Physical Activity
Persons responsible for implementation and monitoring of this policy: Deborah Holt Headteacher and a Governing Body representative
Relevance to other school requirements/targets:
OFSTED self-evaluation criteria: 2a 2b 4a 4b 4d, 5b, 6a
Every Child Matters: Being healthy; Enjoying and Achieving
PESSCLS: 2 hours high quality PE and School Sport
Relevance to other related school policies/strategies:
• Single Integrated Development Plan
• PSHE Policy
• Health & Safety Policy
• School Travel Plan
• Inclusion/Equal Opportunities Policy
• Whole School Food Policy
• School Sport Partnership Plan
• Use of Outside Visitors Policy
• Extended Schools Strategy
• Behaviour Policy
• Physical Restraint Policy
Introduction - Why we need a Whole School Physical Activity Policy
• Providing a whole range of purposeful physical activities can promote the corporate life of a school by stimulating and providing opportunities for teachers, pupils and ancillary to find mutual satisfaction in individual and team successes. Placing a high value on purposeful physical activity can promote further participation beyond the school.
• One of the major threats to health is the obesity epidemic. Schools have a key role in encouraging increased participation rates among young people to help achieve the Public Service Agreement to ‘Halt the year on year rise in obesity among children under the age of 11 by 2010’.
• Schools can play a significant role in promoting healthy active lifestyles so that all pupils get a good start in life.
• The PESSCLS target of two hours of physical education and school sport each week is only one contribution to the public health recommendation that young people participate in 60 minutes of at least moderate physical activity every day. Schools need to maximise the opportunities available for regular physical activity and engage with all pupils in order to help them meet the requirements. The health benefits of regular purposeful physical activity are substantial. The Chief Medical Officer’s Report 2004 states:
“There are few pubic health initiatives that have greater potential for improving health and well-being than increasing the activity levels of the population of England”
• Recent research shows the connection between increased physical activity and increased concentration or achievement:
“when a substantial amount of school time is dedicated to physical activity, academic performance meets and may even exceed that of students not receiving additional physical activity” (Shephard, 1997).
“Youth receiving additional physical activity tend to show improved attributes such as increased brain function and nourishment, higher energy/concentration levels, changes in body build affecting self esteem, increased self-esteem and better behavior which may all support cognitive learning” (Cocke, 2002)
(compiled by Scheuer and Mitchell, University of Central Florida, 2005)
• The Department for Education and Skills (DfES) and the Department for Culture, Media and Sport (DCMS) have been carrying out investigations into Physical Activity and School Sports (PESS) since 2000 and have also identified that when PE and Sport are used in conjunction with other strategies they have a significant impact on pupil attainment (see www.qca.org.uk/pess)
Development and Dissemination
This policy was formulated by a working party consisting of the staff, governors and pupils of Loxley School.
The policy was amended in response to the comments and recommendations that arose through the consultation period and finally approved by the governing body on <enter date>
The policy will be communicated to all relevant partner agencies and visitors and included within the staff handbook. A summary of the policy has been disseminated to parents through the newsletter and a copy of the policy will be held in the school office and is available for viewing.
Our Aims
• To increase the physical activity levels of the whole school community.
• To motivate and enthuse pupils
• To develop an understanding of the importance of regular physical activity for maintaining a healthy life.
• To provide a supportive environment that encourages and enhances physical activity and a healthy lifestyle
Our objectives and Desired Outcomes
• Raise the profile of physical activity throughout the school and raising awareness of its value for health.
• Provide adequate resources and funding to ensure that the promotion of physical activity can be implemented.
• Ensure that those leading and supporting physical activity have the confidence and competence to provide pupils with a safe, stimulating and high quality experience.
• Provide quality physical activity opportunities both within and outside the curriculum
• Ensure all pupils have access to opportunities to participate in at least 2 hours per week of high quality PE and school sport within and beyond the curriculum.
• Provide safe and stimulating areas in which pupils can play and be active.
• Ensure pupils’ experiences of physical activity are positive and encourage participation beyond school.
• Provide pupils with the information and confidence they need to take advantage of physical activity opportunities in the local community and move from dependence on the teacher to independent action.
• Enable all pupils to develop the confidence, competence and enthusiasm to participate in physical activity for at least 60 minutes each day and to maintain an interest in regular physical activity
•
Desired Outcomes
• Levels of pupil participation in PA have increased.
• Pupils demonstrate a positive attitude towards Physical Activity.
• The self esteem and confidence of pupil’s improves.
• Pupils are taking part in Physical Activity beyond the school day.
• Physical activity provision within the school reflects the cultural, personal, social and medical needs of all pupils.
• All pupils feel encouraged and confident engaging in physical activity.
Management and Co-ordination
The headteacher oversees all aspects of Physical Activity within school and is committed to providing all pupils with quality physical activity opportunities. Their role is also to ensure all staff have attended appropriate training and undergone suitable checks before leading any physical activity with pupils.
Staffing and Staff Development
• All staff/helpers involved in promoting, supporting or leading physical activity are provided with opportunities for professional development
• All adults other than teachers involved in out of hours provision have appropriate qualifications and have undergone a CRB check
• All adults other than teachers involved in physical activity provision are supported and managed by a named member of staff
• Physical activity is supported and promoted to staff and opportunities for physical activity provided to both staff and parents
Partnerships
Our school values working in partnership with parents/carers and with the wider school community and sees it as an essential part of promoting healthy lifestyles. Partnership working is promoted through:
• Relevance to other related local policies/strategies:
- Children and Young People’s Plan
- Local Sport Alliance
- Local Area Agreements
- County Sport Partnership
- Warwickshire Physical Activity Strategy
• Parent consultation and involvement in decisions about, and delivery of, physical activity
• Links with the School Sports Co-ordinator <insert name> and other relevant individuals and organisations in the community to enhance and extend physical activity opportunities
• Pupils are provided with information on activity opportunities within the local community and the school has made formal links with a selection of these, including Arsenal Soccer Schools
Curriculum Planning, Organisation and Delivery
Ethos and environment
• Pupils are consulted and involved in decisions about physical activity within the school.
• The school takes steps to change physical activity provision to remove barriers to participation. For example by asking pupils what motivates them to become involved in pysical ativity.
• The school makes use of good external facilitieseg St Nicholas Park Leisure Centre.
• Facilities are improved and developed to promote increased participation in physical activity in consultation with pupils, staff and parents. For example by discussing ways in which the playground or facilities could be improved to increase participation.
• Facilities and equipment are regularly checked and are well maintained.
Curriculum (See also Appendix 2 for Curriculum Links)
• The PE programme is broad and balanced, complies with statutory requirements and is accessible to and meets the needs and interests of all pupils.
• Schemes of work are in place which outline a planned approach to health related activity and ensure National Curriculum requirements are met and progress is measured.
• PE is timetabled to maximise activity time and to help facilitate pupil participation in out of hours learning opportunities.
• A variety of techniques are used when grouping pupils within lessons/activites to encourage enthusiastic participation and ensure all pupils feel included.
• Cross curricular links are explored and developed as appropriate.
Out of hours learning
• All pupils are provided with opportunities to be physically active through out of hours activities by offering a wide range of activities at a variety of times.
• Physical activity is promoted during breaks and lunchtimes and pupils are encouraged to be more active at these times.
Active travel
• Pupils, staff and parents/carers are encouraged to walk or cycle to school and the school has a School Travel Plan
Assessment, Recording and Reporting Pupil Progress
Pupils' knowledge, skills and attitudes to physical activity are assessed within PE and through PSHE and Science, in line with the whole school assessment policy.
Equality of Opportunity
In accordance with school and local authority policy, a commitment to Equal Opportunities and Inclusion will be built into all aspects of physical activity. All children will be encouraged to participate in physical activities. Provision will ensure all children are catered for throughout the curriculum and any issues of inclusion will be dealt with sensitively and overcome in order to maximise each individual’s opportunity for physical activity (see Inclusion Policy).
Monitoring and Evaluation
The monitoring of Physical Activity will include consultation with staff, pupils and parents. The results of which will then be used to inform future planning, practice and overall subject development. The achievement of the objectives and desired outcomes of this policy will be monitored, evaluated and reviewed by senior management and School Sports Co-ordinator, Sue Lindley
Methods used for monitoring will include:
• Healthy Schools Audit Tool
• Attendance registers
• Questionnaire
• Interviews/discussions
• Survey
• Teacher observation
• School self-evaluation
• Inspection reports etc
| Confidentiality Policy
Who the review will involve: e.g. school staff, pupils, parents, governors
Senior member of staff responsible for overseeing that this policy is implemented and regularly reviewed: Deborah Holt Headteacher
Other Related School Policies: PSHE, Child Protection, Drugs Ed, Sex and Relationships Ed, Using Outside Visitors, SEN, Equal Opportunities, Bullying, Behaviour Policy, etc.
Introduction – why we need a confidentiality policy
Our school recognises its legal duty under section 175 Education Act 2002 to work with other agencies in safeguarding children and protecting them from “significant harm”. The issue of confidentiality is significant here as children have a right to expect schools to provide a safe and secure environment and are encouraged to share any concerns or worries they have with staff they trust. In order to maintain this trust and confidence, it is essential a child is informed of any need to disclose their information further, and possibly encouraged and supported to do this themselves. Pupils need to be assured their best interests will be maintained and understand staff cannot offer unconditional confidentiality.
Our school recognises that a clear confidentiality policy will support the school in meeting the Every Child Matters outcomes of “be healthy” and “stay safe”.
Our school seeks to adopt an open and accepting attitude towards people of all ages within its community. It encourages parents and children to discuss any concerns or worries which may affect emotional health/well-being and educational progress; and to see the school as a safe place.
Development and dissemination process
This policy was formulated by a working party consisting of staff and governors.
The policy was amended in response to the comments and recommendations that arose through the consultation period and finally approved by the governing body on [enter date].
The policy will be communicated to all relevant partner agencies and visitors and included within the staff handbook. A summary of the policy has been disseminated to parents through the newsletter and a copy of the policy will be held in the school Office and is available for viewing.
The flow chart for how to deal with confidential disclosures will be displayed on appropriate staff notice board(s).
Our aim
• To highlight the importance of pupils being able to talk to adults in the school to share their problems in a safe and supportive environment.
• To build trust between pupils and staff.
• To provide opportunities for our pupils to access confidential support on school premises in the following ways: e.g. display support lines such as Childline, peer support, open door policy with head and other staff available as required.
• To ensure the well being of those involved in the disclosure of confidential information is safeguarded
• To prevent the need to deal with each disclosure as a crisis in isolation. (See guidance on school specific information – Appendix 1).
Our objectives and desired outcomes
In order to achieve our aims we will :
• Empower each pupil to exercise control over the choices that will affect their life.
• encourage communication between pupils, staff, parents and other relevant parties to take place freely in an environment of mutual trust and respect.
• Enable confidential discussions to take place in a confidential environment.
• Inform staff, pupils, parents/carers and partners about confidentiality, and it’s limitations in this school. Some issues have to be shared with other people/agencies, e.g. child protection, and the differences in requirements of confidentiality between professionals should be recognised.
Desired outcomes
• Staff are trained in dealing with issues of confidentiality and feel confident doing so
• Pupils are aware of and understand how confidentiality works within the school
• Pupils feel they have control over their own lives and actions
• Communication between staff, pupils, parents and other members of the school community is successful and effective
• Pupils know who they can talk to and when situations are treated as confidential. They also recognise why some disclosures cannot be treated this way.
• Pupils can understand their own feelings and opinions and are confident expressing them.
• Pupils and staff know where they can access relevant support when they need it.
• Referrals to outside specialist services are made more easily and are appropriate to needs.
Management and co-ordination
The headteacher oversees all aspects of confidentiality within school. Their role is to ensure the following:
• An effective structure to oversee the development, implementation, monitoring and review of this policy and to encourage a participatory approach to achieving the objectives
• Staff are aware that they are required to pass on confidential information in the following circumstances:
o Child protection
o Circumstances where confidentiality will not be guaranteed by this policy (see guidance on school specific information 2 and 3 – Appendix 1)
• Members of staff are aware of whom (if anyone) to inform in the event of different types of disclosures of a personal nature
• Parents/carers’ and pupils right to view their own educational records upon written request is facilitated by the school (it is therefore not possible to guarantee the confidentiality of recorded information).
Staffing and staff development
• All staff, including support staff and lunchtime supervisors, are entitled to support and training relating to confidentiality. A range of provision will need to be identified that meets staff needs across a range of roles and responsibilities.
• Areas of staff expertise and individual staff development needs will be identified through existing staff development systems. This will be ascertained through (e.g. staff audit, performance management, etc)
• Staff can seek advice and support for themselves when dealing with a disclosure whilst keeping the individual's identity anonymous. The school will maintain an up-to-date list of appropriate contacts for staff so that they can seek support. This will include the following members of staff at this school.
Deborah Holt
and include the following external agencies and Local Authority support:
Safe-guarding children
John Sullivan (01926 742526)
Drugs and alcohol
Becky Morton (01926 742022)
Pregnancy and Sexual Health
School Nurse
Bullying, Racism
LABSS (01926 742263)
(see also sources of support section www.warwickshirehealthyschools.com)
Partnerships
Our school values working in partnership with parents/carers and with the wider school community and sees it as an essential part of promoting healthy lifestyles.
Responsibilities to parents/carers/pupils
• Staff will encourage pupils to inform and seek support from their parents/carers.
• When the school chooses to inform parents/carers it will only be done if it is in the best interests of the child. Members of staff are not legally obliged to inform parents/carers in many instances when personal information has been disclosed. (See Guidance on school specific information 3 – Appendix 1).
• Where it is believed that the pupil may be at emotional or physical risk, or in breach of the law, staff will ensure that the pupil is aware of the risks they face.
• In most cases information provided by a pupil will only be passed to their parents/carers with the pupil’s consent.
• Any information recorded about a pupil will be written in a way that assumes it will be read by either the subject or their parents/carers.
• Pupils will be advised (wherever possible prior to a disclosure) what kinds of disclosure will require information to be shared, what will be done with the information and who else will have access to it.
Working with external agencies
• Anyone working with pupils from the school, particularly on sensitive areas of the curriculum, will be made aware of the school’s confidentiality policy.
• Our school acknowledges and supports the differences between the role of any non-school staff as educators, and as providers of information and support to pupils. The boundaries between these roles will be clarified and agreed prior to involvement. Any distinctions in terms of confidentiality need to be made clear to pupils. (See Appendix 2).
• In reference to recorded information, agencies such as the Police and Children and Young People’s Services may be able to get a court order to gain access to processed information, which the school deems confidential. This can also include the Local Authority’s legal department and insurers, as well as other solicitors, e.g. in custody cases.
• Members of staff are not obliged to inform the police on most matters relating to illegal activity, e.g. illegal drugs activity, assaults. In the case of illegal activity, the school will discuss the possible consequences with the pupil and seek the course of action with the most positive outcomes for the pupil.
| Whole School Food policy
Who the review will involve: School staff, pupils, parents, governors,
Senior member of staff responsible for overseeing that this policy is implemented and regularly reviewed:
Deborah Holt Headteacher
Introduction - why we need a whole school food policy
Diet is a contributing factor to the rapid rise in childhood obesity, and it has been found that too many children's diets are too high in fat, salt and sugar, and too low in fruit and vegetables. Poorly nourished children, particularly those who are overweight or obese, experience social and psychological problems, which have a significant impact on behaviour and performance in schools.
As children spend on average a quarter of their waking lives in school, one big step to improving the nutrition of children is to offer healthy food and drink choices throughout the school day. The school environment, attitudes of staff and pupils, as well as what children learn in the classroom, have a major influence on their knowledge and understanding of health. If encouraged to enjoy healthy food and drink early on, it is much more likely that these positive behaviours will remain with a child throughout life.
Development and dissemination process
This policy was formulated by a working party consisting of the head teacher, governors, and all staff. The policy was informed by consultation discussions with pupils during PSHE time and assembly discussions.
The draft policy was circulated to governors, staff, pupils and parents.
The policy was amended in response to the comments and recommendations that arose through the consultation period and finally approved by the governing body on ………………….
A summary of the policy has been disseminated to parents through the newsletter, to staff, governors and lunchtime staff through meetings and pupils through an assembly. All members of the school have been invited to view the full policy, a copy of which is held with other school policies in the school office.
Our aims
We aim to:
• Improve the health of the whole school community by supporting pupils and families to establish and maintain life-long healthy and environmentally sustainable eating habits;
• Help our pupils acquire the skills and knowledge to make healthy choices and set a good example by offering healthy food and drink, across the whole school day, as outlined in the National Healthy School Programme;
• Integrate our aims into all aspects of school life, including food provision within the school, the curriculum and pastoral and social activities;
• Ensure that all aspects of food and nutrition in school promote the health and wellbeing of pupils, staff and visitors to the school.
Our objectives and desired outcomes
We shall accomplish our aims through food education, including the development of skills such as cooking and growing, the food served in school and core academic content in the classroom.
We shall work towards the following objectives:
• To increase pupils' knowledge of food production, manufacturing, distribution and marketing practices, and its impact on both health and the environment;
• To ensure pupils are well nourished at school, and that every pupil has access to a water supply during the school day;
• To ensure the food provision in school reflects the ethical and medical requirements of all pupils and staff, e.g. religious, ethnic, vegetarian, medical and allergic needs;
• To encourage parents/carers who provide food and drink for consumption at school (packed lunches, snacks, etc.) to provide safe, tasty, and nutritious food;
• To ensure that food and drink available before and after school meets the same standards as that provided by the school.
• To make the provision and consumption of food an enjoyable, social and safe experience for all;
• To encourage children to develop appropriate skills for choosing and preparing healthy meals;
• To ensure adequate provision for children who have specific dietary requirements in relation to a medical condition (this may conflict with healthy eating principles), e.g. cystic fibrosis;
• To introduce and promote practices within the school that reinforce our aims, and to remove or discourage practices which negate them.
Desired outcomes:
• Staff are trained in practical food education;
• Pupils choose healthy and nutritious food across the school day and enjoy it;
• The whole school is aware of how they are transforming school food;
• There is a reduction in behavioural incidents in the eating areas;
• The school meets the new school food standards;
• Pupils can plan and cook healthy food;
• There are snacks available that are not rich in salt, sugar and fat;
• There is increased fruit and vegetable consumption;
• All pupils achieve a healthy body weight.
Management and co-ordination
The headteacher supported by the staff, oversees all aspects of food within the school. Their role is to ensure the following:
• Establish an effective structure to oversee the development, implementation, monitoring and review of this policy and to encourage a participatory approach to achieving the objectives ( for example healthy lunchbox scheme.)
• Provide an environment that is both physically and socially conducive to the enjoyment of safe, tasty, nutritious, environmentally sustainable food and drink.
• Establish a process for reviewing the formal curriculum to ensure information relating to food and nutrition in different lesson areas is consistent and up to date. Ensure the school complies with current National Nutritional Standards for school lunches and other food in school and with the Food in Schools Standards.
• Ensure that outcomes of the Policy contribute to the completion of the self evaluation process, including the Ofsted SEF and National Healthy School Status.
Monitoring, evaluation and review
The achievement of the objectives and desired outcomes of this policy will be monitored, evaluated and reviewed by governors, staff and pupils.
Food through the school day
The school community has agreed to promote a balanced diet, in line with 'The balance of good health', through the following approach to food through the school day:
Snacks / Fruit in school:
Cookery sessions:
Packed lunches:
After school clubs:
School community events and parties:
Trips and off site purchase of food:
Storage of food:
Water:
Milk:
Fruit juice:
Other drinks (squash, fizzy drinks etc):
Staffing and staff development
All staff need access to professional development and support relating to food, nutrition and basic food hygiene. A range of provision will need to be identified that meets staff needs across a range of roles and responsibilities.
Areas of staff expertise and individual staff development needs will be identified through existing staff development systems. This will be ascertained through (e.g. staff audit, performance management, etc).
Curriculum organization, planning and delivery
We will ensure that the taught curriculum and food provision throughout the school day present a consistent message. Weekly cookery sessions will take place throughout the year, with each child being involved at least once a term.
There are opportunities to explore issues around food in many subject areas. We undertake to capitalise on these opportunities in order to:
• Bring the subject "alive" through curriculum links and projects that provide ongoing contact with food professionals.
• Develop an understanding of the role food plays in cultural diversity and knowledge of food in other cultures.
• Help to promote and raise awareness of environmentally sustainable food production methods and socially responsible food marketing practices.
Both curricular and extracurricular activities will help pupils develop an understanding of food issues, including: growing; hygiene and safety; preparation; nutrition; healthy lifestyles; and the food industries.
For more information about National Curriculum requirements with respect to healthy eating, see Appendix 3.
The school uses the following resources to teach pupils about food and healthy eating:
Enter name of resources used. Star Science, Healthy Schools websites, the school's own resources.
Assessing, recording and reporting pupil progress
Pupils' knowledge, skills and attitudes to food are assessed within cookery, PSHE and science, in line with the whole school assessment policy.
Partnerships
The school values working in partnership with parents/carers and with the wider school community and sees it as an essential part of promoting healthy lifestyles. Partnership working will be promoted through policy development, home-school agreements, health professionals, Healthy Schools Staff, the school's contribution to the local community, work with parents, etc.
| Outside Visitors
Using Outside Visitors Policy and Guidelines
The purpose of the policy
The purpose of the policy is to:
• develop a co-ordinated approach to using visitors;
• monitor and evaluate how we use visitors to support pupil learning;
• ensure that visitors know how their input is supporting pupil learning and how their contribution fits with the school curriculum;
• comply with relevant health and safety legislation, and develop good practice.
Developmental process
This policy was created using the guidance from Warwickshire Healthy Schools.
Headteacher, staff, pupils, parents, governing body and outside visitors were involved with the development of this policy.
This involvement was through discussions during staff meetings and governors meetings, discussions held with a group of pupils, sending out the parent policies booklet and comments requested from the school nurse.
Why we use outside visitors in school
The use of visitors to support pupil learning has the potential to be very effective. Visitors bring into the classroom a wealth of experiences, expertise, different approaches or viewpoints to complement the work of the teaching staff. However, teachers need to manage the involvement of visitors to make sure that their input will support the achievement of learning objectives and that pupils are offered balanced views about a particular subject, for example the proposed development of an area near to the school.
For the contributions of outside visitors to be successful, there needs to be a clear shared understanding of the learning objectives for the session and the needs of the young people taking part. The different roles that people carry and the contributions they make to pupil learning need to be clearly identified.
Visitors can enhance learning because they are able to:
• Bring a depth of experience and subject knowledge that would not otherwise be possible;
• Put across an argument or point of view that teachers may not be able to articulate;
• Talk more openly or comfortably around certain issues;
• Be more open about personal experiences;
• Be seen as neutral and not part of the school organisation or authoritarian framework;
• Act as positive role models and counter stereotypical images;
• On some subjects, carry more credibility than teaching staff;
• Provide a varied and alternative learning experience for young people;
• Raise young people’s awareness of the community in which they live;
• Give local services and agencies a "human face" and a higher profile.
Visitors who work within the school
A wide range of visitors are invited into school to contribute in a variety of ways. These include:
• health professionals;
• artists/poets in residence;
• people with particular expertise, experience or knowledge;
• members of the local community;
• craftspeople;
• local historians;
• Careers advisers
• Police officers.
How we use visitors in schools
Visitors contribute to learning in a variety of settings, such as:
• curriculum extension or enrichment activities, e.g. Health Week;
• assemblies;
• extracurricular events;
• community projects;
• Citizenship days;
• in lessons;
• as "expert witnesses;"
• accompanying pupils on school visits.
Links to relevant school policies
The relevant school policies should be shared with the outside visitors. These are likely to include:
• Assessment;
• Child Protection;
• Confidentiality;
• Drugs Education;
• Equal Opportunities;
• Health and Safety;
• Sex Education.
Issues when using visitors in school
Sensitivity
Care is needed when handling sensitive and/or controversial issues that may arise. Staff and pupils should be involved in the establishment of "classroom rules" which set the climate for the lesson and make clear how all involved in the lesson are expected to behave towards each other during the session. This should enable everyone involved to feel safe and secure.
Part of that discussion should include consideration of what kind of information is for sharing beyond the classroom, e.g. how pupils would feel if something they have contributed to the lesson were gossiped about on the playground or in the staffroom. These rules apply equally to pupils, staff and visitors.
Confidentiality
Where visitors support the curriculum, they must be made aware of and abide by the school’s policy regarding disclosures and confidentiality. The boundary between providing individual advice and providing learning opportunities for groups of pupils must be made clear to everyone.
Visitors from outside agencies may well have a role in providing confidential advice and support to individual young people as part of their regular work. This circumstance is very different from discussing issues in an educational setting and both the visitor and pupil need to be clear about the distinction.
Staff involvement in the session
It is vital that a member of the school staff is present during any session with an outside visitor but his/her degree of involvement will vary and should be negotiated with the visitor beforehand. Clearly, visitors should not be used as cover to help reduce staffing pressures. The member of staff needs to be present so that she/he knows exactly what has happened during the session. This will ensure continuity with the rest of the programme as well as understanding any issues relating to the visitor’s session that may arise later. Issues may be raised during the session that the visitor may not be able to deal with or may not be the appropriate person to deal with the issue.
Volunteers in schools
Please see Warwickshire County Council guidelines (1999) in Appendix 1.
Risk management and relevant training and Qualification
The school will ensure that issues of risk management and relevant training and qualifications are addressed by a Lettings Agreement. This will clearly outline the school's role and responsibilities and the role and responsibilities of the person or provider. For further support on this, please contact the Premises Section 01926 738558.
A Checklist for Teachers
This checklist will be used by staff in school to support them through the stages of involving a visitor in the classroom. The guidance on "Visitors in the classroom delivering a session" in "Learning and teaching: Background notes for colleagues working in schools to support learning" (NHSS 2005) will be shared with the visitor during the pre-visit. See Appendix 2.
Before the visit
• Why is this visitor being asked into school?
• Does the visitor come with any recommendations?
• Has the school used this visitor before?
• What experience has this visitor of working with this age group?
• Have parents been informed of the session (if appropriate)?
• How will you ensure that pupils are hearing a balance of opinions about the topic/issue?
• Has a risk assessment been performed?
• Has the visitor had a CRB (Criminal Records Bureau) check?
Preparing the visitor
• Is the visitor aware of the context of the contributions they have been asked to make?
• Is the visitor aware of the aims of their visit?
• Has the visitor been made aware of the school ethos?
• Is the visitor aware of the ability and maturity level of the young people they will be working with?
• Will the visitor make a pre visit to the school?
• Are the school’s legal responsibilities to the children and young people being met?
• Has the visitor been supplied with copies of the relevant school policies?
• Is the visitor aware of any risks to health and safety?
•
Preparing the visit
• What arrangements will be made to welcome the visitor to the school and introduce them to the class?
• Is the size of the group appropriate to the activity and learning purpose?
• Is this visit part of a planned programme with preparation beforehand and follow up afterwards?
• How will the group be prepared for the visitor?
• What resources will be needed for the session?
During the visit
• Will the school be able to respond appropriately to questions or incidents that may arise after the visitor has left?
• How will the teacher support the visitor in this work?
• Will a sufficient number of staff be present during the session?
• After the visit
• How will the outcome of the evaluation inform future work?
Evaluation
The teacher and visitor will ensure that time has been agreed to jointly evaluate the session. The following questions can be used as prompts:
• What was the young people’s response to the session(s)?
• What went particularly well in the session(s)?
• Which parts (if any) of the session were not successful?
• Were the resources and materials used appropriate?
• In what ways do you think that the session(s) could be improved?
• Are there any issues from this session that you think need addressing further?
Pupil evaluations will be carried out to inform future planning and will focus upon:
• What pupils have learnt in the sessions;
• What they like about the sessions;
• What they didn’t like about the sessions;
• What else they would like to know about.
For further guidance on this please see our Assessment policy.
Review
This policy was adopted on and will be reviewed in the Summer Term 2010
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