Presentation is loading. Please wait.

Presentation is loading. Please wait.

Little Stoke Primary School

Similar presentations

Presentation on theme: "Little Stoke Primary School"— Presentation transcript:

1 Little Stoke Primary School
Staff Induction Book

2 Welcome to Little Stoke Primary
We are really pleased to welcome you to our school. This induction book will answer many of the questions you may have in your first few weeks with us. For answers to any routine questions ask any member of staff who will be only too happy to help you. If you have any questions or difficulties which cannot be easily resolved, please see Scott Howes or Anne Sargent who will help solve these or direct you to where you can find additional support. WELCOME TO THE TEAM!

3 CONTENTS Staff Daily Routines Curriculum AFL Assessment
School team Subject leadership Daily Routines Daily Timings Teachers and Timings Lunchtimes Home time Assemblies Celebration assemblies Curriculum Themed curriculum School drivers English Reading and Phonics Handwriting Maths Foundation Subjects Planning AFL Learning objectives and success criteria Marking Questioning Talk for Learning Assessment Data captures Learning Values and Behaviour Learning Values Behaviour Safety Safeguarding Fire Asbestos Photography


5 Staff Mrs Nichola Bird (Y5) Head Teacher: Mr Scott Howes
Deputy Head: Mrs Anne Sargent SENCO: Mrs Sue Anstey EYFS: Mrs Anna Burness Year 1: Mr Matthew Toogood Year 2: Mrs Andrea Portergill Year 3: Miss Rosanna Griffiths Year 4: Mr Mark Blaszczyk Year 5 Miss Rebekah Williams Year 6: Mrs Anne Sargent Float Teacher: Miss Donna Southcott Forest School/ Outdoor learning: Miss Lauren Price Business Manager: Mrs Ruth Abrahams Secretary: Mrs Annette Pittaway Clerical Assistant: Mrs Galina Mametova HLTA: Mrs Mandi Mulley Teaching Assistants: Mrs Liz Rowen (EYFS) Mrs Leigh Woodward (Y2) Mrs Sue Silvester (Y3) Mrs Annette Cann (NR) Mrs Nichola Bird (Y5) Mrs Paik Sun Green (Y4) Mrs Andrea Barrow (Y2) Mrs Diana Spencer (EYFS) Mrs Jenny Courtier (Y1) Reading Support: Mrs Mary Dury Caretaker: Mr Frank Middleton

6 SMSAs: Jo Janes Mary Dury Nichola Bird Breakfast Club: Liz Rowen After School Club: Nichola Bird Jodie Hollier Kitchen: Jan Darlison (Head Cook) Rachel Portch Rona Beacham Cleaning: Tracey Candy (Lead) School Crossing Patrol: Sarah Jacques Governors: Karl Tomasin (Chair) Rachel Hazell (Chair – Staffing and Curriculum, Safeguarding, SEN, English) Stephen Wells (Chair – Buildings and Finance) Sean Canavan Joy Harrison (Vice chair, safeguarding) Rod Mayall (Health and Safety) Damian McGrath (Computing) Wayne Dunn (Data) Clerk to the Governors: June Wilkinson

7 SUBJECT LEADERSHIP The list below will support you in knowing who to target questions at linked to specific curriculum areas. Andrea Portergill : Maths, Science and DT Anne Sargent : Literacy Mark Blaszczyk : Computing, RE, PHSCE NQT, student coordinator Anna Burness : EYFS, Phonics, NQT support Rebekah Williams : PE and Dance, Humanities Rosanna Griffiths : Geography (support) Matthew Toogood : History (support) Lauren Price : Outdoor Learning and Music Donna Southcott : Arts lead TA support from Mandi Mulley Leigh Woodward, Di Spencer (Art) Anne Sargent (drama) Lauren Price (music)


9 TIMINGS 8.45 Children come into school 8.55 Registration 9.05
Sounds Fun! Phonics Groups (except when it is Celebration Assembly) 9.25 Literacy 10.25 Assembly 10.40 Morning break 11.00 Maths 11.55 Warning bell for lunch 12.00 Lunch break begins 12.55 Warning on the playground for children to pack away 1.00 Afternoon session begins Key stage one to take 15 minute break during the afternoon. Key stage 2 also have the option to take the children out supervised by the class teacher. 3.25 3.30 Home time for key stage 1 Home time for key stage 2

10 Teachers and Timings All teachers should be in classrooms by 8.45 to greet the children as they arrive. Many teachers have a ‘bell time’ activity for the children to engage in. It is a useful twenty minutes for those children arriving at This may be practicing spellings or responding to marking for example. In key stage one, teachers must ensure that TAs are standing by the external doors to ensure that children do not go back outside after they have been brought in. After break times and lunch times, teachers MUST always be at their playground door to meet the children. The children do not line up. They should walk straight in when the hand bell is rung. Playground staff will wait two minutes after the main bell before ringing the hand bell to give staff time to get back to class from the staffroom. At the end of lunchtime, the main school bell goes at in order for the children to pack away and the teachers to be at the playground doors ready to meet the children. Whenever children are moving around school as a class, the teacher MUST be at the front of the line and move at a pace which keeps the class together and in control. This includes the following times: moving to and from assembly, PE and at home time. It is really important all adults follow this procedure. Children should walk to and into assembly silently. It helps set the right tone.

11 Lunchtime Key stage one children go into dinner immediately the bell goes. Key stage two children go out to play and are called in a class at a time by the SMSAs If you ask children to stay in for any reason, please make sure they go into lunch at the right time with the rest of their class. Children must NEVER be in classrooms unsupervised. If you need to speak with children during break or lunchtime, it is best to collect them from the playground when you are ready. There is the opportunity for each member of staff to have one free meal each week if you would like to eat with the children in the hall. This is entirely optional but it is a good chance to talk with different children in an informal setting and helps create a calm, community atmosphere in the dining hall. If you intend to take advantage of a free lunch or you want to buy lunch to eat in the staff room, please order in the morning on the clipboard provided and pay the kitchen direct.

12 Home time Both key stages need to allow sufficient time to pack up in order to be ready to leave when the final bell goes (3.25 for key stage one and 3.30 for key stage two) Key stage one children leave through the door near their classroom. It is the teacher’s responsibility to set up an orderly systems which ensures that each child is visibly passed over to the parent or carer who normally collects them. Children should NEVER be allowed to go with anyone else unless there has been a definite prior arrangement notified by the parent. Children who have not been collected should be brought to the office. Key stage two children are led down to the main entrance by the teacher. The teacher should go outside with the children as they disperse. This is a great opportunity to meet parents informally. Many older key stage two children walk home alone. Any children who are normally collected should come back into school if no one is there to meet them. Children should push their scooters or bikes whilst on school grounds. All adults in school must reinforce this rule to ensure the safety of pupils and their families.

13 ASSEMBLIES Please see the termly rota for the days you are leading assembly or supporting the lead. For all assemblies there is a lead and two supporting teachers which helps keep behaviour at its best. MONDAY Value assembly based on one of our eight learning values or four school drivers TUESDAY Singing Assembly WEDNESDAY Usually led by a visiting speaker. If there is no visitor, it is led by whichever teacher is on the rota THURSDAY In class assembly linked to learning values or drivers. This will explore these important issues more deeply at an appropriate level for each class FRIDAY Celebration Assembly once a fortnight. Alternate weeks assembly is led by a member of staff and will look at festivals and celebrations from a wide range of different cultures.

These happen every fortnight as listed on the assembly rota. All staff stay in for these assemblies. ALL children who are to be awarded any certificates should take home a notification slip, inviting parents to the celebration assembly by Wednesday at the latest. Certificates need to be given to Scott by Thursday evening. These will include : Two or three value certificates per class Any reading certificates (bronze, silver and gold) Details of children who are to be awarded handwriting pen licences Times Tables Awards Any awards or achievements children have made outside of school. Please write a note to explain these in more detail.


16 Our Themed Curriculum We are very proud of our exciting themed curriculum which is fully explained in the curriculum folder in your classroom. The following checklist will help you to keep on track each short term. These are essential components of the curriculum. Parent summaries must go home by the end of the first week Parent summaries, learning pathways and English overviews must be on the teachers’ drive by the beginning of week 2 The theme title should be clearly displayed at the entrance to the class and the class door ‘dressed’ to reflect the theme. Each short term there must be a homework challenge planned. Send home a sheet to detail what the challenge is which should clearly indicate the date work must be completed by. The homework sheets must be saved on the teachers’ drive too. In term 1 and then at least once more each subsequent long term plan a curriculum event to which parents can be invited. This could be an art workshop or a presentation for example. There is an expectation that children will either have the opportunity to go on a theme related visit during each long term or have a visitor come into school to run a workshop or event.

SCHOOL DRIVERS These are aspects of learning which we have highlighted because they have particular relevance to children in our school and will permeate every area of our curriculum POSSIBILITIES We want our children to have the highest aspirations for themselves and to have an open mind to the way their lives may change and develop. We want to help them develop a ‘I can do anything!’ attitude to life! WHAT DO YOU THINK? We want to encourage the children to be able to express an opinion and offer their ideas on a range of topics and themes. Children need to be encouraged to have a voice and to be active participants. KNOWLEDGE OF THE WORLD We want children to be excited about learning just for the fun of learning or knowing something new. Through our curriculum we want to encourage this desire for knowledge which helps make us into interesting people. CELEBRATING DIFFERENCES Our school and our community is a diverse tapestry of different cultures, languages and experiences. Through our curriculum we want to celebrate this and develop in our children an understanding of how everyone contributes to the world we live in.

18 ENGLISH Theme book English Overview Teaching Sequence
English is at the heart of our curriculum and should permeate all work the children are engaged in. Theme book Books chosen should drive the theme and be at the centre of English work over the course of the term. There will normally be one principle book which will be of excellent quality in terms of language and themes Into this other good fiction and non fiction material will be added to teach specific skills and genres. English Overview The overview in a day by day initial plan of what which genres you intend to cover, how the theme book will be used and a brief summary of the teaching sequence. English overviews should be on the teacher’s drive by the first week. This is a flexible document and will change considerably over the course of the term. Please amend your copy as you go and keep it in your planning folder. Teaching Sequence This should be clearly shown on your overview. For example, if you are teaching non chronological reports there may be evidence of the following: looking at non fiction books, simple information sentences, lists and labels, work on index, contents and glossary pages, alphabetical order, technical words, writing definitions, note-taking (in a range of forms), writing up notes, use of formal language, non fiction connectives, paragraphing, diagrams, writing introduction and conclusions for example depending on the age of the children. This work should build to a final, more sustained piece of writing which can be used for assessment. This may be after three, four or five days or longer in the case of narrative. The skills will always be taught in context and as far as possible linked to the theme to give them meaning. We use the South Gloucestershire text types and progression document to ensure the teaching sequence is appropriate and the progression and differentiation clear.

19 ENGLISH Planning Marking Daily Writing
There is a common planning sheet for all classes to use which details key features of that week’s main genre, main objective, differentiation, key questions, success criteria etc. All planning to be put onto the teacher’s drive in the planning file each week and annotated copies kept in blue planning folder Planning sheets to be annotated to show evaluations. Lessons for the next days may change with regard to your evaluations. Marking All work must be marked on a daily basis. Green and pink highlighters are used to highlight where children are meeting success criteria, or key targets (green) and two or three areas where they are not (pink). A comment under green and pink blocks should be made at the end of the writing. Comments should be specific and targeted. Children should have a clear sense of what they have done well and what they need to work on next. Children must respond to pink highlighting in green pen. A next step/to improve my writing target should always be written. This may continue through two or three pieces of writing until children show evidence of achieving it Success criteria must be used twice a week.(Y2-6) with progressive targets for children written in Blue (must) Green (should) and Red (could). There must be two further columns for pupils and teachers to tick achievement. Year 1 will initially use more pictorial success criteria but will move progressively towards this system from term 3 or 4 when appropriate. Daily Writing As a school we have agreed that there will be evidence of writing on a daily basis. Often this will be in English but also through our themed curriculum in the afternoons when children should be encouraged to transfer the skills they have learnt.

20 READING and PHONICS Encouraging an excitement and enthusiasm around reading is a crucial part of our curriculum. Our phonics programme ‘Sounds Fun!” takes place on a daily basis (except when there is a celebration assembly). Sessions are based on Letters and Sounds and children will be working at a specific phase. Children should have regular opportunity to learn through games and whiteboard activities using high quality resources. There are also Spelling groups who work on a range of spelling activities. There should be a visible, frequently changing display which reflects sounds being learnt in phonics. Guided reading should happen on a daily basis, usually after lunch. Guided reading record sheets should be used for each group. Reading time after lunch must be engaging and well structured. Activities should be planned which encourage a wide range of reading experiences, both individual and collaborative. Reading time should not extend beyond 1.25. Activities may include reading from different genres, comprehension work, following instructions to make something, reading linked to the theme for example. It could include response to marking in some way and will often provide a follow-on activity from the previous day’s guided reading group.

21 Active reading A wide range of different activities
A time to share A time for seeing the purpose in reading A time to move into learning A wide range of different activities Active reading Children all engaged A wider range of assessment opportunities An integral part of other learning

22 HANDWRITING We use a broadly cursive style which is taught consistently throughout the school. In terms of practice, little, often and highly structured is the key to children developing good handwriting. Short bursts of teacher modelled, class handwriting is infinitely more valuable than giving the children large passages or groups of letters to practice unsupervised. Link joins to phonic blends and spelling patterns where possible. Key stage 2 classes should be aiming to move children onto writing in pens once they have developed a neat, consistently, joined style. Every key stage 2 class should have a handwriting star chart displayed on which children collect ten stars in order to earn a pen licence. When you see evidence of neat, joined writing, children earn a star. Children must keep up a high standard of handwriting to keep their pen licence. Any withdrawn licences need to be earned again with children gaining 3 – 5 new stars.

23 MATHS Curriculum Planning Marking:
Years 1,3,4,5 will follow the new curriculum. The maths coordinator has medium term plans available. Years 2 and 6 to follow the old curriculum. All year groups to follow the school’s calculation policy for the methods of calculation. Calculation policy is available as a document for each class and also on the Teacher’s drive in the planning folder under Maths. Planning There is a common planning sheet for all classes to use which details mental maths, main objective, key questions, success criteria etc. All planning to be put onto the teacher’s drive in the planning file each week and an annotated copy kept in the blue planning folder. Planning sheets to be annotated to show evaluations etc. Lessons for the next days may change with regard to your evaluations. Planning is expected to show steps in progression so that children not only show progression within a lesson, but also over a series of lessons. E.g. For Y4 - subtraction TU with no exchange, subtraction with exchange from T to U,  subtraction with exchange H to T,  Worded problems,  mixed + and – worded problems  two step worded problems. Try to be creative, use your environment and link to topic work not just book work from a published scheme. Marking: All work must be marked. Children must respond to misconceptions/ errors in green pen. Teachers then need to respond to the children’s corrections. Comments written should be informative, not simply – ‘well done’. Success criteria must be used twice a week.(Y2-6) With progressive targets for children written in Blue (must) Green (should) and Red (could). There must be two further columns for pupils and teachers to tick achievement. A next step comment should be written where appropriate. Year 1 need to move progressively towards this system .

24 MATHS Times tables: Problem Solving: Cross curricular
In the New Curriculum all children must know their tables up to 12 x 12 by Year 4. All classes to have a times table ladder displayed visibly on their wall. Children have markers on it to show their progression. Children are tested once a week in a five minute timed test on their table they are learning. The test encompasses multiplication and corresponding division facts. Please see maths coordinator for details. Children are awarded a badge for success in the Celebration assembly. The awards are grouped e.g. Red badge – for knowing the 2, 5,10 times tables. Problem Solving: Each term we take a different form of problem solving to develop. Details and examples will be will be given before the term starts. For the program will be: Term 1- Worded Problems Term 2- Diagram problems and visual puzzles. Term 3- Finding all possibilities Term 4- Logic problems Term 5- Worded problems Term 6- Finding rules and describing patterns. You will be expected to develop these types of problems over the term at least once a week, though this may be linked to the maths you are currently doing. E.g. finding all possibilities could be about adding five different numbers. Cross curricular Please link your subjects, particularly Science, DT and the Humanities to Maths. Children are expected to show maths at the level they are working at in cross- curricular subjects.

25 Foundation Subjects (additional information)
History This will be taught discretely in three blocks in terms 1, 3 and 5. Blocks for cycle one are as follows: BLOCK 1: Year 3 and 4 – The Viking struggle for the Kingdom of England Year 5 – Anglo Saxons Year 6 – Changes in Britain from Stone Age to Iron Age BLOCK 2: Year 3 – 6 An aspect or theme in British History that extends chronological knowledge beyond 1066 BLOCK 3: An aspect of local history Blocks for Cycle two are as follows: Year 3 and 4 – The Roman Empire and its impact on Britain BLOCK 2: Year 3 – 6 An early Civilisation, Ancient Greece, A non-European society to contrast with British history Year group focus to be decided

26 Foundation Subjects P.E. COMPUTING Art MFL
Hall timetables will be displayed in the staffroom. Negotiate with staff direct for any changes you want to make. Children need to change for PE. Spare kit has been purchased for each class but children should be encouraged to bring in their own shorts and T-shirts and trainers for outdoor games. In years 5 and 6 boys and girls change separately. The parent room can normally be used for year 5 girls and the area outside year 6 for year 6 girls. COMPUTING There is a timetable for afternoon sessions in the ICT suite. For morning sessions, teachers usually book informally by writing a note up on the staff room whiteboard. Art The art supplies are all stored in the art cupboard opposite the large hall. Children should not access this unsupervised. Please keep it tidy and organised and see Mandi Mulley if anything is running low. Drapes and material are in the cupboard next to year 6. MFL Donna Southcott will be teaching half an hour of Spanish to every key stage 2 class as part of the time when she releases you. This is statutory and timetables will have to be flexible to accommodate this.

27 PLANNING Termly: Weekly: Daily:
These are the minimum planning requirements for all staff. Termly: English Overview Weekly learning pathway Curriculum parent summary Weekly: English plan (daily) Maths plan (daily) Daily: Guided reading plan In additional to the above, teachers will use the National Curriculum to plan sequences of work for science and the foundation subjects. In PE we are using the LCP scheme of work For computing and RE we are following the South Gloucestershire schemes of work. We also have our own scheme of work for PHSCE. Mark Blaszczyk can provide more information on all these subjects. Blue planning folders must be kept up to date and should be available at all times in classrooms.

28 AFL

29 AFL – Learning Objectives and Success Criteria
These develop capacity for self and peer assessment. Precise, decontextualized learning objectives. 2-3 colour differentiated success criteria ladders should be used in both English and Maths each week. Blank box to add personalised issues and next step targets. Success criteria generate a short term target and children’s progress with this can be tracked through their books Use the ‘To improve my writing box----‘ for this purpose AFL – Marking Needs to be immediate and purposeful. Use green to highlight where success criteria has been met. Use pink to highlight where an area needs developing or focusing on. Comment at the end of the writing to clarify each colour. Children respond appropriately in green pen Response needs to be as soon as possible and be looked at by the teacher. In English develop more precise response, redrafting not just editing. Teachers should respond to children’s response. This is particularly important in maths where misconceptions may not have been corrected through initial response. See English and Maths pages for further details.

30 AFL - Questioning The value of good questioning:
Challenges children to move from being passive recipients to being active learners Helps children to make connections Encourages children to think creatively Is a useful tool for assessment Planning for questions: Develop hierarchy to questions Plan questions in sequences Use questions to link the learning to real life Devise more questions which encourage children to think more creatively Develop mathematical questioning to unpick misconceptions. Use the word ‘might’ and ‘could’ to suggest that questions asked do not have pre-decided answers.  Use Blooms taxonomy question stems to support planning of quality questioning.

31 AFL - Talk for Learning Talk for learning bubbles should be displayed in all classes with a class photo from week 2 and teachers need to build in activities to remind the children what these mean. Children are increasingly aware of strategies for talk and how this impacts on their learning. However, certain areas which your children need work on may need specific activities planned. Supporting children to develop the vocabulary they need to express ideas and emotions is key to both learning and developing positive behaviour. This needs to be evident from reception. Plan opportunities to develop more sustained, purposeful talk linked to themes, values and learning skills. Develop strategies to record evidence of talk.


33 Data Captures There are five points in the school year where data is collected following assessments by class teachers. These are approximately: October half term Christmas February half term End of April July Teachers will need to: Use formative and summative assessments to level children Enter data on SIMS Complete attainment and progress data sheets Complete carroll diagrams twice a year


35 OUR LEARNING VALUES We have eight learning values which we are continually reinforcing with the children. They aim to encourage positive learner dispositions which will help the children with every aspect of their academic learning and their personal development. These values are: Try new things Work hard Concentrate Push Yourself Imagine Improve Understand Others Don’t Give Up There is detailed information about each of these in the Chris Quigley book ‘Secrets to Success’ which you will have a copy of. Children who are awarded certificates for these learning values in celebration assembly will be given the chance to complete a speech bubble to go with their photo on display. This will happen immediately after celebration assembly for about twenty minutes.

36 BEHAVIOUR General Rewards
Please read the school behaviour policy and ask any questions you may have. As a school we place high importance on teaching children the skills they need to behave well and how to modify and adapt their behaviour when necessary. Ultimately our aim is always to show children how to take responsibility for their own actions. Consequently, there is no ‘one method fits all’, approach to behaviour. Rather we place the emphasis on noticing and praising good behaviour and talking to children when things go wrong, helping them to verbalise how they could have behaved differently and putting in place systems for this to happen in the future. Rewards Rewards can be individualised to the class. For example: team points – these can be given out generously and recorded on some kind of chart in class achievement awards – children collect these on an achievement card and earn a certificate in celebration assembly when it is complete. class devised systems such as earning free time with marbles in a jar or raffle tickets which are used to award a small prize or treat being selected for celebration assembly Sent to Head, particularly after sustained improvement of behaviour.

During the first few days of term, all classes talk through a set of class rules, worded in the positive and based on encouraging mutual respect and good learning attitudes. These need to be age appropriate and understood by all. POSITIVE BEHAVIOUR MANAGEMENT We recognise that in the vast majority of cases good behaviour can be achieved through a whole range of low level strategies which should be tried initially. For example: Praising a child for doing the right thing, coming alongside a child, tactical ignoring, facial expression, talking quietly to the child, reminding of rules, visual prompts, distracting, when/then strategies, agreement frames, clear behaviour expectation (eg not ‘Stop tapping’ but ‘Put that down’ followed by ‘thank you’) These should be an integral part of your classroom behaviour management strategies.

38 BEHAVIOUR Sanctions Sanctions should be measured and sequential. Except in extreme circumstances, it would be expected that the earlier sanctions would have been tried before the latter. The certainty of a sanction is a measure of its effectiveness, not the severity. For children, the knowledge and experience that difficult behaviour will be dealt with is often an effective behaviour management strategy. Sanctions should be logical rather than punitive and as far as possible link directly to the problem behaviour. All classes run a visual warning system of some kind. The format may vary but it is often in the form of green, yellow and red boxes which children’s names move between if necessary and many classes have a ‘gold star’ style option for children whose behaviour remains consistently good which often generates some kind of reward. When behaviour does not improve with these warnings, children can be given a short period of ’time out’, either in class or being sent to another class. This should be for a fixed time and should not interrupt the lessons of the class the child is sent to. It is sometimes appropriate for children to miss short periods of playtimes. This is particularly apt when poor behaviour has resulted in missed learning. If poor behaviour persists or is being a disruption to the learning of other children, the child should be sent to the deputy head. At this point the school may choose to contact parents and/or the pupil may be put on report. If the child refuses to move or is being verbally or physically aggressive, a message should be sent to the office to ask the head to come to your class. Children should ALWAYS be taken to another class by a responsible child or another adult if one is available. NEVER sent children on their own. It is also not appropriate for children to be sent to work on their own outside of class as a sanction. It is very rare that asking a child to do this will result in improved behaviour or a higher standard of learning. Most importantly, children who are already probably cross and disengaged should not be left unsupervised in the corridors.


40 SAFEGUARDING Safeguarding is the responsibility of EVERY member of staff. We recognise that there is nothing of greater importance in our school. All staff will have undertaken whole school basic safeguarding/child protection training before working with children If you have concerns regarding any child in school you MUST verbally report concerns to Scott Howes (Child Protection Officer or Anne Sargent (Deputy Child Protection Officer) Record your concerns on a yellow welfare concern form. You should have copies of this in your classroom or they can be collected from the school office. Completed forms should be given the Child protection Officer or Deputy Child Protection Officer. Follow up your concern. Check with the Child Protection Officer or Deputy Child Protection Officer what has happened as a result of your report. Every member of staff must ensure they have read and fully understood the school safeguarding policy and their responsibilities regarding this. Any other incidents or issues raised by parents must be recorded on an incident form which you should have blanks of in your classroom.

Fire – Assembly Point Key Stage 2 Playground Fire Warden – Ruth Abrahams & Annette Pittaway On hearing the alarm (continuous bell) All pupils, staff and visitors to leave the building through the nearest safe exit and assemble in silence on the KS2 playground facing field. If pupils, staff and visitors are in the KS1 part of the school they are to assemble on KS1 playground and as soon as the gate is opened to the school field they are to file through to join the rest of the school on KS2 playground for the roll call. Senior teacher in KS1 to be responsible for unlocking the gate from the KS1 playground to the school field. Fire Warden is responsible for unlocking the emergency vehicle entrance. (Keys in red ‘fire’ file on filing cabinet in school office with daily register). Set also located in the KS1 hall. Everyone should move quietly and quickly – walking only. All class teachers should do an initial head count of class once children are lined up. KS1 children to walk from their playground, through the gates to the KS2 playground to be registered. All class teachers to ensure classroom doors are shut behind them (internal and external). All Class teachers are responsible for ensuring class helpers/visitors exit building along with class. Key Stage 1 leader to check the pupil toilets once their classes have left the building. Scott Howes to check hall and KS2 toilets. Fire Wardens to take class registers and visitor book to KS2 playground for class teachers to take roll call. Teachers to stand the field edge of the playground to take roll call. Pupils to line up facing their teacher looking onto the school field Visitors should stand with class they are visiting. Inform Head immediately if any pupil/staff member or visitor is missing. No-one should enter the building while the fire bells are ringing. ALL STAFF MUST READ AND SIGN FULL FIRE PROCEDURES

42 ASBESTOS Like many buildings of this age, there is asbestos in the fabric of the structure. Although this does not pose a health risk in itself, it is important to follow these guidelines. Only staple into proper display boards which have been mounted on the walls. Use blu tack to fix displays to other areas. This applies to all ceilings too. Please report any damage which breaks the surface of the ceilings or walls. If you have concerns, ask the School Business Manager for guidance in relation to the school Asbestos management plan. PHOTOGRAPHY Children should not be photographed or videoed unless permission has been given by parents. Make sure you have a signed permission slip for every child. Ask parents directly if permission is not given. Usually parents are happy to allow photos to go on display in the classroom even if they do not want photos or videos on the internet. Sometimes parents just need reassurance over how the photographs will be used. Only use school photographic equipment. Please do NOT use personal cameras or mobile phones. See school safeguarding and ICT policy

43 A few important reminders-----
STAFF CONDUCT At Little Stoke Primary School, we come together for the same purpose:; to ensure that children grow and learn in a happy, caring environment. We expect high levels of professionalism from all staff and that all members of our community will treat each other with respect. Most problems can be resolved through a continuing and open dialogue with each other. Any particularly difficult issues should be sorted out through the line management system to ensure we maintain a positive and productive working environment. DRESS CODE It is important, as professionals, that we dress appropriately when we are working with children. As a general rule we expect staff to dress with a smart, casual appearance. Denim and trainers should not be worn for work. Clothes should not be too revealing and there should be an awareness by staff of whether what they are wearing is suitable for the activities they will be engaged in during the day. There is an expectation that staff will change for P.E. and it is acceptable to stay in PE kit for that part of the day. CONFIDENTIALITY and SOCIAL MEDIA As a member of staff you are expected to maintain appropriate levels of confidentiality in order to preserve the privacy of children and their families and the reputation of the school. Any breach of these expectations will be dealt with through disciplinary procedures. Please ensure your are familiar with the social media policy available on the website.

Download ppt "Little Stoke Primary School"

Similar presentations

Ads by Google