welcome to the Lammas School - independant co-educational day school for girls and boys

School Policies

PASTORAL CARE
As the pressures of administration of the school proprietors are ever increasing, would pupils and parents please follow the procedures shown below in the first instance when relating to academic and pastoral matters.

In the event of any assistance required or problems and/or concerns pupils may encounter during the school day, help from the Form Teacher or Playground Duty teacher should be sought immediately. It is the responsibility of the Form Teacher to investigate and it is normally the case that any problems will be resolved as quickly as possible. Mr Singleton, Mrs Brettell and Mrs Cotton also act as Senior Master and Senior Mistress’s respectively for the secondary and primary schools and are always available for advice and assistance both to pupils and parents. In the event of teacher’s concerns over children’s behaviour or academic progress, early dialogue between the Form/Class Teachers or Senior Teachers often results in an immediate resolution and therefore parents will be contacted personally or by telephone. .

Parents having any concerns or who wish to discuss their child’s progress should telephone the school office or come to the school lodge to arrange an appointment with appropriate Senior Teacher. Parents requiring clarification of school organisation, policies or procedures should contact the Headteacher, whilst information on school fees accounts should be made to the Proprietors at the school office either in person or by telephone. As our teachers work very hard throughout the day on teaching and supervision duties, the end of a long day is not a good time for parents to engage in detailed conversations without first contacting the school office for a convenient appointment.

Code of Conduct

At Lammas school we recognise the fact that we are members of a community. As such we accept that we must at all times behave in such a way as to promote a caring and safe environment in which all members can fulfil their true potential.

Respect
- We should respect ourselves and others.
- We should respect the right of everyone to work.
- We should respect property, buildings and the environment.

Responsibility
- We should accept responsibility for our actions and behaviour.
- We should help and support others.
- We are responsible for the reputation of the school.

Safety
- We should behave in such a way that it ensures the safety of all members of the community.

Specific Points
- Full attendance is a prerequisite to acceptance at the school.
- Uniform should be worn at all times in accordance with the school’s uniform policy.
- Pupils should ensure that their general appearance is smart and clean at all times.
- Outdoor clothing is not to be worn in classrooms but should be hung in the designated areas within the room / building.
- Mobile phones are not to be used in the school and must be turned off during the day.
- Food is not to be consumed in classrooms.
- Chewing gum is not allowed on the premises.
- Pupils should ensure that all necessary materials are brought to lessons.
- Correcting fluid is not to be brought or used in school.
- Pupils should arrive for lessons promptly and in a manner such that they can start immediately and on time.
- Movement between sessions should be carried out quietly and in an orderly manner, keeping to the left and carrying bags at the side not on the shoulder.
- Pupils should line up quietly and orderly outside rooms and not enter until instructed to do so by a member of staff.
- Pupils should stand if a visitor is shown into the room.
- Jewellery other than that for religious requirements (a covering letter from a religious leader required ) is not to be worn.
- Valuables should not be brought in to school. In situations where this cannot be avoided they should be taken to the office for safe keeping. If this is not done the school will accept no responsibility for their loss or damage.
- Business transactions are not to be carried out in school.
- Any items needing to be confiscated during the day must be collected by parents after school or by the pupil bringing a letter of authorisation from them.
- At the beginning and end of the school day pupils dropped off or waiting to be picked up by parents etc. should wait on the yard and not make their way to other street corners etc. Unless accompanied by their parent or guardian, pupils should exit by the main gate on Lammas Road and not by the side gate on Church Avenue.

In order to achieve these aims the school has:-

Written Policies and Procedures (Copies available on request)

A balanced curriculum based on, but not dictated by, the National Curriculum, which is followed by all pupils throughout their time at the school.

Schemes of work
A full pastoral system
Merit schemes and awards
An annual presentation evening

Links to external agencies:
Connexions Careers service Nottingham Child Protection Agency, a local medical practice/clinic.

Regular assessment and Termly Reports
Regular HMI inspections

ADMISSIONS POLICY
Having received our Prospectus, parents are welcome to visit the school, to have a tour of the building and see teachers and pupils working in the classroom environment. Entrance to the school is by interview and assessment. Children spend a ‘taster day, in the school for assessment of their academic standard, behaviour and attitude which is fundamental to the school ethos.

On acceptance by the Principals, a Registration Fee of Ł250 is payable, which is deducted from the first account.

Subject to availability of places, primary pupils are accepted throughout the year, with Infant pupils entering at a suitable time in the year before their 5th birthday. Secondary school pupils are accepted at Year 7 and up to 13 years of age if places are available during the school year in Years 7 & 8. New pupils are not accepted in Years 9 10 & 11.

Children will be assessed for the first half term after joining the school with view to behaviour and attitude to work. The school reserves the right to withdraw the place within the school after this time of a child whose behaviour does not conform to the school ethos and behaviour policy. The school disciplinary policy is available to parents on request.

The Lammas School is not a Preparatory school. We do not prepare students for entrance into other independent or state secondary schools and expects children entering the Primary school to follow the school curriculum through to GCSE Level at 16 years of age.

SPECIAL EDUCATIONAL NEEDS

Because of its small size and the financial constraints this places on it, THE LAMMAS SCHOOL is not able at present to operate a separate special needs department. However staff are supported by a Curriculum Support Teacher, who is available both to Primary and Secondary pupils where needed. The needs of all pupils are regarded as special and paramount, and staff will endeavour to provide the best opportunities they can for all pupils. This is regarded as fundamental in order to maintain and fulfil the Aims of the school.

Our smaller class sizes and pupil numbers enable a much greater personal contact, and subsequent appreciation of each pupil’s needs, and the application of assistance, than would be possible in a larger more impersonal establishment.

All staff are made aware of the D.F.E. Code of Practice on the Identification and assessment of Special Educational Needs, its statutory application within this Independent School, with regards to ‘voucher pupils’, and the recommendation by the OFSTED inspector that it would be desirable to apply it throughout the school. In order to achieve this the following Code of Practice has been discussed between management and staff and adopted throughout the school.

LAMMAS SCHOOL CODE OF PRACTICE FOR THE IDENTIFICATION AND ASSESSMENT OF SPECIAL EDUCATIONAL NEEDS

The meaning of Special Needs:
Special Needs covers a wide range of factors that cause difficulty with a child’s learning and development, from severe disability to exceptional ability. Special Needs should not be restricted to the less able, physically impaired, or emotionally disturbed, violent or disruptive pupil.

The majority of Special Needs can broadly be classified as:
• Language and communication difficulties.
These are pupils who have difficulty following instructions and whose vocabulary and speech is limited and difficult to follow.
• Sensory Difficulties:
Pupils with impairments of vision or hearing. These are often difficult to identify as the child can have adopted limited coping strategies.
• Physical Difficulties:
Pupil may have severely restricted movement, or merely difficulty with certain aspects of movement, gross or fine motor control.
• Specific Learning Difficulties:
These give similar signs to the previous areas of needs, but generally tend to be of a less consistent nature across a variety of situations. Indicators are that significant progress is made when individual attention is given and tasks are broken down into small steps.
• Emotional and Behavioural Difficulties.
Signs are many and varied but include: low esteem, withdrawn, preoccupied, depressed, aggressive, unco-operative and hyperactive. May be as a result of abuse, neglect, or a medical condition such as ADHD (Attention Deficit Disorder).

1) Procedure for the Identification of Special Needs

Information is requested from feeder schools, parents / guardians and other outside agencies.

Early Years and Key Stage 1.

For pupils on the ‘voucher scheme’ the DFEE Code of Practice for SEN would be statutory and initially the responsibility of the Form Teacher, however the school no longer operates the voucher scheme.

a) On entry, after approximately two weeks settling in, a base line test is issued.
b) At approximately six week intervals a Basic Skills check list is administered.
c) Pupils have a Profile Folder in which the work, and ‘tests’ are stored and which follow them through the school.
d) Pupils are observed / monitored to identify any non academic problems.

Key Stage 2.

a) On entry the pupil’s first piece of writing is photocopied and saved in their Profile Folder.
b) Regular (half termly) tests are administered in Maths, English and Science as part of the syllabus.
c) Pupils are observed / monitored to identify any non academic problems.

Key Stages 3 & 4

a) On entry the pupil’s first pieces of work and Module Tests are closely assessed and monitored to identify possible problems. Copies are taken and filed as necessary.
b) Pupils are observed / monitored to identify any non academic problems.

Procedure when a Special Need is identified.

• The pupil is registered with the designated SEN co-ordinator, (presently Mrs Cotton), with physical evidence used to identify the problem, where applicable, and suggested support.
• The SEN Register and pupil’s file is kept by the designated SEN co-ordinator.
• New developments to be mentioned in Staff Briefings.
• The Form Tutor and other staff as necessary are informed and involved.
• Parents are informed and involved.
• The situation is reviewed regularly by the Form Tutor and appropriate staff, with parents and other staff being informed and updated as necessary.
• The Form Tutor’s Report is to indicate when a Special Need has been identified, by inclusion of a suitable comment.
• When the Need has been eliminated the SEN Co-ordinator and parents are to be informed. The pupil is then removed from the register, and reference made to this on the next Form Tutor’s Termly Report.
• “Special Needs Update” is to be included on the agenda of Staff meetings, so that overall monitoring could take place, and all staff kept informed and involved.
• The school does not have a specialist Special Needs department or staff, but we do have limited resources to give extra help and practice when we have identified a need, and this should be utilised. It can include some individual time allocated with a pupil. Staff are requested to share their personal skills to this end.
• If it is evident that a pupil needs the services of an external agency parents should be consulted and advised accordingly. This should not be done without prior consultation with the Head / Proprietors.

WORK EXPERIENCE POLICY STATEMENT

At Lammas School we recognise the need for pupils to encounter the work situation in order that they will fully appreciate the link between education and employment. Pupils need to be aware that the educative process is a continuum and that their time in school is but part of this. This is regarded as fundamental in order to maintain and fulfil the Aims of the school.

Because of our small size we are not presently able to operate a separate Careers Department, so the school is unable to arrange and supervise work experience placements. We do encourage parents and pupils to do so, and will co-operate with any suitable arrangements, provided that we have been informed in advance, and are satisfied that they are safe, of meaningful value, will not disrupt the pupil’s progress in the school, and that there is no exploitation of pupils, or by pupils.

Such work experience should preferably be arranged to take place during school holidays and should be of no more than two weeks duration. Please note, pupils on work experience are not allowed to receive payment.

The school cannot accept responsibility for vetting work experience placements and parents should ensure that they personally have done so and are satisfied that their child will not be put at risk, or contravene any Health and Safety / employment regulations.

Pupils should seek guidance and assistance during their careers sessions and also in co-operation with Connexions Nottinghamshire, who are the external agency responsible for delivering careers guidance and ‘personal programmes’.

Lammas School Health and Safety Advisors.

The Lammas School has full Health and Safety Policies and Procedures and is advised by
Craig Beaumont - BSc (Hons), Dip H&S, MIOSH Senior Health & Safety Consultant with Drury PSM.

Craig is a scientist at heart. He read for his BSc at Loughborough University, then extended his time there to undertake post-graduate research. Following this, his early career was in metallurgy and he became interested in Health & Safety as a separate discipline while undertaking a research project within one of his then employer's foundry businesses.

This prompted him to move to dedicated health and safety work, which he found at the HSE (Health & Safety Executive) … investigating, advising and enforcing standards across a complete range of industry, at Inspector level.

Craig reinforced this experience through further academic work, which led to a Diploma in Occupational Health & Safety from Aston University. His time at the HSE gave him first-class credentials for another move, this time to the "other side of the fence"! He joined Drury PSM as a consultant in April 1997.

ANTI-BULLYING POLICY STATEMENT

Bullying in its many forms has always been a problem within society. In the past individuals tended to suffer bullying in silence in the mistaken belief that it was unavoidable and a reality of life to be coped with as part of growing up. Authority tended to perpetuate this view by regarding the victim of bullying as though they were in the wrong and had brought it upon themselves. Thankfully a more realistic an enlightened attitude is now prevailing as the population in general recognises the error of maintaining such an attitude and is demanding action to be taken to eliminate bullying in all aspects of life.

At Lammas School we believe that bullying is totally unacceptable. This belief is fundamental to the aims of the school.

In order to eliminate bullying everyone should be encouraged to understand how it is started and what they as individuals can do to stop it. Bullying only succeeds when a victim feels isolated because others do not realise what is happening, or choose to ignore it. Ignoring bullying is to condone it; therefore the aim of everybody should be to prevent bullying by bringing it out into the open. Bullies have to be confronted!

Bullying takes many forms and is not merely the threat of, or actual physical violence, perpetrated upon an individual by another, but also distress caused through mental or physical intimidation. Care must however be taken to distinguish between bullying and situations where there is merely a conflict of personalities between parties resulting in friction and aggression / threats. Whilst this is still a problem to be recognised and dealt with, it is quite distinct from bullying and requires different tactics and skills to be employed in remedying it.

All staff needs to appreciate their responsibility to be actively involved in the prevention of bullying. Any incident of bullying must be taken seriously and dealt with immediately in a clear and consistent way.

Pupils have a responsibility to speak out about any incidents they know of and not to tolerate bullying amongst them. Co-operation between all parties is the keynote to success in eradicating bullying.

It is not sufficient for staff or any other party to overcome bullying by merely confronting the bully and applying a suitable ‘punishment’. This may initially stop any threats etc. but does not eliminate the underlying behavioural problem. A bully is often an inadequate person with problems that they need help to overcome. The bullying is merely a cry for help.

There are two parties involved in a bullying incident and these need to be brought together to talk through the situation so that it does not reoccur. This is often a distressing time for the victim but is necessary as overcoming bullying involves modifying the behaviour and attitudes of both parties, not merely one. The perpetrator has to realise that what they are doing is bullying, why they are doing it, why it is wrong and why it will not be tolerated. The victim needs to be reassured that what they are suffering is not their fault and that they will receive the support of others without the fear of being considered inadequate in any way. It is also important that they are encouraged in such a way that they gain in confidence and are able to modify their behaviour to give out signals in their everyday interactions that make it clear to others they will not be bullied.

A list of useful external agencies and their numbers can be found at the front of the telephone directories and include:

Careline 0181 5141177
NSPCC 0800 800500
Samaritans 0345 9090
Parentline 01702 559900

Pupils should be made aware of these and reminded that a confidential phone service, as for abuse cases, is available from the small office in the lodge if they feel their situation requires it. All they have to do is discreetly ask a member of staff or at the office and they will be allowed to use the facility.

See also DfES Publication 0064/2000 Don’t Suffer in Silence.

LAMMAS SCHOOL ASTHMA POLICY

THE CONDITION

Asthma is a condition where the airways of the lungs are irritated and then restricted by any number of triggers and symptoms include children having difficulty in breathing, coughing, wheezing, or complaining of a tight chest. The severity and symptoms vary greatly between children, with some only having mild asthma and needing only occasional medication. Others have severe symptoms and require regular medication. In rare cases, asthma can be life threatening.

Triggers can include - colds and viruses: cold weather: changes in temperature: straw and hay in animal cages: pollen, food: smoking, both passive and active: fumes from glue, paint or science experiments: blackboard maker pens.

Asthmatic children should carry their Reliever Inhaler with them at all times and have a spare in the school office. Infant pupil's inhalers should be kept in an easily accessible place within the classroom and be clearly labelled. In the event of an attack, pupils with asthma should take their Reliever Inhaler immediately.

All Asthmatic children should be encouraged to live a normal life and join in with all activities. Sports teachers should be particularly careful to ensure asthmatic pupils are able to join in with all sporting activities. If a pupil becomes asthmatic they should be allowed to rest and use their Reliever Inhaler immediately. Parents should always be informed afterwards in the event of their child having an Asthma attack.

For further information, please refer to the school's information pack and video from the National Asthma Campaign.

RELIEVER & PREVENTOR INHALERS

RELIEVER: Usually BLUE and taken at the first sign of an attack. Children will usually bring these inhalers to school.

PREVENTOR: Usually BROWN and sometimes WHITE, is taken normally in the morning and evenings.

RELIEVERS SHOULD BE EASILY ACCESSIBLE AT ALL TIMES TO ASTHMATIC CHILDREN.

For more information on the 'asthma campaign' see the Asthma UK the UK’s independent asthma charity with asthma news, information, treatment and research. website on

www.asthma.org.uk

LAMMAS SCHOOL DATA PROTECTION
The school is a registered member of the Data Protection Act

PARENTS DATA
Records are kept on file and computer disc [not hard drive] of home address, telephone numbers and emergency numbers. Personal details are not released to any external parties. These details are available to the head teacher and teachers who may need to telephone parents in an emergency.

If a request is made for personal details other than a forwarding educational establishment concerning parents and/or children the school will initially ask parents for their instructions and direction.

PUPILS DATA

Parents are entitled to view documents concerning their children’s records written by teachers in school reports issued at the end of the Autumn Term, SpringTerm and Summer Term.

HOWEVER WE ARE ALSO NOT ABLE TO RELEASE DATA THAT

Reports that identify other children/parents, either named or unnamed.

Might cause harm to the physical or mental health of the student or a third party

Information which may identify third parties/Information which forms part of court reports

Communications between schools concerning academic and behavioural performance of a student

Information which would hinder the prevention and detection of crime or the prosecution or apprehension of offenders to provide it.

D J COLESHILL September 2004

COMPLAINTS/CONCERN PROCEDURE
We are committed to responding to such contacts efficiently, sensitively, quickly and fairly. We see complaints as an opportunity to reduce or eliminate friction between home and school, and the chance of deepening the existing relationship of trust and co-operation.

A complaint covers a contact expressing concern over a relatively minor everyday incident, through to a formal written complaint. The principles for managing and resolving the concern are independent of the nature and seriousness of the complaint.
The Proprietors will deal with any Administration, Health and Safety concerns, or complaints about actions of the Headteacher or members of staff.
General Principles for Handling Complaints/Concerns

INITIAL CONTACT

If parents have any concerns or complaints they should initially contact the school office by email, telephone or in person, giving brief details of their concern/complaint.

The school will normally decide the level at which the complaint is to be dealt with within one working day of receipt. Parents will be advised on the level at which the concern/complaint is to be handled.

All complaints will be handled sensitively, even-handedly and, where necessary, confidentially.

Complainants are assured that their child will in no way be disadvantaged or victimised because of a complaint.

At all times the aim should be to resolve the complaint amicably.

All conversations and meetings should be recorded as accurately as possible.

Parents can request a full copy of the school’s Concern/Complaint procedure.

Procedure Stages

Stage 1 - Informal meeting with Class/Subject teacher.
Stage 2 – Complainant meets with the Senior Master/Senior Mistress
Stage 3 – Complainant meets with the Headteacher -
Stage 4 - Formal Complaint to Proprietors
Stage 5 - Panel Meeting
Stage 6 - Final Recommendations

D .J. Coleshill June 2007

COMPLAINTS/CONCERN PROCEDURE

Stage 1 - Informal Complaints/Concerns

1. The complainant may be encouraged to speak informally with the appropriate or designated member of staff as soon as they have a concern. This may be the Class or Form Teacher, Subject Teacher, who will be accompanied by a colleague, the Senior Master, Senior Mistress or Senior Mistress (Primary School).

2.The complainant will be advised within a further 3 working days to either i) indicate how they have attempted to resolve the complaint, or ii) to give a progress report on resolution, with a commitment to making a further contact within the next 5 working days.

3.At the conclusion of the investigation, the complainant will be informed of the outcomes and actions taken.

4.If the class/subject teacher and parent fail to agree to a satisfactory conclusion the parents will be advised to proceed with their complaint in accordance with stage 2 of this procedure.

If, having made a complaint, the complainant is dissatisfied with the outcome, they have a right of appeal as follows:-

Stage 2 – Complainant meets with the Senior Master and/or Senior Mistress or Senior Mistress (Primary School).

-assuming the above did not deal with the initial complaint.

5.Senior Master, Senior Mistress or Senior Mistress (Primary School) reviews action taken with designated member of staff and others as appropriate.

6.Senior Master, Senior Mistress or Senior Mistress (Primary School) meets with complainant and records the outcome of the meeting. The record should indicate a time frame for any further action to be taken and for reporting back to the complainant.

Stage 3 – Complainant meets with the Headteacher -

-assuming the Headteacher did not deal with the initial complaint.

7.Headteacher reviews action taken with Senior Master, Senior Mistress or Senior Mistress (Primary School) and/or designated member of staff and others as appropriate.

8.Headteacher meets with complainant and records the outcome of the meeting. The record should indicate a time frame for any further action to be taken and for reporting back to the complainant.

Stage 4 - Formal Complaints
Formal complaints should be made in writing to the Proprietors of the School, who will make further investigations.

9.The Proprietors will discuss the case with the Headteacher and collect information.

10.A meeting is arranged between the Proprietors, Head Teacher and the Complainant. The meeting is recorded as above.

A Proprietors Report in writing will be made within 5 working days.

Following the Principal’s Report, if the complainant remains dissatisfied they may then move to:-

Stage 5 - Panel Meeting
If parents are still unhappy with the outcome of the Proprietors report, a formal hearing will be arranged before a panel of three people, one of whom will be independent of the management and running of the school. The hearing will take place as soon as is practicable and usually within 3 weeks. The panel may require further information on the complaint and copies of information obtained will be provided to all parties not later than one week before the hearing.

All parties to be informed within 5 working days of the date, time and location the hearing will take place. Parents are invited to attend and speak at the Panel Meeting, and can be accompanied by one other person, whilst the school may also invite speakers to address the panel. The panel may also wish to call independent witness to the meeting.

Stage 6 - Final Recommendations
The panel’s final decision, recommendations and findings will be sent to all relevant parties. The panel findings will be final.

Confidentiality
Parents can be assured that all concerns and complaints and subsequent documentation are kept confidential expect insofar as required by paragraph 6(2) (i) of the Education (Independent Schools Standards) Regulation 2003, a disclosure in course of a school inspection or where any other legal obligation prevails.

Headteacher Mr C Peck Senior Mistress Primary School Mrs S Cotton

Senior Master Mr R Singleton Senior Mistress Mrs A Brettell

UNIFORM POLICY

The School uniform is not optional. It is not a fashion statement and must not be customised. Items must conform fully to stipulated requirements. If in doubt, please check before purchasing.

The School Tie, Badge and Scarf are purchased from the school office.

Extreme hairstyles, make up, fashion clothing or logos are not acceptable.

All pupils are expected to take good care over their personal appearance. wear the correct uniform in school, on the journey to and from school, and on all school occasions.