Policy – Recording and Monitoring Lates

Rationale

At Ripple Primary School, LEARNING STARTS AT A QUARTER TO NINE.

Teachers prepare work to support the children’s learning which begins as soon as the children arrive in class. If a child is not in school on time then they are not ready to learn at 8:45am. Children who arrive even a few minutes’ late miss valuable lessons which have been planned carefully by the teacher to address the needs of his/her class. If a child was ten minutes late every morning for a week, they would have missed nearly an hour of learning time that week.

Purposes

  • To promote and improve punctuality
  • To ensure all stakeholders are aware of their responsibilities in promoting punctuality.

Guidelines

Action Further Guidance Timescale
Gates are closed promptly at 9am. Any child arriving after 9am must enter the school via the Office. Children will be asked the reason for lateness and parent/carer will be asked to sign a form. Daily
Lateness will be monitored by the Attendance Officer. If a child has two late marks in one week a letter will be sent to parents informing them that the lateness will be monitored and asking for improvements to be made. Weekly
Lateness will be monitored by the Attendance Officer. If no improvement is made a further letter will be sent. If still no improvements Attendance Officer will write to parents advising that the lateness will be referred to the Borough’s Access and Attendance for action. 1 month
Access and Attendance will write a letter of warning to parents. If lateness persists a fine will be issued to both parents. 6 weeks

 Download

policy-recording-monitoring-lates (PDF)

Lettings / Charging Policy

Lettings / Charging Policy

The Governing Body regards the school buildings and grounds as a community asset and will make every reasonable effort to enable them to be used as much as possible. However, the overriding aim of the Governing Body is to support the school in providing the best possible education for its pupils, and any lettings of the premises to outside organisations will be considered with this in mind.

A charge should be levied to meet the additional costs incurred by the school in respect of any lettings of the premises to ensure that the school budget share does not subsidise the cost of a letting

Definition of a Letting

A letting may be defined as “any use of the school premises (buildings and grounds) by either a community group (such as a local music group or football team), or a commercial organisation. A letting must not interfere with the primary activity of the school, which is to provide a high standard of education for all its pupils.

Use of the premises for activities such as staff meetings, parents’ meetings, Governing Body meetings and extra-curricular activities of pupils supervised by school staff, fall within the corporate life of the school. Costs arising from these uses are therefore a legitimate charge against the school’s delegated budget.

 

Inclusion Policy

Inclusion Policy

All children share a common entitlement to a stimulating and relevant curriculum which is matched to their individual needs.

The school’s policy, provision and practice for Inclusion ensures that pupils are promptly and accurately identified and enabled access to all areas of the curriculum.

This policy describes the way in which the school meets the needs of children who experience barriers to learning. These fall into one of the four categories stated in the current Code of Practice for Special Educational Needs.

  1. Communication
  2. Cognition and Learning
  3. Behavioural, Emotional and Social Development
  4. Sensory and / or Physical

This policy should also be read in conjunction with our English as an Additional Language policy.

Pupil Welfare and Behaviour Support Policy

Pupil Welfare and Behaviour Support Policy

The Ripple Primary School community views pupil behaviour, pastoral and welfare support as a positive and co-operative effort involving all staff, parents and pupils of the school. We believe that good behaviour is the key to a good education and work to create a learning environment where everyone feels valued, secure and motivated to learn.

The Pupil Welfare and Behaviour Support Policy supports other policy documents in the school. This Policy includes guidance on:

  • Behaviours for Learning
  • Positive Behaviour Management
  • Pupil Welfare and Behaviour Support Programme
  • Exclusion
  • Pupils with Additional Needs
  • Lunch Time
  • Use of Reasonable Force
  • Anti Bullying
  • Search and Confiscation

The evaluation of this policy is ongoing and will be regularly reviewed by staff and the Governing Body. This document was most recently updated in March 2013.

Safeguarding and Child Protection Policy

policy-safeguarding-childprotection

We recognise that child protection is the responsibility of everyone working at Ripple Primary School and our policy applies to all staff and volunteers as well as visiting members of staff. All staff are expected to follow the guidelines in this document.

Children can be at risk of harm within many situations including the home and school environment. School staff (including volunteers) will have regular contact with young people and will be an important link in identifying cases where there may be the need for protection and/or additional early support through the CAF. All members of staff, including volunteers, must be aware of their responsibilities in relation to the prevention and identification of abuse and the systems in place within the school for making a child protection referral. Through its emphasis on early intervention and prevention, this policy aims to minimise the risks of children being abused.

There are a number of aspects to safeguarding and promoting the welfare of children:

  • Supporting pupils with additional or complex needs as identified through the continuum of needs.
  • Ensuring we practice safe recruitment in checking the suitability of staff and volunteers to work with children.
  • Raising awareness of child protection issues and equipping children with the skills needed to keep them safe.
  • Developing and implementing procedures for identifying and reporting cases, or suspected cases where children are at risk of harm.
  • Establishing a safe environment in which children can learn and develop.
  • Raising staff awareness of good practice within safeguarding and child protection.

 

Acceptable Internet Use & E-safety Policy

Acceptable Internet Use and E-safety policy

It is a condition of Internet access through the Local Authority (LA), and a condition of grant funding through the Standards Fund, that schools adopt the LA’s Acceptable Use Policy. All parents are required to sign that they accept the LA’s AUP.

While there are dangers associated with the Internet, the Internet provides access to a vast range of information. Quoting from Stop! Think! Go? Internet Proficiency produced by Becta, DfES and QCA:

“The Internet enables access to a vast range of cultural, scientific and intellectual material, which might otherwise not be freely or readily available. It extends the school’s walls, to museums, galleries, organisations of every kind and displays them…” p16

This Acceptable Use Policy (hereafter known as AUP) is designed to ensure that pupils use the Internet safely and responsibly as an integral part of their learning whether at home or at school. The policy takes into consideration the responses made by all adults connected with the school as well as government and other recognised authorities on Internet safety.