A code of ethics all staff and volunteers are expected to observe
• Honour my volunteer commitment.
I will strive to live up to my volunteer commitment by working the hours necessary to fulfil the volunteer role I have accepted.
• Treat Students with respect, caring and acceptance.
I know that all young people are valuable and capable of helping others and improving their community. I will use a democratic approach when working with them. I will also assist them and their parents with enrolment, active participation and recognition.
• Strive to be a positive role model.
By my example, I will help individuals learn to respect and cooperate with others. I will teach others to compete with honesty and fair play.
• Seek training for my volunteer role.
I will participate in meetings and training opportunities, which will help me work more effectively with students and parents.
• Treat all students and parents equally, without discrimination.
I will provide equal access to participation for all students and adults, regardless of race, creed, colour, sex, national origin or disability.
• Provide a safe environment.
I will not harm students or adults in any way, whether through sexual harassment, physical force, verbal or mental abuse, neglect or other harmful experience.
• Abstain from using alcohol or any illegal substances while working with, or responsible for students; neither will I allow students to do so while under my supervision.
• Work as a “team player” for the good of all persons.
I will work cooperatively with other adult volunteers for the good of all involved in the program.
• Work within the Amaano Boarding School.
As a Shamsudin volunteer, I am accountable for my actions to Amaano Boarding School. If my personal conduct is deemed by Amaano to be in violation of this agreement or if I fail to meet any of these policies statements, I understand I may be relieved of my volunteer role.
I understand my signature below authorizes submission of the information on this page and the previous page for child abuse and neglect and criminal records checks, including sexual offenses. In addition, by signing I verify all information provided herein is correct and I agree with and will adhere to the Amaano Boarding School Students Protection Policy as printed above.
Applicant Name: ………………………………………………………………..………………………………..
Applicant Signature: ……………………………………..….. Date: …………../……..……/…………………..
All students and members of the community have rights and responsibilities, as follows:
|STUDENTS HAVE A RIGHT TO:||STUDENTS HAVE A RESPONSIBILITY TO:|
|PARENTS HAVE A RIGHT TO:||PARENTS HAVE A RESPONSIBILITY TO:|
|Steps’ Model for Rewards||‘Steps’ Model for Behaviour Management|
|1) Non-verbal praise||1) Non-verbal indication|
|2) Verbal/Written praise||2) Tactically Ignoring the behaviour|
|3) ‘Lesson Star of the Day’||3) Simple direction|
|4) Praise letter/postcard home||4) Reminder of the rules|
|5) Praise phone call||5) Explaining Choices|
|6) ‘School Star of the Week’||6) Sanction Follow Through|
|7) ‘School Star of the Term’||7) Leave the classroom|
Protocols of Positive Behaviour Management
• Minimise embarrassment
• Avoid arguing
• Maintain a sense of humour
• Be consistent
• Remember the need for ‘take-up time’
• Utilise wide support
We are what we repeatedly do.
Excellence, then, is not an act but a habit”
The expectations we have of all students and adults at Shamsudin Secondary School, with regards to behaviour, are built around our core values of
• respecting oneself
• respecting others
• respecting the environment.
We wish to develop an ethos where respectful behaviour and a positive attitude to learning is celebrated and rewarded, and where sanctions are issued to challenge and modify disrespectful behaviour.
Each student, adult within the school and parents has a responsibility to ensure that all our children are safe, happy, enjoy a positive and stimulating learning environment, and achieve social and academic success
The curriculum policy serves as a guide for teaching and learning practices; to ensure that all pupils achieve their potential in a safe environment. Consequently the policy reflects the statuary requirements and is in relation with:
· Health and Safety Policy
· Behaviour and Discipline Policy
The objectives of the curriculum policy are:
· To promote Islamic values and preserve the ethos of the school
· To ensure that all learning reflects the school’s ethos
· To provide a broad balanced curriculum which is inclusive of all pupils
· To provide adequate assessments strategies that meet individual needs
· To promote literacy and numeracy across the Curriculum
OVERVIEW AND INFORMATION
As well as providing the required English, Science and Math as core subjects we also have as our core subjects; Quran, Arabic and Islamic Studies. This policy provides a framework that translates the values and aims of the school into effective teaching and learning. Our broad based curriculum seeks to promote active thinkers and enthusiastic learners who are able to contribute to their own learning and development. The curriculum provides formal and informal opportunities for learning; these opportunities for learning mean that:
· The policy is guided by the National Curriculum and by the legal requirements that learning takes place in a safe environment
· The policy supports and provides a range of extracurricular activities to stimulate learning.
· The policy promotes successful learning, ensuring that pupils make progress and achieve in order to be responsible participants in the society
· Pupils experience cultural diversity, healthy lifestyles, community participation, technology and creative thinking.
PLANNING THE CURRICULUM
The curriculum aims to teach most national Curriculum subjects and to implement the seven cross-curricular dimensions, inclusive of all learners. The Religious Studies and Citizenship programme (ICE) of study will be the primary source for cultural and community participation. The Curriculum will be personalized not only to be relevant to the schools’ ethos but will also respond to the needs of pupils while developing their critical thinking skills. A broad based curriculum at Key Stage 1, planning for curriculum delivery will be based on a four-stage model;
· Curriculum overview across key stage
· Annual long term plan
· Medium term plans
· Lesson Plan.
The Curriculum will:
· Facilitate children’s cognitive development and skills which will help them to develop intellectually, emotionally, socially, physically, morally in order that they may become independent, responsible, confident members of the community
· Recognize the crucial role which parents play in their children’s education and make every effort to encourage parental involvement in the learning process
· Ensure that cross-curricular dimensions are represented in all aspect of teaching and learning.
· Develop differentiated strategies to meet individual learning needs.
Through our curriculum subjects we expect that pupils will:
· Develop reading, speaking, listening and writing skills to communicate with a wide range of audience on various subjects.
· Learn to be adaptable; how to solve problems in a variety of situations including mathematics; how to work independently and as members of a team
· Develop the ability to make reasoned judgments and choices, based on interpretation and evaluation of relevant information from a variety of sources
· Have an in depth understanding of Islam, especially in relation to the teachings of the Qur’an and Sunnah
· Develop tolerance and respect, understanding global perspectives.
· Develop good speaking and listening skills and be able to convey meanings accurately and appropriately through speech for a variety of purposes
· To apply technological skills in all aspect of the Curriculum
· To have a global view and broad knowledge of the differences of other people, their culture and beliefs.
· Be capable of communicating their knowledge and feelings through various art forms including art/craft, and be acquiring appropriate techniques which will enable them to develop their inventiveness and creativity
· A better understanding of the world around them and how to take of themselves and the world.
English as an Additional Language (EAL) teaching and learning practices take place within all context of the whole curriculum. All teachers will help pupils to develop their English language skills while engaging them in the demands of the curriculum; participating in curriculum content learning while they are simultaneously learning English. This requires the linking of academic content to language objectives and ensuring that language objectives are compatible with academic content. Pupils who speak English as a second language need support in order for them to access the curriculum. It is an obligation of the school to ensure that speakers of English as an additional language feel valued and are able to get the support they need.
EAL POLICY KEY REQUIREMENTS
· Attention to words and meaning must apply in all curricular areas
· Allow use of own language in the school environment when possible
· Language demands of learning tasks need to be identified and included in planning
· Extra classroom support when possible
· Regular assessment and monitoring of English acquisition
· Target setting and review
INDIVIDUAL EDUCATIONAL PLANS
The school recognizes that some children might have difficulty with their learning. Where the teacher identifies that a pupil is experiencing difficulties beyond the general differentiation an IEP will be written. The SENCO will assess the pupil and identify specific needs and set out strategies and targets to meeting those needs. The targets will be discussed and agreed upon by pupils and parents and the school will provide the necessary resources to reach such targets. Reviews for IEPs will be carried out each term although targets may be set at any given stage.
In keeping with the objectives of the curriculum, a policy on assessment policy is crucial to ensure that teaching and learning practices can be evaluated. We believe that in order for the Curriculum to be sustained. Assessment must incorporate, Assessment of Learning and Assessment for Learning, which should provide a range of evidences for learning and cognitive development. Key Principles Assessment is an integral and essential part of the process of teaching and learning which helps to plan for future learning needs and forms an important element in raising achievement. Assessment is an interactive process between pupil and teacher which should be fully integrated with teaching and learning. Assessment must ensure that every pupil, irrespective of their linguistic background, has their achievement recognized, valued and acknowledged. Assessment is based on enabling pupils to make progress and not solely on the acquisition of academic achievement.
· To ensure that assessment strategies are used effectively to provide a comprehensive view of learning and development.
· To work alongside parents/guardians to help pupils to develop, this will include regular meetings and written reports on the development and achievement of their child.
· To ensure that teachers and pupils are aware of the assessment strategies
· To ensure that assessment is an intricate part of teaching and learning
· To have learners at the heart of the assessment
· To ensure that all teachers have assessment training as part of their professional development
· To ensure that pupils are active participants in their assessments by promoting self and peer assessments.
· To have summative assessments at the end of each term
· To have ongoing formative assessments; including self and peer assessments
· To have a system in place where pupils’ progress may be tracked in order to provide support or intervention
· To use feedback to inform pupils of the learning
· Set targets at end of the first and second term
· To provide transitional assessments at the end of the academic year with appropriate NC levels
· To help pupils understand their progress and identify future learning needs.
· To ensure that pupils with low ability have target setting every month
Marking is an important aspect of learning and assessing pupil’s progress. Marking helps pupils to monitor their own learning and progress. Pupils will also be given the chance to mark each other’s work (peer assessments) and their own work as a way of taking responsibility for their own learning. Teachers will ensure that marking focuses on:
· Showing Success
· Indicating Improvement
· Making Improvement
Teachers will show success by highlight how work is linked with learning objectives, when indicating improvement; teachers will use symbols such as an arrow to indicate exactly where on pupil’s work improvement can be made. Clear suggestion will also be given as to how improvement can be made, this will help the pupil to know exactly how to improve. For marking to inform learning it must be effective; effective marking will:
· Correct mistakes
· Point out was in good about the work
· Offer suggestions about how pupil might improve
· Give positive comments
Teachers may use more than one of these when marking, on a whole positive comments only marking will motivate pupils of all abilities and produces gains in earning and achievement. Because it challenges pupils to think for themselves Praise is a simple effective way of motivating pupils and also has a positive effect on self esteem, example of positive praise:
· That was good because——
· That was a good start; I know it was difficult—-
· Well done you have made a good effort———
· This was a much better attempt than last time
Teachers must be consistent with marking the school policy stipulates that all pupils book will be collected by subject teachers every fortnight Teachers must demonstrate:
· What level is the pupil currently working
· Target level
· Specific area for improvement
Monitoring and Evaluating the Curriculum
The prime purpose of this policy is to ensure that our monitoring and evaluating processes contribute to the improvement in teaching and learning and the raising of standards throughout the school. Monitoring and evaluating will be seen as both positive and constructive, and is central to the school’s self evaluation process. This Policy provides a structure which emphasizes our positive approach to raising standards, through support, motivation and staff development. It will enable us as a school to make an informed decision regarding standards, which will lead to the identification of areas for development. These areas of development might be linked to the needs of individuals, or become the focus of whole school initiatives, and will inform the School Improvement Plan. The process of School curriculum will be monitored, evaluated, and revised annually based on multiple factors (e.g., school curriculum, state standards, national standards, student performance on state assessment, student academic needs defined from other sources). Aims
· To enable the sharing of good practice
· To raise standards of achievement
· To enable the sharing of ideas through discussion with and the support of colleagues
· To enable the professionals to keep abreast of developments with the curriculum.
· To improve the quality of all areas of educational provision, including the support and opportunities for staff and pupils.
· To inform the acquisition of resources and to enable the SMT to prioritize financial resources.
· To help staff to identify their own personal development needs
· To enable us to make an informed judgment as to the standards throughout the school.
· To improve the quality of teaching and learning
What will this look like in practice?
There will be the opportunity for regular discussion with colleagues both formally and informally, lead by the principal. These discussions will have a focus and will be related mainly to the core curriculum areas. The process of discussion regarding the core subjects will take place throughout the academic year, and will include feedback on the issues raised.
Using and Analysing Data
Using national data
· Standards reports from QCA
· School Performance tables
· Analysis of pupil performance in internal assessments
· Tracking individual pupil performance
· Identification of areas of weakness in the curriculum through assessments analysis
Management of Resources
All subject teachers will be responsible for the day-to-day management his/her resources. The School Manager will be responsible for the maintenance and replacement of consumable stock. The process of monitoring and evaluating will help identify and prioritize the need for innovative resources. We aim to ensure that resources are purchased and used in the most effective and economical way, avoiding duplication and waste. At the beginning of the financial/SIP year lists including pricing, catalogue details will be submitted to the School Manager. Resources will usually be purchased as part of the SIP/financial planning. Occasionally small purchases will be made during the year. Analysis of Planning This will be related to progression, differentiation and national curriculum coverage. Classroom Observation and Feedback There will be a focus for the observation; areas for future development may be noted. Feedback will be provided by the Head Master to the individual subject teacher. The Head Master will keep a record of the observation and discussion. This record will be kept in their CPD file. A copy will be given to the teacher. Following classroom observations, the Head Master will be able to identify trends, and suggest areas for whole school development. These will be recorded and then discussed with the Head Master.
Parents agree to keep their child/children at home or seek alternative care arrangements for the following condition:
- Pain- any complaints of unexplained or undiagnosed pain.
- Fever (100f/38.3°C or higher)
- Sore throat or trouble swallowing.
- Headache or stiff neck.
- Unexplained diarrhea or loose stool combined with nausea, vomiting or abdominal cramps. The child will be kept at home until all symptoms have stopped.
- Nausea or vomiting.
- Sever itching of body and scalp.
- Known or suspected communicable diseases.
IT IS REQUIRED TO TAKE THE CHILD HOME IMMEDIATELY IF HE/SHE IS AT SCHOOL WITH THESE SYMPTOMS.
It is the ultimate responsibility of the parent to care for the ill child.
It is important that parents must inform the school within 24 hours of a diagnosis of a serious illness or contagious disease. This is to protect the other children who attend Amaano Boarding.
Parents must return the child only if the child has fully recovered from their illness, with 24 hours notice prior to return. We reserve the right to ask for written confirmation from the family doctor depending on the illness/disease.
Prescription medications will only be given to s child in care with the following conditions:
- Parents have given written permission to the Head teacher with full instructions to dosage and times to administer medication.
- All prescribed medications must have the Childs name on the prescription bottle.
- Non-prescription medications will be administered as per recommended dosages on the medicine bottle.
CARE OF A SICK CHILD AND NOTIFICATION OF PARENTS
When a child becomes ill, the school will make the child feel secure and comfortable. Arrange a quiet place for them to rest and will be closely supervised.
The parents will be notified immediately about their child’s illness to arrange them to be collected.
This policy will be reviewed yearly.
Dr. Abdisamed Ahmed
- STAFF POLICY
- No Smoking Policy
- Mobile Phone Policy
- Complaints Policy
- All teachers are expected to be in school before 07.00 am in order to participate in the staff briefing. It is compulsory that ALL teachers attend. The staff sign in sheet should be filled in everyday. Reference to the Arrival and Departure Policy.
- Also a 10 minute window is given to teachers to ensure that they have their classrooms prepared before lessons begin at 7.30 am.
- Unauthorized arrivals after 7:00 am are considered late and will be recorded. There will be consequences in the form of deductions from wages.
- If a member of staff is late the following procedure will take place.
- 1 day results in a verbal warning.
- 3 days lateness results in a disciplinary hearing.
- 5 days late will lead to a written warning.
- More than 5 days lateness will ultimately lead to dismissal.
- Teachers must inform of leave of absence in a written form 1 month in advance.
- Teachers will be informed whether leave is granted within 1 week of the request.
- Teachers will be expected to have planned and prepared ALL of their lessons in advance.
- All children’s confidential information such as, allergy forms, contact details, trip letters should be kept in the school office.
- Break time consists of 30 minutes from 10 am until 10. 30. It is the teacher’s responsibility to ensure time management is kept.
- All medical and other appointments must be taken outside normal working hours. If under any circumstance, teachers cannot reschedule their appointment, they must inform the school office 48 hours prior to the day.
- All members of staff need to follow the rota set by the principal.
- Teachers must familiarise themselves with all the schools policies and procedures, particularly the behaviour management policies and health and safety procedures.
- It is the teacher’s responsibility to ensure they request a copy of these from the school office.
- Teachers should make themselves welcoming towards parents and make themselves available to speak to a parent or carer at least one day a week. All serious concerns with parents will be dealt with by the principal.
- No parents are allowed in the classroom especially after 8 am. Only if there has been a prior arrangement made with the principal, would a parent be allowed in the classroom.
- Teachers are not to discuss any important matters regarding any student where other students can over hear them. This should be discussed in staff briefings or after school.
- During home time, teachers are expected to remain with their pupils until they have been collected.
- Any keys for the toilets should be kept in the school office.
- Teachers are expected to prepare their classes for assembly as instructed every Wednesday.
- Teachers are fully responsible in carrying out a resource check every Wednesday. They are to notify the school office through the ‘Resource Request Form’.
- Teachers are required to carry out a risk assessment prior to any educational visits or trips and ensure that parental permission is obtained.
- A copy of all lesson plans (weekly and termly) should be handed in the school office.
- NO MOBILE PHONESare allowed in the classrooms, during lesson times.
- All teachers must record any meetings with parents and treat all matters as confidential. It should NOT be disclosed to anyone.
- If any members of staff have any complaints, they should complete the staff complaint form. Refer to the Complaints Policy.
- If there is any conflict / friction between members of staff, management should be involved.
- This policy has been read and agreed by all members of staff at Shamsudin Secondary Schools.
- It will be reviewed termly and amended as necessary by the head teacher.
- ‘I have read and agreed and consent to putting this policy in practice Inshallah.’
Applicant name: …………………………………………………………………………………………………………….…………………………………..
These policies are provided by Amaano Boarding and Day School as guidance only. Whilst every effort has been taken to ensure that the information provided is accurate and up to date, Amaano Boarding and Day School will not be held responsible for any loss, damage, or inconvenience caused as a result of any inaccuracy, error or omission.
We will ensure that children are in a smoke-free environment whilst in our care. No-one will smoke in any room where the children in my care are present or about to be present, including our front and back gardens.
We will avoid smoky atmospheres when on outings, visits and regular trips, e.g. park.
We believe that our school provides a good education for all our children, and that the Principal and other staff work very hard to build positive relationships with all parents. However, the school is obliged to have procedures in place in case there are complaints by parents. The following policy sets out the procedure that the school follows in such cases.
Aims and objectives
Our school aims to be fair, open and honest when dealing with any complaint. We give careful consideration to all complaints and deal with them as swiftly as possible. We aim to resolve any complaint through dialogue and mutual understanding and, in all cases, we put the interests of the child above all other issues. We provide sufficient opportunity for any complaint to be fully discussed, and then resolved.
How to share a concern
If a parent is concerned about anything to do with the education that we are providing at our school, they should, in the first instance, discuss the matter with their child’s class teacher. Most matters of concern can be dealt with in this way. All teachers work very hard to ensure that each child is happy at school, and are making good progress; they always want to know if there is a problem, so that they can take action before the problem seriously affects the child’s progress.
What to do if the matter is not resolved through informal discussion
Where a parent feels that a situation has not been resolved through contact with the class teacher, or that their concern is of a sufficiently serious nature, they should make an appointment to discuss it with the principal in 28 days. The principal considers any such complaint very seriously and investigates each case thoroughly. Most complaints are normally resolved at this stage.
Sharing a concern about the Principal
Should a parent have a complaint about the principal, s/he should first make an informal approach to one of the members of the governing body, who is obliged to investigate it. The governor in question will do all s/he can to resolve the issue through a dialogue with the school.
Monitoring and review
The governors monitor the complaints procedure, in order to ensure that all complaints are handled properly. The headteacher logs all complaints received by the school and records how they were resolved. Governors examine this log on an annual basis.
Governors take into account any local or national decisions that affect the complaints process, and make any modifications necessary to this policy. This policy is made available to all parents, so that they can be properly informed about the complaints process.
The school acknowledges the rights of a pupil to bring a mobile phone to school. These phones may, however, not be used on our premises for any purpose (calling, SMS’ing or web browsing) unless with the permission of, and in the presence of a teacher or administrative employee of the school.
- The School discourages the bringing of Mobile phones onto the property.
- The School accepts no responsibility for the loss / damage to Mobile phones / memory or SIM cards.
- Children accept that they take personal responsibility for their Mobile phones / memory cards / SIM cards.
- Children may not lend Mobile phones / memory cards, etc. to other children while on the property.
- Mobile phones may not be used at all on the school premises.
- Learners are discouraged from using Mobile phones while on the pavements of the School.
- Learners found to be in possession of Mobile phones during tests/ exams will face disciplinary action.
- Learners not adhering to recommendations concerning Mobile phones will face disciplinary action.
- Any learner found in possession of stolen property will face severe disciplinary action.
- Should a Mobile phone ring or emit a received message tone, the cell phone will be confiscated and returned at the end of the term. Pupils will be permitted to retain the SIM card of the phone.
- If learners are caught with any undesirable/illegal material on their Mobile phones, the Mobile phone will be confiscated and further disciplinary action will be instituted.
TO ALL STAFF MEMBERS
Bullying is not tolerated anywhere at Amaano Boarding and Day School.
Being left from groups
Gender specific insults
Destruction/removal of personal possessions
If you witness any of the above, do NOT IGNORE you MUST report it. Remember it is YOUR DUTY to protect students at Amaano Boarding and Day School.
- Confidentiality Policy
- EQUALITY AND DIVERSITY POLICY
- Inclusion policy
- Behaviour Policy Management
Statement of intent
It is our intention to respect the privacy of children and their parents and carers, while ensuring that they access high quality school care and education
We aim to ensure that all parents and carers can share their information in the confidence that it will only be used to enhance the welfare of their children.
To ensure that all those using – and working – the school can do so with confidence, we respect confidentiality in the following ways:
· Parents have ready access to the files and records of their own children but do not have access to information about any other child.
· Staff will not discuss personal information given by parents with other member of staff, except where it affects planning for the child needs. Staff indication includes awareness of the importance of confidentiality in the role of key person.
· Any concerns/evidence relating to a child’s personal safety are kept in a secure, confidential file and are shared with as few people as possible on a “need to know” basis.
· Personal information about children, families and staff is kept securely in a lockable file whilst remaining as accessible as possible.
· Issues to do with the employment of staff whether paid or unpaid remain confidential to the people directly involved with making personnel decisions.
· Students on training, when they are observing in the school, are advised of our confidentiality policy and required to respect it.
All the undertakings above are subject to the paramount commitment of the school which is to the safety and well being of the child.
This confidentiality policy is reviewed yearly.
Dr. Abdisamed Ahmed
We will ensure that our service is fully inclusive in meeting the needs of all children. We recognise that children and their families come from diverse backgrounds. All families have needs and values that arise from their social and economic, ethnic and cultural or religious backgrounds. Children grow up in diverse family structures that include two parent and once parent families. Some children have close links with extended families of grandparents, aunts, uncles and cousins while others may be more removed from close kin or may live with other relatives or foster carers. Some children come from families who experience social exclusion or severe hardship; some have to face discrimination and prejudice because of their ethnicity, the languages they speak, their gender or their impairment.
We understand that these factors affect the well-being of children and can impact on their learning and attainment.
The designated person responsible for ensuring equality and diversity for all children and families is adhered to Dr. Abdisamed Ahmed Dualle, school head master.
Amaano Boarding and Day School is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families.
We aim to:
1. Provide a secure and accessible environment in which all our children can flourish and in which all contributions are considered and valued;
2. Include and value the contribution of all families to our understanding of equality and diversity;
3. Provide positive non-stereotyping information about gender roles, diverse ethnic and cultural groups and disabled people;
4. Improve our knowledge and understanding of issues of anti-discriminatory practice, promoting equality and valuing diversity;
5. Challenge and eliminate discriminatory actions;
6. Make inclusion a thread that runs through all of the activities of setting;
7. Foster good relations between all communities.
Our school is open to all members of the community.
1. We advertise our service widely.
2. We reflect the diversity of our society in our publicity and promotional materials.
3. We base our admissions policy on a fair system based on the grade of the child.
4. We ensure that all parents are made aware of our equal opportunity policy. We do not discriminate against a child or their family or prevent entry to our School on the basis of a protected characteristic, For example, Race, Age, etc.
5. We do not discriminate against a child with a disability or refuse a child entry to our setting for reason relating to disability.
6. We ensure wherever possible that we have a balanced intake of boys and girls in the setting.
7. We take against any discriminatory behaviour by staff or parents whether by:
· Direct discrimination– someone is treated less favourably because of protected characteristic e.g. preventing families of some racial groups from using the service.
· Indirect discrimination– someone is affected unfavourably by a general policy e.g. children must only speak English in the setting.
· Association– discriminating against someone who is associated with a person with a protected characteristic e.g. behaving unfavourably to someone who is married to a person from a different cultural background
· Displaying of openly discriminatoryand possibly offensive materials, name calling or threatening behaviour are unacceptable on or around the premises and will b dealt with the strongest manner.
1. Posts are advertised and all applicants are judged against explicit and fair criteria.
2. Applicants are welcome from all backgrounds and posts are open to all.
3. We may use the exemption clauses in relevant legislation to enable the service to best meet the needs of the community.
4. The applicant who best meets the criteria is offered the post, subject to references and checks by their previous employees. This ensures fairness in the selection process.
5. All job descriptions include a commitment to promoting equality and recognising and respecting diversity as part of their specification.
6. We monitor our application process to ensure that it is fair and accessible.
The curriculum offered in the School encourages children to develop positive attitudes about themselves as well as to people who are different from themselves. It encourages children to empathise with others and to begin to develop the skills of critical thinking.
Our environment is an accessible as possible for all visitors and service users. We do this by:
1. Making children feel valued and good about themselves.
2. Ensuring that children have equality of access to learning.
3. Making appropriate provision within the curriculum to ensure each child receives the widest possible opportunity to develop their skills and abilities e.g. recognising the different learning styles of girls and boys.
4. Positively reflecting the widest possible range of communities in the choice of resources.
5. Avoiding stereotyped or derogatory images in the selection of books or other visual material.
6. Creating an environment of mutual respect and tolerance.
7. Helping children to understand that discriminatory behaviour and remarks are hurtful and unacceptable.
8. Ensuring that the curriculum offered is inclusive of children with special educational needs and children with disabilities.
9. Ensuring that children learning English as an additional language have full access to the curriculum and are supported in their learning
10. Ensuring that children speaking languages other than Somali are supported in the maintenance and development of their home languages.
Monitoring and reviewing: We provide a complaints procedure and a complaints summary record for parents to see.
· The governors of Amaano are responsible for ensuring that the policy is implemented.
· The Head Master is responsible for managing the policy.
· The school is responsible for close co-operation with parents with matters such as behaviour management.
· The staff is responsible for ensuring the policy is consistently supported.
· To value each other and develop mutual respect.
· To develop skills of self control and self discipline.
· To create an environment that supports learning.
· To build a community where everyone feels valued, safe and secure.
At Amaano we believe:
Children behave well when the following is present:
· Reward system; i.e. Golden Time and Star of The Day.
· Positive curriculum.
· Exciting activities and worksheets given.
· Clear expectations of achievement.
· Partnership exists between parents and the school.
· Care and consideration is taken for each child’s individual needs.
· Personal and Physical needs are met effectively.
· Strive to understand the underlying reasons for a child’s behaviour.
· Work in close cooperation with parents in matters of behaviour management.
· Encourage children to take RESPONSIBILITY for their own behaviour.
· Reward and praise good behaviour.
· Lead by good example.
· Involve parents in developing positive behaviour.
· Explain the policy so that the rules are clearly understood.
· Ensure that the rules are fair and consistently applied.
· Value children and treat them with respect.
· Make sure the children understand what behaviour is acceptable and what is not.
· Ensure the parents are informed of any bullying incidents that have been reported.
Children are to:
· Follow all schools rules.
· Follow all schools behaviour code.
· Respect and to take care of everyone within the school community.
· Play their part in helping to create a cooperative, contented school.
· Learn to accept responsibility for their own behaviour.
· Behave in a respectful way towards adults.
Parents are to:
· Support the schools policies.
· Inform staff if any bullying incidents arise.
· Inform the school if there are factors at home that may influence their child’s behaviour at school.
· Inform class teachers if you have any general behaviour concerns.
Dr. Abdisamed A. Dualle
The potential of each student, regardless of ability and background, will be achieved within the framework of the following stated aims:
1. To promote an atmosphere, which encourages the pursuit of excellence.
2. To encourage learning through religious tolerance and respect for a multi-faith ethos.
3. To assist students in managing learning difficulties when and where these occur.
4. To encourage in the students a sense of self responsibility and also a sense of responsibility to the school and outside community.
5. To give all students an awareness of their own worth, a sense of achievement and enjoyment in their own development.
6. To provide a caring atmosphere in the school in which stable relationships can be formed
7. To encourage in the students a sense of tolerance, justice and respect for others and a respect for the environment in which we live
8. To develop an awareness of the spiritual interpretations of life, respect for the cultural and moral achievements of mankind and to awaken a vital response to the arts
9. To develop the growing partnership between home, school and the community
10. To help the school become a focus for community development
11. To prepare young people fully for the world of work, or further study, on leaving school
We aim to provide a stimulating learning environment across the whole curriculum which maximises individual potential and ensures that students of all ability levels are well equipped to meet the challenges of education, work and life.
This will be achieved by:
1. Designing a curriculum to promote a full range of learning, thinking and life skills.
2. Providing a broad, balanced and relevant curriculum.
3. Using flexible and responsive teaching and learning styles.
4. Equipping students with the skills, knowledge and attitudes necessary to succeed as individuals and as responsible and valued members of society.
5. Developing a close partnership with the whole community, particularly parents.
6. We aim to be an inclusive school and offer equality of opportunity to all groups of students within the school.
These groups include:
1. Boys and girls
2. Students who have English as an additional language
3. Students who have Special Educational Needs
4. Students who are Gifted and Talented
5. Students who are Looked After Children
6. Students who are at risk of disaffection or exclusion, young carers, sick children, children from families under stress.
We aim to provide a differentiated curriculum that meets the needs of all students, individuals and groups by:
1. Setting suitable learning challenges.
2. Responding to students’ diverse learning needs.
3. Overcoming potential barriers to learning and assessment.
4. Co-ordinating appropriate internal and external intervention.
5. We aim to provide a happy, healthy and safe school by:
· recognising, reflecting and celebrating the skills, talents, contributions and diversity of all our students
· providing high quality pastoral care, support and guidance
· safeguarding the health, safety and welfare of students
· listening and responding to the concerns of children and parents
· taking care to balance the needs of all members of the school community
Principles into practice
The following strategies and support are available and will be used where appropriate:
1. The pastoral system, School Council, peer mediation and monitoring and the delivery of PSHE and Citizenship.
2. The Healthy Schools Award.
3. Anti-bullying procedures.
4. The Learning Development Department.
5. Use of IEP (Individual Education Plan), BSP (Behaviour Support Plan) and PSP (Pastoral Support Plan) and e-CAFs where appropriate.
6. Systematic follow-up for ‘late’ and non-attendance.
7. Choice of curriculum pathways alternative curriculum at KS4.
8. homework/coursework clubs
10. working with external support services including :Educational Psychology Service
11. extra curricula study support opportunities
The Governing Body
1. Nominates a governor who has the lead responsibility for educational inclusion and equality issues.
2. Ensures that the school complies with Race Relations, Disability and SEN related legislation.
3. Ensures that the Inclusion Policy and its related procedures and strategies are implemented.
The Head Teacher
1. Along with the governing body, ensures that the policy and its related procedures and strategies are implemented.
2. Ensures that all staff is aware of their responsibilities under the policy and are given appropriate training and support.
3. Takes disciplinary action against staff or students who discriminate or contravene the policy.
4. Ensures that issues of equality and inclusion are addressed within the PSHE and Citizenship curriculum.
The Inclusion Co-ordinator
1. ensures that reported incidents of racism, racial harassment, bullying and verbal and physical abuse are recorded and that appropriate disciplinary action is taken
2. liaises with Heads of Year, SENCO to provide support for students with emotional or behavioural difficulties that are creating a block to learning
3. ensures that regular School Council meetings are held to provide a forum for student opinions and concerns
1. the day to day operation of the SEN policy
2. maintaining and updating the special needs list
3. overseeing student records, monitoring and reviewing progress and provision
4. identifying appropriate resources to support classes and individuals
5. communicating with the Head Teacher and line manager as part of the inclusion team
Heads of Year
1. Collate information given to them by tutors and classroom teachers regarding students whose emotional and behavioural difficulties are creating a block to learning or inclusion.
2. Liaise with Inclusion Co-ordinator, Deputy Head and BSS to provide support for students with emotional/behaviour difficulties.
3. Hold regular Year Council meetings which discuss the needs, concerns and views of students in the year group and feed into School Council meetings.
4. Attend Panel meetings each half term.
5. Record welfare information/concerns on circulated welfare grid.
6. Monitor e-portal reporting of incidents.
· Inform the HOY when they become aware of potential barriers to learning.
· Develop a sense of community and belonging within the tutor group, school and wider community.
· Encourage participation in School Council through the election of tutor representatives and by holding pre -Year Council discussions in tutor groups.
· Deal with incidents of discrimination and challenge stereotypes and the use of discriminatory language.
· Use e-portal to report incidents and record action taken.
1. Understand students as learners and consider a variety of learning styles in the classroom and use differentiation to support some students.
2. Promote race equality, disability, equality and diversity through teaching and through relations with students, staff, parents/carers and the wider community.
3. Are aware of potential barriers to learning and refer students with emotional or behavioural difficulties to HOD who will liaise with HOY.
4. Create an environment where students can contribute fully and feel valued.
5. Take account of students’ cultural background, disability and linguistic needs in classroom practice.
6. Deal with incidents of discrimination and challenge stereotypes and the use of discriminatory language.
7. Work with Teaching Assistants to ensure that the diverse needs of the student are met.
8. Are aware of barriers to inclusion and communicate concerns to HOYs.
9. Deal with incidents of discrimination and challenge stereotypes and the use of discriminatory language.
10. Use e-portal to report incidents and record action taken.
11. To complete incident recording form for the Local Authority.
Heads of Department
1. To monitor e-portal for issues in departmental lessons.
2. To support and follow the school’s behaviour policy taking action where appropriate.
1. Inform a member of staff if they witness any incidents of discrimination.
2. To avoid all forms of inappropriate behaviour that causes distress or offence to others.
3. To recognise and respect the multi-faith ethos of the school.