Policies

  1. School Complaints Procedure
    1. Parental complaints are dealt with initially on an informal basis.  Parents are encouraged to raise issues as soon as possible so that they may be dealt with expeditiously at this informal stage.
      • Issues are raised informally (via direct contact or a telephone call) with the relevant teacher. It is hoped that this will resolve any matter.  Teachers are under the obligation to communicate the substance of any issue and its resolution to the headmistress in writing and a copy will be kept on record.
      • If the matter is outside the competence of the member of staff to resolve quickly or the parent is not satisfied then the complainant should be reassured that the matter will be referred to the headmistress, as detailed below, and dealt with within 24 hours.
      • The headmistress will take up the matter having consulted the relevant member of staff and attempt to settle issue still at an informal stage.
  2. It is hoped that these informal procedures will deal with the issue quickly and effectively.  However, should the concern or complaint remain unresolved then the matter should be handled as a formal complaint.  A record to this effect will also be kept on file.
  3. Formal concerns and complaints are resolved according to the following procedures:
    • The headmistress will require the parent to raise the concern/complaint officially in writing using the parental complaint form.
    • The headmistress will investigate the matter in detail, consulting relevant staff and making appropriate investigations, in an attempt to resolve the matter.  The aim should be to resolve the matter within three days.
    • Should the matter require longer time, the complainant should be informed and another date set. This should be as soon as is practically possible.
  4. Should this formal procedure still leave the matter unresolved, the headmistress will inform the complainant that the matter is being referred to the School’s chairman.  A record will be kept to the effect that the matter is being referred to a panel hearing.
  5. The chairman should deal with the matter in the following way:
    • dismiss the complaint in whole or in part;
    • uphold the complaint in whole or in part;
    • decide on appropriate action to resolve the complaint; or
    • recommend changes to the school’s systems or procedures.
  6. The findings and final outcome, which will be binding, will be communicated to the complainant and the headmistress and, where relevant, to the person being complained about, in writing and/or by electronic mail within three days of the matter being discussed.
  7. The findings and final outcome will be retained in school by the headmistress and will be available for inspection by the headmistress and the chairman.
  8. At all stages of this process, matters will be subject to the school’s confidentiality policy.  The school will observe its responsibility to provide parents and other interested parties with information about the number of formal complaints handled in the preceding year and to a school inspection team if requested.

General Guidance

  1. In all cases, it is important for all staff involved in the process to use the school’s ‘Complaints Form’ so that records of the complaint and the action taken can be recorded and traced.
  2. All matters discussed and recorded will be kept confidential and only released, as necessary, to those parties who have right of access to the information.
  3. Staff should be ready to listen to parental concerns and complaints, reassuring them that they will be dealt with as soon as possible by the appropriate member of staff according to these guidelines.
  4. Complaints which are of a serious nature or which are from sources other than parents should be referred straight to the headmistress.

There were no complaints received during the last academic year 2011-2012

Please note: Parental Complaint Forms are available from the school office

Introduction

The Safeguarding Policy must be read in conjunction with a range of other welfare policies this setting adheres to( e.g. Behaviour Management,   Health and Safety, Medication, Safe Recruitment, E-safety and the Staff Code of conduct.  All our policies are available to staff and parents and can be obtained from the School Office. The Further Guidance document contains additional information which all staff must read in conjunction with this policy.

New staff/volunteers/students will read and sign to say they have read the policy as part of their induction process.

We have an ethos which recognises that every member of staff/volunteer has a key role in the prevention of harm, early identification, intervention and support for children at risk of significant harm.

We endeavour to provide an environment in which children are safe and feel safe, where they are valued, where they are listened to and where they know that their concerns will be taken seriously.

Open communication between staff, pupils and parents also means that all members of staff know the pupils extremely well and enjoy good relationships with them so that any issues are identified and acted on at the earliest opportunity.  The pupils feel secure and have easy access to staff if they wish to discuss any matters of concern.

The Headmistress follows the current statutory guidancefor Safeguarding and is aware of the range of statutory requirements and good practice guidance documents  that are in place to support the setting  in meeting the welfare and safeguarding needs of children.

The Headmistress is responsible for maintaining her knowledge of and making other staff aware of their responsibilities in relation to the safety and welfare of the children at Yorston Lodge.

 

“It is expected that every person working in the early years sector should have an up to date knowledge of safeguarding children issues and be able to implement their setting’s safeguarding children policy and procedures appropriately. These policies should be in line with the LSCB guidance and procedures”

 

Working Together to Safeguard Children 2010

 Page 15, para 2.170

 

Safeguarding and Welfare  Requirements

The Statutory Framework for the Early Years Foundation Stage (EYFS) sets out the safeguarding and welfare requirements that focus on the safety and well-being of children.

This setting recognises the responsibility to:

  • safeguard children and promote their welfare;
  • promote good health;
  • manage children’s behaviour;
  • ensure the suitability of adults who have contact with children;
  • ensure that adults looking after children have appropriate qualifications, skills and knowledge;
  • ensure that staffing arrangements keep children safe;
  • ensure that organisational arrangements enable all children to have a positive learning and development experience;
  • ensure facilities are safe and suitable; and
  • maintain records, policies and procedures.

 

Definition

“Safeguarding” is an umbrella term encompassing the whole safety and well-being of a child and recognises the importance of the preventative agenda and early intervention. We ensure that the Cheshire East ‘Levels of Need’ Document (Appendix 1) is shared with our staff to support their understanding of the range of safeguarding and welfare needs children and families may need support with.

Child protection is a part of safeguarding and promoting welfare. This refers to the activity that is undertaken to protect specific children who are suffering, or are likely to suffer, significant harm. (Working Together 2010, para 1.24, p35)

Effective child protection is essential as part of wider aim of safeguarding and promoting the welfare of all children at Yorston Lodge. We aim both to safeguard and to promote the welfare of children so that the need for action to protect children from harm is minimised.

Safeguarding is defined as:

The process of protecting children from abuse or neglect, preventing impairment of their health and development, and ensuring they are growing up in circumstances consistent with the provision of safe and effective care that enables children to have optimum life chances and enter adulthood successfully.

http://www.safeguardingchildren.org.uk


The Role of Leadership and Management in Safeguarding Children

The Headmistress, along with all staff, will take all necessary steps to keep children safe and well and will be alert to any issues of concern in the child’s life at home or elsewhere.

The Headmistress will ensure that written policies and procedures are in place to safeguard children, in line with the guidance and procedures of Cheshire East Local Safeguarding Children Board (LSCB).

The Headmistress will ensure that these policies and procedures are available for all staff and parents to read.  The location of these policies will be the School Office.  All staff have read these policies and have signed to indicate that they are familiar with the school’s safeguarding policies and procedures and these signatures are available in the School Office.

The policies are reviewed annually and/or when there are significance changes to legislation and guidance

The Headmistress will ensure that all staff are recruited safely, trained appropriately and that new staff, volunteers and students receive guidance about Safeguarding procedures during their induction process.

The Headmistress will function as the School’s Safeguarding of Children Coordinator.  Her Deputy is Mrs Caroline Ballantyne (Reception Class Teacher).

The School will notify Ofsted and the local child protection agencies of any serious accident or injury to, or the death of, any child while in their care. This will be done as soon as reasonably practical within 14 days of the incident occurring.

 

A practitioner must be designated to take lead responsibility for safeguarding children in every setting. This practitioner is responsible for liaison with local statutory children’s services agencies, and linking up with the Local Safeguarding Children Board . The lead practitioner should provide support, advice and guidance to other staff on an ongoing basis and in particular if any safeguarding issues arise.

 

Statutory Framework for the EYFS Consultation Document 6th July 2011

 (3.7 Page 16)

 

Procedures for Child Protection

All staff members who have, or become aware of, concerns about the safety or welfare of a child should discuss any concerns they have with the Headmistress or her deputy to clarify their understanding of the child’s circumstances.

If there are still concerns about the safety or welfare of the child, the Headmistress will have further discussions with staff in Children’s Social Care who  will be able to advise on whether the concerns meet the threshold for child protection enquiries and what further information or actions may be required. If concerns remain after discussions, the child will be referred to Children’s Social Care for the area in which the child is living at the time.

If we have concerns for the immediate safety and welfare of a child we will act without delay to notify child protection agencies identified by the Local Safeguarding Children Board in the area in which the child lives. A list of all relevant contact details will be displayed in the School Office.

If a  referral is made to the Children’s Assessment Team (Children’s Social Care)  this will be confirmed  in writing  within 48 hours by completing Safeguarding Children in Education Referral Form.  (Appendix 2).

The responsibility for completing this form lies with the Headmistress.

 

CheshireEast  Emergency Contact Numbers

Children’s Assessment Team (Children’s Social Care) :  0300 123 5012

(Mon-Thurs 8.30 a.m. – 5pm or Fri 8.30 a.m. – 4.30 pm)

 

Out of Hours Service:  0300123 5022

Safeguarding Advisor for Early Years Settings:  01606 275039

LADO Service:  (allegations against staff) 01606 288931

Police: 0854 458 0000

OfSTED: 0300 123 4666

These and other contact numbers are displayed in the School Office. (Appendix 3)

 

We will ensure that staff understand our Safeguarding Policies and procedures and that all staff have up to date knowledge of safeguarding issues. These are written in line withthe Cheshire East Local Safeguarding Children Board (LSCB) Procedures.  Regular updates in staff Inset meetings and/or staff meetings will ensure that all staff are regularly trained and reminded of the policies and procedures.  All new staff will have safeguarding as an important part of their induction training.

It is acknowledged that abuse of children can take many different forms; physical, emotional, sexual, neglect and bullying. Children are also at risk where there is Domestic Abuse within the family. We will ensure staff know and understand about the different types of abuse by including specific training in staff Insets and meeting.  Where necessary and appropriate external speakers will be used to ensure that recent developments in policy and practice and explained to all staff members.

Additional information on Domestic Abuse is given in the Further Guidance document

We recognise that early intervention is fundamental in dealing with any safeguarding issues.  We will ensure that staff record and refer all suspicions of abuse/significant harm to children to the Headmistress or her deputy, Mrs Caroline Ballantyne, as soon as concerns arise.

The Headmistress will supportstaffto identify, understand and respond appropriately to signs of possible abuse and neglect, including:

  • significant changes in children’s behaviour;
  • deterioration in children’s general well-being;
  • unexplained bruising, marks or signs of possible abuse or neglect;
  • children’s comments which give cause for concern;
  • any reasons to suspect neglect or abuse outside the setting, for example in the child’s home;
  • inappropriate  behaviour displayed by other members of staff, or any other person working with the children. For example, inappropriate sexual comments; excessive one-to-one attention beyond the requirements of their usual role and responsibilities; or inappropriate sharing of images.

 

Working with Parents/Carers

We work in partnership with parents and keep them informed of our safeguarding policies by word of mouth, regular updates and newsletters.

We recognise that early intervention and sharing information with parents and other agencies is crucial.

Concerns must always be discussed with parents and their permission received to share information with other agencies unless seeking permission may itself place a child at risk of significant harm.

Examples of where this may cause such harm include:

  1. where sexual abuse is suspected or disclosed;
  2. where Fabricated or Induced Illness is suspected ;
  3. where there are fears for the safety of the child due to possible action by members of their family
  4. where it is not possible to contact the person whose consent is required immediately and prompt action is required to establish or ensure the child’s safety

Where there are concerns with any pupils who are old enough to discuss matters, consent will be sought from the child/young person themselves where appropriate.

All staff must have regard to the guidance set out in the publication What to do if you’re worried a child is being abused’, available from the DfE website:  (https://www.education.gov.uk/publications/standard/publicationdetail/page1/dfes-04320-2006)

 

A copy of this document is located in the School Office.

We also encourage parents to recognise their responsibilities in supporting our setting to keep children safe by

  • requesting  them not to publish photos of their or other parent’s children with their names and name of this setting on social networking sites (see the setting e safety and induction policies).
  •  requesting they do not discuss the setting on social networking sites (see the setting  e safety policy)
  • requesting them to follow procedures outlined in other policies (e.g. medicine policy/reporting accidents/illness/absence etc)

 

Allegations Against an Adult Working with Children or Young People

We ensure that all staff are made aware of the procedures to be followed if there is an allegation against an adult working with our children by raising the matter regularly in staff Insets/meetings and including this as part of the induction procedures for new staff.

In most circumstance allegations should be reported to and discussed with the Headmistress. In their absence it will be reportedto the deputy, Mrs Caroline Ballantyne . Allegations against the Headmistress should be reported to and discussed with the Deputy SoCCo  and Mr Kenneth Underhill, Headmaster of Westbourne School (part of the Montague Place Group).

Yorston Lodge School will follow the procedures outlined in the guidance from Cheshire East LSCB.   Details are available on-line: http://www.cheshireeast.gov.uk/social_care_and_health/children_and_families/lscb_-_safeguarding_children.aspx (See Appendix 6 for current procedures.)

The procedures must be applied when there is a concern or an allegation that any person who works with children and young people, in connection with his/her employment or voluntary activity, has

  • behaved in a way that has harmed a child, or may have harmed a child
  • possibly committed a criminal offence against or related to a child; or
  • behaved towards a child or children in a way that indicates she/he is unsuitable to work with children.

Any allegation of serious harm or abuse by any person living, working or looking after children at the premises will be reported to Ofsted.

 

Maintaining Records, Confidentiality and E- Safety

We keep ourrecords relating to Safeguarding and Child Protection securely and separate to children’s learning records. They are accessible only to those who have a right or professional need to see them.We use the proforma which is exemplified in Appendix 5. The following process must be followed in relation to record keeping:

  • Any member of staff who has concerns about the welfare of a child must record and  share this information , without delay with the Headmistress or her deputy
  • Staff must make a brief accurate record of these concerns using the agreed pro-forma, recording any allegations that the child makes in the child’s own words
  • These records are stored securely, separate from the child’s developmental records until the child reaches the age of 25 years old
  • The information is shared with Staff and other Professionals only on a “need to know basis”
  • The child protection record must be transferred confidentially to the Safeguarding Lead at the receiving school when a child leaves Yorston Lodge.

Our staff are expected to maintain complete confidentiality at all times as detailed in our Confidentiality Policy.  (See Staff Handbook).  However, we recognise that there is a professional responsibility to share information with other agencies in order to safeguard children.

Confidential discussions with parents/carers will take place in the Headmistress’ study.

Staff are also made aware of their responsibilities for the safe use of technology such as mobile phones and cameras and e safety as outlined in our Technology policy.

 

Safeguarding Training

 

The practitioner with lead responsibility for safeguarding must attend a child  protection training course.  The high level content of this training must enable practitioners to identify, understand and respond appropriately to signs of possible abuse and neglect ….. It must alsoconform to advice from the Local Safeguarding Children Board.

Statutory Framework for the EYFS Consultation Document 6th July 2011  3.8 Page 16

Providers must train all staff to understand their safeguarding policies and procedures, and to ensure that all staff have up to date knowledge of safeguarding issues. Training made available by the provider must enable staff to identify, understand and respond appropriately to signs of possible abuse and neglect.

Statutory Framework for the EYFS Consultation Document 6th July 2011 3.9 Page 16

We ensure all staff have Safeguarding training.  The Headmistress has attended training that includes Child Protection Trainingvalidated by Cheshire East LSCB.

A list of Safeguarding training attended is available.

Staff are provided with regular safeguarding updates bythe Headmistress through Staff Meetings and Staff Inset.

 

Dissemination of Policy

The Safeguarding Policy was shared with existing staff on 20 September 2012 and all have signed to confirm they have read it. These signatures are available in the Staff Record Files.   Safeguarding policy and procedures  will be discussed during the induction process for new staff, volunteers and students.   Our induction procedures can be found in the staff handbook.

Policy Review

This Safeguarding policy will be reviewed annuallyor sooner if there are any changes to Statutory regulations. Following each review all staff are expected to read the policy and sign to say they have read it and that they understand the procedures to be followed.

British values

Whilst the promotion of British values is inherent in the delivery of PSHE lessons, at Yorston, we believe that the culture and ethos of the school exemplifies and displays these values existentially in our welcoming, tolerant and supportive community. We subscribe to the Department for Education’s five-part definition of British values:
• democracy
• the rule of law
• individual liberty
• mutual respect
• tolerance of those of different faiths and beliefs

At Yorston our pupils witness these principles in action throughout everyday school life. We are proud of the rich spiritual, moral, social and cultural understanding that our pupils enjoy.

Democracy

Whilst there is no formal school council, pupil voice is significant and their views are sought regularly about school life. Our friendly and open community means that pupils are free to express their views both in class and with members of staff and the headmistress is available to speak with pupils both formally and informally throughout the school day.

The rule of law

Our structured, organised community means that pupils encounter rules and laws throughout their school life. We want our pupils to understand that whether these laws govern the class, the school, the neighbourhood or the country, they are set for good reasons of order and respect and must be observed. The correct balance between privilege and responsibility is emphasised as is the rule of law.

This understanding of the importance of rules will be consistently reinforced through assemblies and our curriculum. Throughout the year we welcome visits from members of the wider community including police, war veterans, the fire brigade and many more. We believe that clear explanations and real life stories emphasise the importance of the rule of law for our pupils.

Individual liberty

We are proud of our positive culture in Yorston; children are in a safe environment where choices and freedoms are encouraged. There is no ‘typical Yorston student’, each pupil is allowed to develop their personalities and to exercise their freedom whilst respecting others. For example, we offer a range of clubs which pupils have the freedom to choose from, based on their interests. We educate children on their rights and personal freedoms as well as supporting them in recognising how to exercise these freedoms safely. We believe that valuing choice and freedom in daily school life, as appropriate, will foster a value for individual liberty as the children embark upon their adult lives.

Mutual respect

Mutual respect is at the core of our school life. Pupils learn to treat each other and staff with great respect. This is evident as a central part of our school life and ethos whether it is walking around the school or in the classrooms. The correct balance between individual liberty and mutual respect is exemplified in the way that staff relate to the pupils and the expectation of the way that pupils treat each other. Our welcoming community allows each pupil to be respected for what they are.

Tolerance of those of different faiths and beliefs

As well as the excellent welcoming community at Yorston, we offer a culturally rich and diverse curriculum in which all major religions are studied and respected. We strongly believe that tolerance is gained through knowledge and understanding. Through our curriculum and the routines of our daily school life, we strive to demonstrate tolerance and help children to become knowledgeable and understanding citizens who can build a better Britain for the future. If there is an example of any form of discrimination based on intolerance, is addressed and challenged as soon as it is identified.

Click the link below to view the view the full report.

Our Latest OFSTED Report

Behaviour Policy
(This should be read in conjunction with the Equal Opportunities, Health and Safety and Special Needs Policies found in the School Office).

The ethos of the school’s behaviour management is actions which are positive rather than negative.

Staff

Staff should at all times treat children with respect.
Staff should set high personal standards so as to provide role models.
No child should be humiliated.
Examples to promote good behaviour are: Praise – both written and verbal Reward – eg House Points Encouragement – verbal Explanation – PSHE Lessons.
Inappropriate behaviour can be managed by: Word – a sensitive telling-off Action – discussion during a break* Deed – removal of a privilege.
Records must be kept of when incidents of poor behaviour have occurred and the action taken. The Headmistress should be informed of any serious incidents. They will then contact the parents if it is appropriate.
A child should not be told that it is ‘naughty’. A child may behave in a naughty way. Similarly with the use of other words.
The use of any kind of physical punishment is not acceptable but physical intervention may be appropriate if it would prevent a child hurting him or herself or another person. Staff giving comfort by holding a child when they are distressed or upset is not physical restraint. The rules with regard to behaviour are set out in the Staff Manual and must be applied by staff in a consistent manner.

Must show respect to all adults and to their peers.

‘Bullying’ can be a very emotive word. Physical intimidation, verbal and emotional abuse and threats if repeated on a regular basis may be termed bullying. Pupils should be encouraged to share any concerns they have with the staff. Please see the Anti-bullying Policy.

E-Safety Policy

Why Internet and Digital Communications are important

The internet is an essential element in 21st century life for education, business and social interaction. The school has a duty to provide students with quality internet access as part of their learning experience.
Internet use is a part of the curriculum and a necessary tool for staff and pupils and the school internet access is filtered appropriately to the age of pupils.
At Yorston Lodge School pupils will be taught what internet use is acceptable and what is not and given clear objectives for internet use.  Pupils will be educated in the effective use of the internet.
 Pupils will be shown how to publish and present information appropriately to a wider audience.
 Pupils will be taught how to evaluate internet content
 The school will seek to ensure that the use of internet-derived materials by staff and by pupils complies with copyright law.
 Pupils will be taught to be critically aware of the materials they read and shown how to validate information before accepting its accuracy.
 Pupils will be taught how to report unpleasant internet content to their class teacher.

Managing Internet Access
Information system security

 School ICT systems security will be reviewed regularly.
 Virus protection will be updated regularly.
 Pupils are not allowed to use their personal email in school.
 Pupils will be taught not to reveal personal details of themselves or others in email communication outside of school, or arrange to meet anyone without specific permission and of the dangers associated with such behaviour.

Published content and the school web site

The contact details on the website should be the school address, email and telephone. Staff or pupils’ personal information will not be published. The Headmistress will take overall editorial responsibility and ensure that content is accurate and appropriate.

Publishing photographs, images and work

Permission from parents/carers will be obtained for the taking and publishing of photographs or video.
Photographs that include pupils will be selected carefully and full names will not be included on the website or learning platform, including in blogs, forums and wikis, particularly in association with photographs.
Parents will be clearly informed of the school policy on image taking and publishing, both on school and independent electronic repositories.

Social networking and personal publishing on the school learning platform.

Pupils will not have access to social networking sites at school, but the school will educate pupils in their safe use, eg, use of and regular changing of passwords.
They will be advised never to give out personal details of any kind which may identify them, anybody else or their location.
Pupils must not place personal photos on any social network space provided in the school learning platform without permission.
Pupils, parents and staff will be advised on the safe use of social network spaces.
Pupils will be advised to use nicknames and avatars when using social networking sites.

Managing filtering

Children will be encouraged by teachers to use safe search websites for searching information such as http://www.safesearchkids.com/
If staff or pupils come across unsuitable online materials, the site much be reported to the headmistress.
The school will ensure that regular checks are made to ensure that the filtering methods selected are appropriate, effective and reasonable.

Managing emerging technologies

Emerging technologies will be examined for educational benefit and a risk assessment will be carried out before use in school is allowed.

Other devices

Children are not permitted possession of mobile phones in the school.
The sending of abusive, offensive or inappropriate material is forbidden (See Anti-bullying policy).
Staff should not share personal telephone numbers with pupils and parents, unless they are personal friends or need the number for a school visit.

Protecting personal data

Personal data will be recorded, processed, transferred and made available according to the Data Protection Act.

Assessing risks

The school will take all reasonable precautions to prevent access to inappropriate material. However, due to the internal scale and linked internet content, it is not possible to guarantee that unsuitable material will never appear on a school computer.

Handling E-safety complaints

Complaints of internet misuse will be dealt with by the headmistress.
Any complaint about staff misuse must be referred to the Headmistress.
Complaints of a child protection nature must be referred to the Senior Designated Professional for Safeguarding and dealt with in accordance with school child protection procedures.
Pupils and parents will be informed of the complaints procedure.
Pupils and parents will be informed of consequences for pupils misusing the internet.

Communications Policy

Introducing the E-safety policy to pupils Appropriate elements of the E-safety policy will be shared with pupils as part of ICT lessons.
E-safety rules will be discussed in ICT lessons and reinforced by form teachers and in selected assemblies.

Staff and the E-safety policy

All staff will be given the School E-safety Policy and its importance explained.
Staff should be aware that internet traffic can be monitored and traced to the individual user.
Discretion and professional conduct is essential.

Admissions Policy

1 Introduction

1.1 Yorston Lodge School welcomes all children and parents who agree to abide by the School’s ethos. We are not overly selective though pupils need to be able to access our academically focussed curriculum

2 Aims and Objectives

2.1 We are an inclusive school that welcomes children from all backgrounds and abilities. On application, each child will be subject to the school’s admissions protocol, which is attached to this policy.

2.2 All applications will be treated on merit and in a sensitive manner.

2.3 The only restrictions we place on entry are those of number or the school’s inability to meet the educational needs of a child. If the number of children applying for entry exceeds the places available, we enforce the procedure set out below in order to determine whether a child is accepted or not. It is our wish to allow parents the right to have a place at the school of their choice. However, this is not always possible due to a possible excess demand on the school places available.

3 How parents can apply for their child to be admitted to our school

3.1 As our school is an independent school, the school determines the admission arrangements in agreement with Montague Place.

3.2 Application forms can be obtained from the Headmistress and should be completed by the date stipulated on the forms. The school notifies parents about the school place as soon as all the applications have been considered.

4 Admission Appeals

4.1 If we do not offer a child a place at this school, it is because to do so would prejudice the education of other children by allowing the numbers of children in the school to increase too much.

5 The Standard Number

5.1 The standard number is the number of children the school can accommodate. There is no standard number for our school in each year group, although we aim to keep each class below 20. We keep this number under review and Montague Place will apply to change the number if circumstances allow.

6 Infant Class Size

6.1 We teach infant children (aged five to seven) in classes that have a maximum number of 20 children.

7 Review

7.1 This policy will be reviewed annually with Montague Place in the light of any changed circumstances in our school.

Anti Bullying Policy

Policy Statement

Yorston Lodge community is based upon mutual respect, good manners and “fair play”. We are committed to providing a safe and caring environment that is free from disruption. Violence and any form of harassment so that every one of our pupils can develop his/her full potential. We expect our pupils to treat members of staff with courtesy and co-operation so that they can learn in a relaxed, but orderly, atmosphere. All pupils should care for and support each other and act according to the school’s published values.

It is a regrettable feature of the modern world that bullies can be found in many areas of life. Bullying is not confined to any particular age, nationality or job. In schools in the UK, bullying is thought to affect many thousands of pupils. This School regards bullying as particularly serious and firm action will always be taken against it.

Throughout this policy and its implementation, the School has regard to the Department of Education guidance “Preventing and Tackling Bullying – Advice for Head Teachers, Staff and Governing Bodies” (updated October 2014), along with the “Keeping Children Safe in Education (2014) safeguarding guidelines and the provision of the Equality Act 2010 and subordinate legislation.

This policy should be read in conjunction with the School’s policies on Behaviour and Discipline. The Anti Bullying Policy applies to all pupils in the school, including those in the Early Years Foundation Stage.

Yorston Lodge School prides itself on its respect and mutual tolerance. Parents/Guardians have an important role in supporting he school in maintaining high standards of behaviour. It is essential that school and home have consistent expectations of behaviour and that they co-operate closely together. This policy is available to parents of pupils and prospective pupils on request.

Bullying is wrong and damages children. It causes fear and distress for the victim and may distract him or her from school work and, in extreme cases, can lead to suicide. It often affects other children who witness the bullying. It may damage the atmosphere of a class and even the climate of a school.

Yorston Lodge School will not tolerate bullying, harassment, victimisation or discrimination. We treat all our pupils and their parents fairly and with consideration and we expect them to reciprocate towards each other, the staff and the school. Any kind of bullying is unacceptable.

Aims of the Policy

 Provide pupils with a safe and secure environment within which bullying is not ignored, condoned or tolerated.
 Produce a consistent response by the School to any bullying incidents that may take place – there are separate sections contained within this policy that outline the procedural steps taken at our School.
 To set out the measures of the School takes to prevent bullying, as well as the procedure for when allegations or incidents occur.

This policy applies in respect of all dealings between members of the School, which in the opinion of the School impact, or may impact, upon their conduct at School or upon the reputation of the School.

The School’s Response To Bullying

At Yorston Lodge School we always treat bullying, including allegations of bullying, very seriously as it conflicts sharply with the school’s Policy on equal opportunities, as well as with its social and moral principles. Bullying can be so serious that is causes psychological damage, eating disorders, self- harm and even suicide and whilst bullying is not a specific criminal offence, there are criminal laws which apply to harassment and threatening behaviour.

Any behaviour which a reasonable bystander would say was calculated or intended to hurt or upset the victim is wrong and may well constitute bullying. It is no justification that the bully says or believes that the victim is not upset or hurt by the bully’s actions or words. Sanctions of any kind against a pupil are the responsibility of staff and not pupils.

Signs of Bullying

Changes in behaviour that may indicate that a pupil is being bullied include:

 Unwillingness to return to school.
 Displays of excessive anxiety, becoming withdrawn or unusually quiet.
 Failure to produce work or producing unusually bad work or work that appears to have been copied, interfered with or spoilt by others.  Books, bags and other belongings suddenly go missing or are damaged.
 Change to established habits (eg, giving up music lessons, change to accent or vocabulary).
 Diminished levels of self-confidence.
 Frequent visits to the Medical Centre with symptoms such as stomach pains, headaches Etc.
 Unexplained cuts and bruises.
 Frequent absence, erratic attendance.
 Choosing the company of adults.
 Displaying repressed body language and poor eye contact.
 Difficulty in sleeping, experiencing nightmares etc.
 Talking of suicide or running away.

Although there may be other causes for some of the above symptoms, a repetition of, or a combination of these possible signs of bullying should be investigated by parents and teachers.

Definition of Bullying

“Bullying may be defined as: Behaviour by an individual or group, repeated over time, that intentionally hurt another individual or group, either physically or emotionally”. Bullying is the intentional hurting, harming or humiliating of another person by physical , verbal and emotional means. It can involve manipulating a third party to tease or torment someone. It can involve complicity that falls short of direct participation. Bullying is often hidden and subtle. It can also be overt and intimidating in nature.

Procedures For Dealing With Reported Bullying

When bullying has been observed or reported, then the following steps should be taken

1 – Interview the Victim When a member of staff finds out that bullying has happened he/she should inform the Headmistress. The Headmistress will talk to the victim.

2 – Convene a meeting with the children involved The Headmistress arranges to meet with the group of children who have been involved. Preferably the same day.

3 – Explain the problem The Headmistress tells them about the way the victim feels, and in particular with the children, might use a poem, piece of writing or drawing to emphasise his/her distress.

4 – Share Responsibility The Headmistress does not attribute blame but states that he/she knows that the group can do something about it, something to help.

5 – Ask the Group for Ideas Each member of the group is encouraged to suggest a way in which the victims could be helped to feel happier. The Headmistress gives some positive responses but he/she does not go on to extract a promise of improved behaviour. The Headmistress must stress that Yorston Lodge takes bullying seriously and that a record of the incident will be kept on file.

6 – Leave it up to them The Headmistress ends the meeting by handing over the responsibility to the group to solve the problem. This will be easier with the older children. In Yorston Lodge the older children can assist by ‘looking after’ the victim. The Headmistress arranges to meet with them again, individually, a week later to see how things are going. However, the Headmistress should monitor daily, the victim’s participation at School.

7 – Written Report The Headmistress will write a full account of the incident.

8 – Follow Up About a week later the Headmistress discusses with each child, including the victim, how things have been going.

9 – If Bullying Continues If the anti-bullying approach has failed the Headmistress should arrange to meet the parent/carer of the bully(ies) and the victim, to explain the situation and encourage their involvement to prevent further occurrence.

10 – If all else fails If all measures fail, the ultimate sanction to be applied, that of excluding the child (bully) from the play setting.

EYFS Children

Even the youngest children are encouraged to behave towards each other with kindness and consideration. They have to learn to look after their own possessions and to respect other’s possessions. We expect them to be honest, helpful and polite and to work hard and to listen to others. They should respect everyone and learn to value differences and diversity.

We explain to children why some forms of behaviour are unacceptable and hurtful to others. We rarely need to impose sanctions but sometimes we may remove a treat for hurtful behaviour. Occasionally a child may be sent to the Headmistress who will explain the inappropriateness of a particular action but such instances are rate. Parents are always informed when any sanction or reproof is needed and, in cases of repeated instances of hurtful or inappropriate behaviour, they will be invited into the school to discuss the situation with their child’s teacher and the Headmistress and to agree a joint way of handling the difficulty.

Single Equality Policy

1. We aim to encourage life-long learners who value their education, who are confident and ambitious for their own futures, while respecting the rights of others.

2. This Single Equality Scheme is intended to respond to the spirit as well as the letter of the Race Relations (Amendment) Act 2000, the Disability Discrimination Act 2005, the Gender Equality Act 2006 and the Education and Inspections Act 2006 to promote community cohesion. It also aims to promote all other forms and strands of equality that are relevant to life in schools. This goes beyond the school’s statutory duties to promote race, gender, disability equality and community cohesion and extends to the legislation protecting against discrimination on the grounds of age, sexuality and religion or belief. Race, gender, disability, sexuality, age and religion/belief are known as the six equality strands.

3. The Scheme aims to integrate equality into the school’s core priorities and functions; it is part of who we are as a school.

4. This Single Equality Scheme will enable us to: a. Demonstrate how promoting equality and eliminating discrimination can help raise standards; b. Ensure that equality and diversity are part of the school’s core ethos both as a school and as an employer; c. Ensure that our priorities for raising standards support our equality objectives; d. Ensure that our equality objectives complement the Every Child Matters outcomes for children.

5. What do we mean by Equality and Diversity? Equality refers to outcomes, making sure that all social groups benefit equally from our activities. Diversity recognises that we can only achieve equality by taking into account the different needs of communities. Equality is impossible to achieve without recognising diversity.

6. What is discrimination? Discrimination is a type of negative treatment that affects a whole group of people, or an individual because they belong to a group.

7. Direct discrimination is when a person is treated less favourably than others because of their (real or perceived) ethnicity, disability, age, sexuality, religion/belief or gender whether teachers, pupils, parents / carers or visitors.

8. Indirect discrimination is when there are rules or procedures that have the effect of discriminating against certain groups of people. Yorston Lodge is an inclusive school in its essence and all activities conducted at or by the school are included in this policy.

9. Anyone who feels that they have been affected adversely by any discrimination described in this policy should use the usual methods of informing the school. If a student is affected by it then the first point of contact is the class teacher. Anyone else should make representation to the headmistress or a representative of Montague Place

PDF Versions of all our policies can be downloaded below:

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