statutory duty and a pastoral responsibility toward their pupils. Every school and college should... develop a child protection policy which reflects its statutory duties and pastoral responsibilities and refers to the procedures to be followed...' • 'The key element in ensuring that proper procedures are followed in schools is that the head teacher or another senior member of staff is designated as having responsibility for liaising with the local social services department and other agencies over cases of abuse.’ • In all cases where abuse is suspected or a sustainable allegation is made, teachers and other members of staff should report the information to the designated teacher. The designated teacher should refer these cases to, or discuss them with, the investigating agencies according to the procedures established by the local Safeguarding Children Board and, in the case of LA-maintained schools, by the LA.

7. CHILD PROTECTION: ADVICE FOR STAFF This guidance should be read in conjunction with the DCC Protection Multi-Disciplinary Handbook (May 2001), HM Government booklet ‘Working Together to Safeguard Children(2006) and DCC Handbook for Senior Designated Officers Safeguarding/Child Protection in Education Settings( December 2009) which are located in Mr Warne’s office. All staff have a copy of DCSF Guidance for Safer Working Practice for Adults who work with Children and Young People and HM Government guidance (2006)’ What to do if you are worried a child is being abused -Summary They are also available electronically via Staff / Resources/ Safeguarding This document is aimed at providing guidance which should not inhibit any member of staff’s ability to use their own professional judgement when interacting with pupils. It is recognised that school staff have the best of intentions in their daily interactions with children: any form of abuse of children by staff in schools is very rare. There has, however, been a welcome increased awareness of child protection issues as a result of the Children Act legislation. 1. Rationale The School environment should enable pupils to feel safe and supported and be one in which they can learn and develop. The School will provide a proactive and reactive means of identifying and supporting students thought to be at risk. This is known by and supported by all members of staff. This policy updates and replaces the previous Child Protection Policy and is in response to Section 175 of the Education Act (2002) and the Children’s Bill (2004) which requires local education authorities, governing bodies, and proprietors of independent schools to make arrangements to: ensure that their functions are carried out with a view to safeguarding and promoting the welfare of children’s Education Act (2002). In addition Section 175 further states that ‘those bodies must give regard to any guidance issued by the Secretary of State in considering what arrangements they need to make for that purpose of the section.’ Education Act (2002). This policy has been established in line with the DFES Circular 0027/2004, ‘Safeguarding Children in Education and ‘What to do if you are worried a child is being abused’. This policy draws upon good practice within the guidelines set by Devon County Council Local Safeguarding Children Board – LSCB, which are commensurate with the Guidance document ‘Working Together to Safeguard Children’ (Updated 2005).

8. 2. Responsibilities • Our responsibility to safeguard children requires that we all appropriately share any concerns that we may have about children. • We understand that guidance on general procedures where child abuse either inside or outside the school is suspected is given in the Devon County Child Protection Multi-Disciplinary Handbook. • If we have suspicions that a child may have suffered abuse we will complete the “Safeguarding Record Log” and contact the Designated Person (a senior member of the leadership team) or the Deputy Designated Person. • If staff have disquiet about the behaviour of a colleague, they should inform the Senior Designated Officer, or Principal, immediately. • If their concerns relate to the Principal who is also the Senior Designated Officer, then staff should contact directly the Local Authority Designated Officer for Allegations on 01392 386013. • A full written report must be given to the Senior Designated Officer or the Area Child Protection Officer immediately and a copy retained safely. • All staff in the school both teaching and non-teaching staff, have a responsibility to share relevant information about the protection of children with other professionals, particularly the investigative agencies (Social Services and the Police). If a child confides in a member of staff and requests that the information is kept secret, it is important that the member of staff tells the child sensitively that he or she has a responsibility to refer cases of alleged abuse to the appropriate agencies for the child’s sake. Within that context, the child should however, be assured that the matter will be disclosed only to people who need to know about it. Staff who receive information about children and their families in the course of their work should share that information only within appropriate professional contexts. Child Protection records will be kept securely locked in the Pastoral Heads office. • The school responsibility is to recognise and encourage all staff to be aware of the identification of any child suspected as the victim of child abuse. Staff will be given appropriate training as to the issues involved. • The school recognises the need for inter-agency working as stipulated in ‘Working Together’. There should also be regular termly meetings to discuss all children in care. Meetings should also take place with Social Services to discuss all children that are subject to Child Protection Plans. The School recognises the importance of Child Protection Conferences and Review.

9. 3. One-to-One Meetings with Pupils • Staff should be aware of their vulnerability when undertaking one-to-one interviews with pupils. It is recognised that there will be occasions when one-to-one interviews must take place, but where possible such interviews should be conducted in a room with visual access or with the door open, or in a room or area which is likely to be frequented by others. Staff should always consider their use of language within such meetings. • 4. Physical Contact with Pupils • As a general principle, staff are advised not to make unnecessary physical contact with their pupils. Physical contact which may be misconstrued by the pupil, parent or other casual observer should be avoided. • There may be occasions when a distressed child needs comfort and reassurance, but staff should use their discretion in such cases to ensure that their actions are not misinterpreted. • Staff who administer First Aid should ensure, wherever possible, that other children or another adult are present in reference to the guidance about intimate care in the Safer Working Practice document which reflects the currents pupils needs within the school. • Anyone with responsibility for the management of other staff may wish to consider if there is any need for extra guidance in connection with behaviour management programmes, provision or personal care, and specific curriculum needs (e.g. PE, Art, etc). • Staff should be aware of their vulnerability when supervising pupils outside school, in a residential setting, or on a school trip, because of the more informal nature of such contexts. Staff in some schools may wish to consider carrying identification when undertaking these activities. • 5. Physical Intervention/Positive Handling • See Use of Reasonable Force to Control and Restrain Pupils policy. • Further guidance on physical intervention/positive handling by staff can be found in the Safer Working Practice document. • Such events should be recorded and signed by a witness. • Staff who are likely to need to use physical intervention should be appropriately trained. • We understand that physical intervention of a nature which causes injury or distress to a child may be considered under child protection or disciplinary procedures. • 6. Choice of Teaching Materials • When using teaching materials of a sensitive nature, teachers should be vigilant as to the possibility of misinterpretation and if in doubt should consult with senior staff.

10. 7. Day-to-Day Interaction with Pupils • Staff should ensure that their relationships with pupils are appropriate to the age and gender of the pupils. Attitudes, demeanour and language all require care and thought, particularly when dealing with adolescents. • 8. Allegations involving staff • See Safeguarding policy. • Always keep a recording of any behaviour or incident that could compromise you as a worker, i.e.: • If the child makes any allegation against you or another member of staff • Or you are spoken to or touched in a sexual manner or inappropriate place • You say or do anything that could be misinterpreted • Following an incident where a member of staff feels that their actions have been misinterpreted, then that member of staff should speak with a senior member of staff and/or their professional association. • If you become subject to an allegation of abuse you should contact your professional association immediately. • The name of any member of staff considered not suitable to work with children will be notified to the DCSF Misconduct Team, with the advice and support of Education Personnel and in accordance with the Barring Regulations, which are the "Procedures for Barring or Restricting People Working with Children in Education" DCSF July 2003. • Pending any arrangements from ISA (Independent Safeguarding Authority) due for release 2010. • In considering this advice, staff are reminded that the welfare of the pupils remains paramount and therefore the protection of the pupil must remain their primary consideration. A personal mentor will be provided where appropriate.

11. Child Protection - Information for staff It is your responsibility to be alert to the threat of child abuse, to be aware of and able to recognise different forms of abuse and to refer any suspicion of abuse to your Senior Designated Person. You should familiarise yourself with the procedures within your school for referral, recording and monitoring a suspected case. DOS & DON’TS If you suspect child abuse DO refer to your Senior Designated Person (SDP) immediately DO write up a full report for SDP immediately and retain a copy (securely) DO make sure the child/informant understands confidentiality. Make it clear that the information may have to be shared with other professionals but only those who need to know DO NOT examine the child DO NOT ask leading questions – allow the child to tell their own story If a child discloses information to you DO allow the child to do the talking DO listen – take the child seriously DO remain calm and caring DO record the conversation as soon as possible afterwards (always use the child’s own words) DO refer to your SDP immediately DO write up a full report for the SDP & retain a copy (securely) DO share your concerns – you are not expected to handle it alone DO tell the child what you are going to do and what will happen next DO NOT postpone or delay the opportunity to listen DO NOT ask leading questions – allow the child to tell their own story DO NOT allow your own feelings, such as anger, pity, shock to surface DO NOT make false promises, e.g. say you will keep ‘the secret’ DO NOT interpret what you have been told, just record it DO NOT allow any breach of confidentiality but make it clear that the information may have to be shared with other professionals but only those who need to know DO NOT delay in referring to your SDP immediately DO NOT take photographs of any injuries DO NOT ask the child to repeat the disclosure

12. Follow-up: a) In accordance with your school policy, the child’s behaviour should be monitored, information collated and the SDP kept informed. Any change should be reported immediately to the SDP. b) When a child moves classes within the school, any information of child abuse should be passed on to the appropriate teacher and the monitoring role appropriately assumed. Footnote: It is Devon County Council Policy that all staff have the right to refer suspected cases of child abuse either to the Head teacher or to the Principal Education Welfare Officer if the teacher feels the referral to the SDP has not been dealt with adequately. Categories and signs & symptoms of abuse Domestic violence & abuse Domestic violence and abuse are the misuse of power and the exercise of control by one person over another within a close relationship. They may involve: • physical violence • emotional or psychological abuse • sexual violence and abuse • financial control • controlling where you go and who you meet. Signs and symptoms can include: • Physical injuries • Change in behaviour in school • Aggression/anger towards parent • Over protective of parent • Introversion, withdrawal, depression Sexual abuse Forcing or enticing a child or young person to take part in sexual activities, whether or NOT the child is aware of what is happening. Activities include: • physical contact, including penetrative and non-penetrative acts • involving children looking at or in the production of pornographic material • watching sexual activities • encouraging children to behave in sexually inappropriate ways

13. Signs and symptoms can include: • Vivid details of sexual activity • Compulsive masturbation • Sexual drawings • Sexualised play with explicit acts Soreness of genitalia or bottom Neglect Persistent failure to meet a child’s basic and/or psychological needs, likely to result in the serious impairment of a child’s health or development. This may involve: • a parent or carer failing to provide adequate food, shelter and clothing • failing to protect a child from physical harm or danger • failure to ensure access to appropriate medical care or treatment • unresponsiveness to a child’s basic emotional needs Signs and symptoms can include: • Constant hunger • Poor personal hygiene • Poor state of clothing • Frequent lateness or non-attendance at school • Untreated injuries/medical problems Emotional abuse Persistent emotional ill-treatment of a child such as to cause severe and persistent adverse effects on his/her emotional development. It may involve: • conveying to children they are worthless, unloved or inadequate • conveying to children that they are valued only insofar as they meet the needs of another person • inappropriate expectations for their age or development • causing children to feel frightened or in danger • the exploitation or corruption of children Signs and symptoms can include: • Over-reaction to mistakes • Sudden speech disorders • Neurotic behaviour e.g. rocking, hair-twisting, thumb sucking • Self mutilation • Extremes of passivity or aggression

14. Physical abuse • Can include: • Hitting • Shaking • Throwing • Poisoning • Burning & scalding • Drowning • Suffocating • Fabricated & induced illness • Signs of Physical Abuse • COMMON SITES FOR NON-ACCIDENTAL INJURY: • Eyes; Ears; Cheeks; Mouth; Shoulder; Chest; Upper arms; Inner arms; Genitals; Front • thighs; Buttocks; Back of thighs; Stomach • COMMON SITES FOR ACCIDENTAL INJURY: • Forehead; Crown; Bony spinal protuberances; Elbows; Iliac crest; Knees; Shins • Signs and symptoms can include: • • Unexplained injuries or burns, particularly if they are recurrent • • Improbable excuses given to explain injuries • • Refusal to discuss injuries • • Untreated injuries • • Fear of parents being contacted • • Arms and legs kept covered – even in hot weather • • Fear of medical help • Remember that the Data Protection Act is not a barrier to sharing information but provides a framework to ensure that personal information about living persons is shared appropriately. • 2. Be open and honest with the person (and/or their family where appropriate) from the outset about why, what, how and with whom information will, or could be shared, and seek their agreement, unless it is unsafe or inappropriate to do so. • 3. Seek advice if you are in any doubt, without disclosing the identity of the person where possible. • 4. Share with consent where appropriate and, where possible, respect the wishes of those who do not consent to share confidential information. You may still share information without consent if, in your judgement, that lack of consent can be overridden in the public interest. You will need to base your judgement on the facts of the case. • 5. Consider safety and well-being: Base your information sharing decisions on considerations of the safety and well-being of the person and others who may be affected by their actions.

15. 6. Necessary, proportionate, relevant, accurate, timely and secure: Ensure that the information you share is necessary for the purpose for which you are sharing it, is shared only with those people who need to have it, is accurate and up-to-date, is shared in a timely fashion, and is shared securely. 7. Keep a record of your decision and the reasons for it – whether it is to share information or not. If you decide to share, then record what you have shared, with whom and for what purpose.

16. Safeguarding Record Log CONFIDENTIAL Name of School: Teignmouth Community School To be completed by member of staff: Pupil Name:_______________________________________________________ Date of Birth: ___________________________UPN:______________________ Address:_________________________________________________________ ________________________________________________________________ ________________________________________________________________ Form/Class:_______________________________________________________ Nature of Concern:

17. Teignmouth COMMUNITY SCHOOL “A good School with outstanding features” OFSTED 2010 PERFORMANCE MANAGEMENT Classroom Observation Booklet Appraisal 2012-13 Classroom Observation Booklet Reviewer: Reviewee: Principal A P Gray BA Hons MEd

18. Learning policy Values • Teignmouth Community School believes that students are successful when they are given: • a coherent learning experience • confidence in their ability to achieve • a feeling of being safe, valued, trusted and respected • opportunities to learn through social interaction • a stimulating, supportive, healthy environment and life style • opportunities to evaluate their own progress and achievement • learning that they perceive to be relevant, worthwhile, enjoyable and fulfilling • opportunities for challenge, innovation and adventure. • Teignmouth Community School aims to: • develop approaches which are sufficiently flexible to embrace new thinking across the curriculum • ensure that students receive regular feedback about their learning so that they can understand how to improve and progress • create a learning environment in which expectations and objectives shape outcomes • create a learning environment which builds on pupils’ capabilities, their prior learning and understanding • develop students who are highly motivated and can sustain their concentration • motivate students via the development of high quality resources, including technology, to optimise learning • create opportunities which promote learning and progress with high attainment • create a learning environment which challenges students’ understanding of the world around them • create an environment which promotes mature and thoughtful behaviour as part of successful learning. Aims

19. 2012 Teacher Appraisal: key points • The cycle stays the same. October half term deadline each year. • 2011 Objectives reviewed under the old system by the 2011-2012 line manager. • The key change is from a Performance Management model to an Appraisal model. A teacher must be appraised to the new teacher standards. • 2012 objective 1 stays the same to cover the new standard 2 (see overleaf), and refers to each teacher’s class achieving in line with national standards. • All standards need reviewing by the reviewee before the meeting and then discussed in the object setting meeting as to whether the Reviewer concurs. • Jon Lunn will pair object set with all line managers to ensure consistency of application until the line manager and JL are confident the new system can be applied. This will require reviews to commence from September through to the end of half term. • CTLs have the option to be the Reviewer for all of their team in the 2012-2013 cycle or delegate responsibility to other middle leaders in their team. • The 2 x 5 hour nominal twilight time will continue throughout the Autumn half term. • The government’s model policy on ‘Teacher appraisal and capability’ is the only policy available to date and therefore is being considered for presentation to the Directors to adopt for September 2012. • If the Devon policy is completed in sufficient time to review before the last Directors meeting of this term then this may be considered also (not scheduled to be completed until the end of this term). If the Devon policy is distributed at the end of the term it will be considered for the 2013-2014 cycle. • At every stage the first cycle is very much about a supportive process of transitioning people across to an Appraisal system. The school will provide CPD to address the common areas of concern. School staff should be reassured that TCS is not in the top 7% nationally because we have staff who are not doing their jobs. • Any further questions please forward to JL.

20. Teaching Standards (September 2012)

21. Teaching Standards (September 2012)

22. Teaching Standards (September 2012)

23. Teaching Standards (September 2012) • Part two: • Personal and professional conduct - A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: • treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions • showing tolerance of and respect for the rights of others • not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs • ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law. • Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality. • Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

31. Lesson Observation cycle 2012 The first cycle took place in the summer term of 2012. New teaching staff should expect to be observed by Jon Lunn or Rebecca Mullins within the first half term.

32. Sample lesson plan This lesson was observed by HMI in March 2012. It is not the only way of planning for Outstanding, but offers some starting points. All new staff should approach their CTL/ team leader and request the lesson plan template that has been created for their subject or area.

35. SMSC will need to be added to this lesson plan

36. Starting point advice for SMSC: What should students be able to talk about?

37. Lesson observation: assessment, feedback, and the importance of measuring progress To measure progress over time, a triangulation of evidence must take place between the following elements… The need for us to focus on assessment and feedback has arisen out of the work scrutiny. Weaker work sampling, assessment and monitoring, means that progress over time cannot be clearly gauged in observations.

38. Progress Over Time and Pupil Voice Student voice offers a key means by which progress can be measured.

39. Progress Over Time and Pupil Voice

40. Teignmouth COMMUNITY SCHOOL “A good School with outstanding features” OFSTED 2010 PERFORMANCE MANAGEMENT Classroom Observation Booklet Special Educational Needs at TCS Principal A P Gray BA Hons MEd

41. Special Educational Needs • Tracking Progress at Teignmouth Community School • Special Educational Needs • EALChildren in CareFree School Meals (FSM) • The Tutor’s Role • To identify SEN and ‘groups’ within their forms. • To hold regular and informal conversations with students regarding pastoral and academic concerns. • To praise when necessary. • To monitor progress via improvement card, the academic progress card, or liaison with teachers. • To provide students with targets on Review Day • To liaise with Lead Tutor and SENCo about concerns. • To make contact with parents who causes concern, especially SEN students, at early an stage. • The Classroom Teacher’s Role • To identify all SEN students in classes, keep records, and monitor progress. How? • Go on to Sims and click on SEN to research additional needs and strategies. Note them in your register, lesson plan or pack. • Plan specific strategies for students with identified SEN. • Plan for behaviour management, literacy etc. Each subject area has a standardised lesson plan. Each teacher is expected to use the standardised lesson plan which is required to explain how the needs of ALL students are met, but with particular reference to any identified SEN students. Departmental strategies are encouraged. • Liaise with CTL and SENCo regarding concerns over progress. Students are expected to attain two levels between the Key stages. It everybody's responsibility to provide an appropriate curriculum and route to success. Differentiation is vital to this process. • The Lead Tutor’s Role • To ensure Tutors are aware of all SEN students in their class. • To monitor, keep records, and maintain awareness of, changes concerning SEN students within their year group. • To liaise with SENCo regarding SEN concerns. • To make early contact with home about SEN students by introducing themselves and offering support. • To provide an IEP for students on Action Plus by liaising with the SENCo and recording targets on Sims. • To liaise with teachers and CTLs regarding progress. • To track SEN progress using target sheets and academic reports.

42. The Role of the TA • TCC has moved towards placing TAs into subject areas in order to create subject specialist TAs. TAs want to, and should be, involved in your lessons. This can include discussing and sharing learning objectives, planning lessons and learning resources, and considering appropriate strategy for SEN students. Reflection time is crucial in making these processes most effective, for which informal discussions and scheduled meetings might be used. TAs are keen to contribute so ensure that they feel valued by using their expertise. When tracking progress, discuss students with SEN throughout the lesson. TAs may be able to suggest targets that you could use. • The Role of the SEN Champion • Each curriculum area has a nominated SEN Champion. Their role involves liaison between subject areas and the SENCo in order to share strategies, concerns and progress of particular students. The SEN Champion also attends inset sessions concerning a range of learning issues such as dyslexia, autism, and working with parents. Information and strategies are then shared with the curriculum subject teams. • The Role of the SENCo • The SENCo is responsible for the following: • Tracking progress of SEN students and groups. • Ensuring teachers, tutors, middle managers, and Leadership are aware of SEN issues through effective communication. • Liaison with outside agencies about specific students. • Organisation of exam dispensation for students, such as provision of a reader or scribe etc. • Organisation of appropriate SEN INSET • Kelly Ray holds responsibility as SENCo and can be found in CAL (the Centre for Appropriate Learning) in Winterbourne. Tracs II and the Nurture Group, amongst other learning support initiatives, also operate out of CAL.

43. Teignmouth COMMUNITY SCHOOL “A good School with outstanding features” OFSTED 2010 PERFORMANCE MANAGEMENT Classroom Observation Booklet Management of Outdoor Education, Visits and Off-Site Activities Principal A P Gray BA Hons MEd

44. Policy for the Management of Outdoor Education, Visits and Off-Site Activities This policy will be updated for September 2012. 1. Introduction This policy covers all off-site visits and activities organised through the school and for which the Governing Body and Principal are responsible. The Governing Body endorses the Devon County Council policy document “Outdoor Education, Visits and Off-Site Activities” as the basis for the college’s health and safety policy for the management of visits and off-site activities. The Governing Body seeks to ensure that every pupil has access to a wide range of educational experiences as an entitlement. The Governing Body aims to enable this college to become an educational environment in which all members of the college community can thrive, regardless of race, religion, culture, gender or individual need. We intend to apply this aim to the planning and management of all visits and off-site activities. The management of visits and off-site activities places particular responsibilities for the health, safety and welfare of all participants on the Governing Body, Principal, the party leader, members of staff and volunteers, pupils and parents. The college also has responsibilities to other members of the public and to third parties. This policy on visits and off-site activities therefore compliments the wider college health and safety policy. It is a priority of this school that all visits and off-site activities are safe, well-managed and educationally beneficial. 2. Responsibilities of the Principal The Principal will: • ensure all visits and off-site activities have specific and appropriate educational objectives • approve all visits and activities, based on compliance with the council and college health and safety policy, relevant Devon County Council guidance and recognised good practice; • ensure off-site programmes are led by competent staff who are appropriately experienced to assess the risks , manage the activity and manage the specific group; • check that the staffing ratio is suitable for each visit; • ensure party leaders have access to a planning checklist, based on the Devon policy, and adapted as necessary to meet the particular needs of the college; • check that risks have been assessed, significant risks recorded and any appropriate safety measures are in place.

45. 3. Responsibilities of the Educational Visits Co-coordinator In order to carry out the above responsibilities effectively the Principal may delegate specified tasks to a suitably experienced and competent Educational Visits Co-ordinator (EVC). The EVC will be responsible for carrying out agreed tasks and attending relevant training provided by the Council. 4. Approval of off-site activities The Principal (or the EVC on his /her behalf) will be responsible for approving all off-site activities. This includes approving the party leader for each visit or off-site activity. A summary of the programme for the following categories of visits, together with a risk assessment, will be sent to the Adviser for Outdoor Education, Devon Education Services, for endorsement: • hazardous outdoor and adventurous activities (except those taking place at Devon County Council outdoor and residential centres) (Category B activities); • visits abroad (Category C activities); • activities where there is significant concern about health, safety and welfare (Category C activities). The Principal will monitor off-site visits and activities and will provide a regular report to the Governing Body about the off-site activities which have taken place from the college. The Principal will ensure that all volunteers attending visits are CRB checked. 5. Responsibilities of the party leader The party leader will: • have overall responsibility for the supervision and conduct of the visit or activity; • obtain the Principal’s approval (or the EVC on his /her behalf) before any off-site visit or activity takes place; • follow policy and procedures of the Council and the college; • assess the risks involved and amend as appropriate any previously recorded risk assessment; • use the college planning checklist to ensure all procedures have been followed; • ensure form SOE5 from the policy is completed where commercial, charitable or private (non-DCC facilities) are being used for adventurous or residential activities; • inform parents fully about the visit and gain their consent, where appropriate; • reassess risks while the visit or activity takes place; • ensure there is a contingency plan (Plan B) should a significant change to the programme be necessary due to weather etc. • ensure all staff are aware of relevant DCSF advice.

46. 6. Responsibilities of additional members of staff taking part in visits and off-site activities • Members of staff, volunteers and parent helpers should: • Assist the party leader to ensure the health, safety and welfare of young people on the visit; • • Be clear about their roles and responsibilities whilst taking part in a visit or activity. • 7. Responsibilities of pupils • Whilst taking part in off-site activities pupils also have responsibilities about which they should be made aware by the party leader or other members of staff, for their own health and safety and that of the group. Young people should: • • Avoid unnecessary risks; • • Follow instructions of the party leader and other members of staff; • • Behave sensibly, keeping to any agreed code of conduct; • • Inform a member of staff of significant hazards. • 8. Responsibilities of parents • Parents have an important role in deciding whether any visit or off-site activity is suitable for their child. Subject to their agreement to the activity parents should: • • support the application of any agreed code of conduct; • • inform the party leader about any medical, psychological or physical condition relevant to the visit; • • provide an emergency contact number; • • sign the consent form. • 9. The provision of training and information • A copy of this policy and associated college procedures will be made available to all staff within the college who may be responsible for leading off-site visits and activities and to any parent requesting a copy. • The Principal will make additional information available to staff to help ensure the safe management of off-site activities, including the Devon policy statement “Outdoor Education, Visits and Off-Site Activities” and access to the DES website: www.deseducation.org/outdooreducation • Appropriate training will be made available to leaders and other adults taking part in off-site activities in order to reflect identified college health and safety priorities and educational priorities. • The Principal (or EVC on his /her behalf) will maintain a record of the qualifications held by staff and volunteers involved in outdoor activities including first aid, life-saving, mini-bus driving and specific hazardous activities.

47. 10. Action in the case of emergency The Principal will ensure that emergency arrangements are in place, known to staff and in line with Council policy, to cover the range of activities undertaken from the college and the times at which they take place. This will include a minimum of two emergency contact numbers for designated senior members Devon Education Services November 2007 4 of staff or the governing body out-of hours. First aid provision and training of staff will be in accordance with good practice. 11. Accidents and incidents Any accidents and incidents that occur during off-site visits and activities will be reported and recorded in accordance with the school health and safety policy. Devon County Council will be informed of notifiable accidents and incidents. Accidents and incidents will subsequently be reviewed within the college to identify any learning points. 12. Monitoring and review policy and practice The Governors will review this policy: • Every two years • At such time as there are significant changes to guidance on the management of Outdoor Education, Visits and Off-Site Activities • Should significant issues be brought to the attention of the Governors through the report of the Principal. This policy has been agreed by the Governing Body on: 18/06/08 Review date: June 09

48. Teignmouth COMMUNITY SCHOOL “A good School with outstanding features” OFSTED 2010 PERFORMANCE MANAGEMENT Classroom Observation Booklet IT Support Principal A P Gray BA Hons MEd

49. IT Support

50. Teignmouth COMMUNITY SCHOOL “A good School with outstanding features” OFSTED 2010 PERFORMANCE MANAGEMENT Classroom Observation Booklet Citizenship at TCS: a general outline Principal A P Gray BA Hons MEd