Sub Title: Professional Conduct

Introduction and session aims Lynn Barugh : HR Business Partner – Schools Currently provide HR advice and Guidance alongside a team of 3 caseworkers to the Headteachers, Governors and staff in schools within Blackpool. Many of the HR cases that are dealt with are as a result of potential Conduct issues therefore the aim of the session today is to; Highlight your responsibility as a teacher to ensure that your working practise demonstrates your compliance with your professional Code of Conduct (Teacher Standards) Illustrate the importance of following school policy and procedures

Teacher Standards Part two: Personal and Professional Conduct A teacher is expected to demonstrate consistently high standards of personal and professional conduct’ The following statements define the behaviour and attitudes which set the standard for conduct throughout a teacher’s career. Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions showing tolerance of and respect for the rights of others

Teacher Standards Part two: Personal and Professional Conduct not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law. Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

Exercise On your tables, look at the statements provided and write your responses to the following questions What does this mean that adults should do within the work setting? (Statements 1 & 4) What does this mean that adults should not do in a work setting? (Statements 2 & 3) How does this impact on you and your ‘Working Practice’ in a school setting?

Statement one: Health and Safety What does this mean that adults should do in a work setting? take reasonable care for your own safety and that of others Understand the responsibilities, which are part of your employment contract or role (paid or unpaid) and be aware of the sanctions that will be applied if you breach this regulation. co-operate with the employer on health and safety matters use correctly any equipment provided for his/her safety report any defective equipment and accidents, or dangerous occurrences be familiar with and observe all safety policies and procedures Always act and be seen to act in the child’s best interest take reasonable precautions to ensure the safety of all persons in their charge Avoid any conduct which would lead any reasonable person to question their motivation and intentions Take responsibility for their own actions

Statement one: Health and Safety How does this impact on you and your ‘Working Practice’ in a school setting? You must adhere to all school policies and procedures that require your conduct, behaviour and actions to prevent breach of these regulations when dealing with Children and Vulnerable adults in your school setting Ensure that you report concerns Ensure that you record (in-line with school policy) any discussions, decisions and outcomes of actions undertaken if they may impact on people’s perception of your actions.

Statement two: Propriety and Behaviour What does this mean that adults should not do in a work setting? Behave in a manner which would lead any reasonable person to question their suitability to work with children or act as a role model. Make, or encourage others to make, unprofessional personal comments

Statement two: Propriety and Behaviour How does this impact on you and your ‘Working Practice’ in a school setting? You should be aware that behaviour in your personal lives may impact upon your work with children and young people Follow your Code of Conduct (teachers standards) Understand that the behaviour and actions or a partner (or other family members) may raise questions about your suitability to work with children and young people

Statement 3 Power and Position of Trust What does this mean that adults should not do in a work setting? use their position to gain access to information for their own or other’s advantage use their position to intimidate, bully, humiliate, threaten, coerce or undermine children and young people Use their status and standing to form or promote relationships which are of an inappropriate nature (sexual), or which may become so.

Statement 3 Power and Position of Trust How does this impact on you and your ‘Working Practice’ in a school setting? Should report and record any incident which has the potential to breach appropriate professional boundaries

Statement 4 Physical Contact What does this mean that adults should do within a work setting? Be aware that even well intentioned physical contact may be misconstrued by the child, an observer or by anyone to whom this action is described. Always be prepared to report and explain actions and accept that all physical contact maybe open to scrutiny Work within Health and Safety regulations

Statement 4 Physical Contact How does this impact on you and your ‘Working Practice’ in a school setting? Should ensure that you read, understand and adhere to all policies and procedures provided by the school setting to ensure that you are protecting yourself and others in the setting. Ensure that you understand the reporting procedures regarding any incidents and report any incident which has the potential to breach appropriate professional boundaries. Ensure that you deal sensitively with children who initiate physical contact, try to help them to understand personal boundaries

Conclusion Always seek advice and guidance from your line manger/Headteacher to ensure that you understand the rules and regulations regarding any issue or situation in a school setting (example: physical restraint). Always be aware of the policies and procedures that must be adhered to including your Code of Conduct.