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JCG Policy Downloads

Below you will find a list of our current policies. If you are searching for the student code of conduct, please note that this information is now covered in the ‘Improving Behaviour Policy’ and the ‘Counter Bullying Policy’. In both policies, there are sections relating to the responsibilities of students.

Should you not be able to locate any information, please contact the school office on 01534 516200.

Personal Property

1. Responsibility and Storage

May we remind you that all students are responsible for the security and safe keeping of their personal belongings, including all electronic devices and equipment. The College provides each student with a locker and they must ensure that a padlock is fitted and the lockers are used.

2. Damage to personal property

The College does not accept any liability for the loss or damage to personal items of property. However in the event of an incident where damage is caused, a Senior Teacher will conduct a full investigation to ascertain responsibility and inform parents accordingly. In the case of wilful damage or negligence, students will be expected to contribute part or all of the costs of repair/replacement.

3. Protective cover

It is recommended that your daughter’s personal belongings are covered for by your home insurance.

School Policies

Admissions Policy

Jersey College for Girls

and

Jersey College Preparatory School

Admissions Policy

    1. AGREED PRINCIPLES AND CRITERIA

    Decisions regarding admissions to Jersey College for Girls (“JCG”) rest solely with the Principal of JCG who is tasked with administering this policy. Decisions regarding admissions to Jersey College Preparatory School (“JCP”) rest solely with the Headteacher of JCP who is tasked with administering this policy.

    1. JCG Admissions Criteria
    • For Sixth Form:

    Normally 5A*- B or Grade 9-6 passes at GCSE, which must include English and Maths at Grade C/5 or above, with Bs or 6s in subjects (or related subjects) that students wish to study at A Level.

    • For Occasional Vacancies in Years 8-11:

    Applicants will be placed on a short waiting list for testing.  When a place becomes available, they will be contacted and invited to sit the entry tests.

    The criteria for entry is:

    • Strong performance in Maths and English which indicates the candidate’s ability would be similar to the average ability of the year group into which she is applying.
    • A positive school report indicating participation in a broad range of extra-curricular activities.
    • A minimum of 100+ mean score in Year 7/9 CATs (if CATs testing has been completed).

    Places will be awarded on merit.  If a candidate performs well enough to be awarded a place but none is available, they will be kept on a waiting list and will be offered the next available place.

    If applicants are in the UK or based abroad, arrangements can be put in place for them to sit the entrance papers at their current school under exam conditions.

    • Admission Procedure for entry to JCG from JCP

    Due to the close relationship between the two schools as one College, the admission procedures from JCP to JCG will be different from other Island feeder schools.  Children from JCP have the right of automatic transfer into JCG.

    Warning Indicators

    Should the Headteacher or Principal have concerns about the appropriateness of a place at JCG, a meeting with parents will be arranged.

    • Admission to JCG from other Island schools

    Applicants from Island schools are in competition for the places that remain following the allocation of places to students from JCP.  The admission criteria, which relate to these applicants are as follows:-

    • Performance in the November entrance examination in English, Maths and Verbal Reasoning to be sat in November of the year preceding entry.
    • Achieved 5S (5 Secure Age Related Expectation) or above in Teacher Assessments in English and Mathematics for the end of Year 5.
    • Predicted 6S (Age Related Expectation) or above in Teacher Assessments in English and Mathematics for the end of Year 6
    • A positive school report indicating strong commitment to learning and participation in a broad range of extra-curricular activities.

    Places will be allocated according to rank order, taking account of all the of the assessment criteria.

    An optimum time for parents to register their daughter to sit the Year 7 entrance assessment is when they are in Year 5 at primary school; they will then receive an invite to attend the College’s Open Evening, which takes place early in October each year, and to put their name down to attend a ‘Year 5 Taster’ day at JCG in advance of the entrance assessment.  A non-refundable registration fee of £75 is payable with the completed registration form.

    If applicants are in the UK or based abroad, arrangements can be put in place for them to sit the entrance papers at their current school under exam conditions.

    1. JCP Admissions criteria
    • Background

    JCP teaches both boys and girls in Reception (also known as “Foundation Stage”) and in Years 1 and 2 (together known as “Key Stage One”).

    JCP teaches girls only in Years 3, 4, 5 & 6 (together known as “Key Stage Two”).

    JCP takes 33 girls and 33 boys in Reception each year.  These children are organized into 3 classes of 11 girls and 11 boys each.

    At the end of Key Stage One, the boys have the option to transfer to Victoria College Preparatory School (“VCP”) and the girls automatically transfer to Key Stage Two at JCP.

    At the beginning of Key Stage Two, 11 additional places are usually available to girls, to make year groups of 44 girls, organized into 2 classes of 22 girls each.

    • For Entry at Reception (Age 4+): Admission Procedure

    Stage 1: Registration

    The first requirement for admission is to complete a registration form for your child A non-refundable registration fee of £75 is payable with the completed registration form. Registration forms can be found on the website www.jcp.sch.je

    Completed registration forms must only be sent to JCP within the registration timeframe indicated below:

    Registration Deadline” as detailed below.

    Birth Date Reception Entry Year Start Date for applications Deadline for Applications
    1 Sept 2015- 31 August 2016 2020 1 Jan 2018 30 Sept 2018
    1 Sept 2016- 31 August 2017 2021 1 Jan 2019 30 Sept 2019
    1 Sept 2017- 31 August 2018 2022 1 Jan 2020 30 Sept 2020
    1 Sept 2018- 31 August 2019 2023 1 Jan 2021 15 Sept 2021

    Please note that applications for registration after the deadline date will not be accepted. It is the responsibility of the registering parent(s) to inform JCP in writing (by email or by letter) of any subsequent change in contact details.  Where JCP is not able to contact a registered parent the registration will become invalid and the registration fee of £75 will be forfeited.

    Stage 2: The Draw

    The children are not assessed academically for Reception entry.

    Subject to sibling priority, selection for the 33 girl and 33 boy places in Reception is by a draw of the registered girls and by a draw of the registered boys respectively.

    The 2 draws take place in the October/November following the Registration deadline. Once an offer of a place is given, a non-refundable deposit of £400 is required to secure a place at JCP.  This deposit will subsequently be offset against the first term's fees or forfeited if the child does not start at JCP. The school fees for JCP are set annually by the Governing Body.

    Sibling Priority

    It is the responsibility of the registering parent (s) to inform JCP in writing (be email or letter) of any eligible sibling priority prior to registration deadline.

    Sibling priority is given to siblings of children in JCP or VCP or those with confirmed places for either of these schools (each a “student”).

    Sibling priority is assessed on the Registration Deadline only and sibling priority will close on that date.

    If there are more girl or boy siblings than available girl or boy places in any one year, confirmed places will be allocated by draw of girl or boy siblings as the case may be.

    Twins: When a draw takes place, if the 33rd child drawn has a twin, the twin will also be offered a confirmed place and the relevant waiting list will start at number 2.

    Waiting List

    Once all the available places have been allocated by the draws, two waiting lists (one for the boys and one for the girls) are set up and all remaining registered children are drawn randomly to allocate a position on the respective waiting lists.

    Waiting lists are temporarily closed after the Reception Registration Deadline for all children. The waiting lists are kept until the children in that year reach December in Year 2.

    Any subsequent applications will be placed on a waiting list.

    There is no guarantee that a child on the waiting list will be offered a place at JCP. If, however, a space becomes available then it will be offered to the child at the top of the relevant waiting list. If a place is offered and not taken up by parents at that point in time, the child’s place will be withdrawn from the waiting list.

    NOTES:

    Following registration, it is the responsibility of the registering parent(s) to inform JCP in writing (by email or by letter) of any change in address or prolonged periods of absence from the Island. Failure to make such notification may result in the loss of registration, the loss of a confirmed place or the loss of a waiting list place.

    At the end of Key Stage One, the boys have the option to transfer to Victoria College Preparatory School (“VCP”) and the girls automatically transfer to Key Stage Two at JCP

    • For Entry at Key Stage 2 to JCP from other primary schools (age 7+)

    JCP usually offers 11 additional places for girls to start at the beginning of Key Stage 2 each year. There is no sibling priority at 7+.

    Places are gained through an assessment process which includes teacher assessment information from the girls’ current schools in reading, writing and math’s. Students are expected to be achieving age related expectation or above. Registration for this process is advertised in the local press; the school website and social media in the November preceding Year 3 and the assessment process itself takes place in the January preceding Year 3.

    1. Transgender students

    In accordance with the Education Department’s Transgender policy for admissions to single sex provided schools, JCG and JCP at KS2 will consider at the admissions stage the gender of the prospective student in accordance with the Gender Recognition (Jersey) Law 2010.  Admissions applications for students pursuing gender transition will be considered by the school with support from the Education Department, and viewed on a case-by-case basis.  In such situations advice will be sought from the Education Department’s Principal Educational Psychologist as well as the wishes of the student and the views of their parents.

    For further information please see the Education Department’s Transgender policy for admissions to single sex provided schools.

    1. Appeals

    Parents applying to JCG and JCP will only be able to appeal with regard to a failure to follow procedure as outlined in the policy correctly.  Appeals should be made in writing to the Chair of Governors.

    1. Notice of intention to withdraw a student from JCG or JCP

    The school year is divided into three terms (the Autumn Term, the Spring Term and the Summer Term) and the dates of these terms can be found on the website www.gov.je.

    In accordance with the College’s Fees Policy, a full term’s notice of the intention to withdraw a pupil from the school must be given in writing to the Headteacher.  Accordingly, if a student is to be withdrawn from school:

    (i)      notice must be given on or before the last day of the Summer Term to withdraw a pupil at the end of the following Autumn Term;

    (ii)     notice must be given on or before the last day of the Autumn Term to withdraw a pupil at the end of the following Spring Term; or

    (iii)    notice must be given on or before the last day of the Spring Term to withdraw a pupil at the end of the following Summer term.

    In default of such notice being given, school fees for the full term which follows the date of withdrawal of the pupil shall be payable in full.

    1. Reference to other policies:

    Disability Policy

    Privacy Policy

    1. This Admissions Policy, details of current fees and application forms are available on this website.

    Please contact the College Registrar, Mrs Kate Robertson, for further information at [email protected]

Assessment Policy

Jersey College for Girls

Assessment Policy

 

Authors: Peter Marett

Date: October 2016

Reviewed : October 2018

To be reviewed: March 2020

Principles:

We believe that it is our responsibility to ensure that students make the best progress possible and assessment is central to this process. This ethos of Assessment for Learning and Growth Mindset should be evident across the College and demonstrated in the four key areas of tracking, academic mentoring, the management of NEAs/Coursework tasks and feedback. Our Tracking, Academic Mentoring and Teaching and Learning policies need to be supported by effective assessment. Assessment should involve all learners, be central to the learning process, be based on information that is both relevant and manageable. It should help to identify student needs, motivate students, celebrate their achievement; assessment should also provide information to measure performance and identify targets to inform both tracking and academic mentoring.

Aims

  • To improve student attainment and encourage students to realise the importance of high expectations by giving them quality feedback and useful targets
  • To help students become more independent in their learning by giving them the support and feedback they need
  • To ensure that students receive feedback and guidance
  • To ensure that every effort is made to support students in their completion of high quality NEA/Coursework tasks

Objectives

  • To ensure that subject teachers give timely feedback to students and constructive advice on how to progress
  • To use marking and progress with schoolwork, homework and non-examined assessments to inform tracking grades and provide information for the academic mentoring process
  • To achieve a consistent and fair approach to assessment and marking across the College

Appendix 1 - Management of Non Examined Assessments (NEAs/Coursework)

Rationale

NEAs/Coursework are an essential component of some GCSE and A level subjects. The exact details and requirements vary from board to board and subject to subject, but essentially the work must be the student’s own work, verified by the school, marked and moderated by a specific date. The need for a systematic approach to NEAs/Coursework is essential if students are to maximise their success in this component of their examination and if all candidates are to be treated fairly. JCG will provide support, advice and a structured process for the management of NEAs/Coursework.

Procedures

Students should be encouraged to take responsibility for:

  • Developing an understanding of which areas of a course are assessed through NEAs/Coursework and the percentage value of the tasks
  • Familiarising themselves with the requirements of NEAs/Coursework including how it will be marked
  • Planning to meet interim and final deadlines
  • Avoiding any malpractice with NEAs/Coursework
  • Discussing progress relating to planning and completion of tasks (as permitted) with subject teachers, tutors and parents as necessary

Subject Teachers have responsibility for:

  • Liaising with the Head of Department to ensure that appropriate tasks are set
  • Being fully aware of the expectations of examination boards with regards to tasks set, marking criteria and procedures
  • Providing written guidelines for students to follow on how to plan and complete the tasks which include final deadlines and interim deadlines
  • Ensuring that students are aware of the marking criteria for tasks
  • Providing students with exemplar work and practice tasks where appropriate
  • Clarifying examination board rules regarding NEAs/Coursework (particularly relating to plagiarism) and penalties that could be applied
  • Monitoring and supporting students in their progress, having regular discussions (as permitted) to ensure students are on track with planning and completion of tasks
  • Liaising with subject leaders, heads of school, parents and tutors when there are concerns about the completion of NEAs/Coursework
  • Meeting with a student who has failed to meet a deadline or provide work of sufficient quality in order to develop an action plan to ensure that task is completed within a set amount of time; e.g. seven days
  • Communicating marks with students as required by the examination board making it clear that marks given by teachers are subject to change in moderation and that grade thresholds do vary each year (see guidance in Examinations Policy)

Heads of Faculty have responsibility for:

  • Providing their subject teachers and Assistant Headteacher with responsibility for curriculum with a schedule for completion of NEAs/Coursework, including interim deadlines (where appropriate) and moderation
  • Supporting teachers in monitoring and enforcing deadlines
  • Meeting with teacher and student when there are problems with either the quality of a task or the meeting of deadlines and imposing a departmental sanction if considered necessary
  • Moderating NEAs/Coursework as required by examination boards
  • Ensuring that there is a faculty procedure set up to monitor submission of NEAs/Coursework, i.e. both student and subject teacher sign when NEAs/Coursework is handed in (and follow the procedure outlined in the Examinations Policy)
  • Ensuring that all NEAs/Coursework is safely and securely stored
  • Informing tutors and Heads of School when there is a problem with the completion of NEAs/Coursework
  • Collating departmental NEAs/Coursework for posting

Heads of Department have responsibility for:

  • Updating Schemes of Work to include appropriate content to allow for the planning and completion of NEAs/Coursework
  • Supporting teachers with the setting of appropriate tasks
  • Ensuring that tasks and procedures meet examination board requirements
  • Monitoring the NEAs/Coursework to ensure that the quality is of a high standard

Tutors have responsibility for:

  • Monitoring the progress of students in their tutor group with their NEAs/Coursework and supporting subject teachers when deadlines or quality standards are not met
  • Informing Heads of School when there are concerns regarding the completion of NEAs/Coursework

Heads of School have responsibility for:

  • Supporting tutors and subject teachers in ensuring that students meet deadlines and quality standards for NEAs/Coursework. Setting up a meeting with parents and student if there is a problem with the completion of NEA/Coursework tasks that departmental action has not resolved
  • Communicating with Assistant Headteachers (Progress and Welfare & Exams) when there is a concern regarding the completion of NEAs/Coursework
  • Informing parents, as appropriate, of the timetable for these tasks

Assistant Headteacher with responsibility for exams has responsibility for:

  • Publicising and enforcing a whole school deadline for NEAs/Coursework
  • Monitoring and supporting HoF management of NEAs/Coursework completion across the school.

Assistant Headteacher (Progress and Welfare) has responsibility for:

  • Supporting Heads of School in ensuring that students meet deadlines and quality standards for NEAs/Coursework
  • Meeting with students and parents if NEAs/Coursework problems have not been resolved through department or Head of School action. Imposing study sessions at lunch time and after school when required
  • Reporting to the Senior Leadership Team on the progress with NEAs/Coursework and the quality of the NEAs/Coursework

Principal has responsibility for:

  • Making decisions regarding the entry of NEAs/Coursework should College deadlines not be met or the tasks be inferior to the standard expected by the College
  • Withdrawing students from non examination lessons for a limited period should it be necessary to allow the student time to complete essential NEAs/Coursework
  • Withdrawing students from an examination should they not have reached the required standards.

Appendix 2 - Marking of student work and giving feedback

Rationale

JCG believes in the principles of Assessment for Learning thus seeing assessment as a means of embedding and extending the key learning points of lessons. Marking is an essential part of planning, assessment, teaching and learning.  Responding to pupils’ work through constructive comment acknowledges achievement, promotes positive attitudes and leads to an improvement in standards. Marking should provide information for assessment, inform planning, help students to assess their own achievement and set targets and recognise their effort and achievement. Homework is an important part of this and is a valuable and important preparation for future studies.

Procedures

  • Tasks (class work or homework) to be assessed, in accordance with the College Learning and Teaching Policy, must have clear objectives and criteria which are known and understood by students and staff
  • Marking should provide the student with clear feedback
  • Marking could be in the form of oral comments, written comments, peer marking or self-marking
  • Each department should clearly state how work should be assessed and recorded within department guidelines
  • Marking should maintain student self-esteem and encourage them to make further progress
  • Marking should provide staff with a clearer picture of student ability and progress
  • Marking should help parental understanding of student progress

Students should be encouraged to take responsibility for:

  • Developing an understanding of how their work is marked
  • Using focused improvement time (FIT) productively
  • Reading comments to see what they have done well and how they can improve
  • Knowing their own level and developing their own targets based on teachers’ marking
  • Self-marking and peer-marking as and when appropriate

Subject Teachers have responsibility for:

  • Setting tasks (including homework according to the school homework timetable and using ShowMyHomework) which is age and ability appropriate
  • Marking student work regularly and returning work to students soon after it is completed (normally within one week for regular homework)
  • Ensuring that marking is focused and informative and relates to the learning objectives and criteria which should be explained in advance to setting the task
  • Marking and recording work in line with department guidelines
  • Using grades and comments as appropriate to the task and the needs of the students
  • Ensuring any comments, whether verbal or written, are constructive and supportive
  • Describing areas of weakness as future targets rather than as criticism
  • Using rewards from the Improving Behaviour Policy as appropriate to celebrate achievement
  • Allowing sufficient time for students to read, reflect and respond to marking (Dedicated improvement and reflection time (DIRT/FIT time)
  • Allowing sufficient time in lessons to give oral feedback and discuss progress
  • Recording marks as appropriate and using them to inform tracking
  • Following up on non-submission of homework as per the Improving Behaviour Policy and updating ShowMyHomework accordingly

Heads of department have responsibility for:

  • Ensuring that subject teachers set and mark student work on a regular basis
  • Monitoring the quality of the tasks that are set and assessed
  • Supporting subject teachers in the marking of student work according to criteria which is appropriate to the course
  • Dedicating department time to discussing the setting and marking of student work
  • Ensuring that marking is moderated within the department as appropriate
  • Publishing clear department guidelines on how work should be marked and recorded within the department, including details about requirements relating to spelling, punctuation and grammar
  • Sampling regularly student work and marking within the department to ensure high standards
  • Following guidelines issued on work scrutiny to improve marking across the department
  • Displaying grading guidelines in classrooms

Tutors have responsibility for:

  • Looking at samples of work brought to academic mentoring sessions and using the comments in marking to inform conversations with students

Heads of School have responsibility for:

  • Sampling student work and marking to increase their knowledge of the progress of individuals in the year group
  • Monitoring amount, assessment and quality of student work and advising Heads of Department and Assistant Headteacher (Progress and Welfare) as required

Assistant Headteacher (Curriculum and Learning) has responsibility for:

  • Managing, monitoring and evaluating the use of marking throughout the College
  • Leading and reviewing the implementation of the marking policy with Heads of Department and subject teachers
  • Ensuring training is available for staff in order to follow the marking guidelines
  • Sampling student work regularly to check that the marking guidelines are being applied
  • Being informed of National and Island developments in marking

Principal has responsibility for:

  • Overseeing the application of the policy by Assistant Headteacher (Progress and Welfare), the Assistant Headteacher (Organisation) and Assistant Headteacher (Learning and Curriculum)  and carrying out sample checks from time to time

Appendix 3 - Tracking Progress

Rationale

We believe that it is our responsibility to ensure that students make the best progress possible. In order to support them in doing so, we must provide information about their potential and their progress. We are therefore committed to tracking student progress throughout their time at JCG and supplying information obtained to the appropriate stakeholders in order that appropriate action and support is given to students to further their learning.

Aims

  • To use our knowledge of each student, each class and the whole school to track progress and set academic targets
  • To be able to identify and track the ‘Learner Profile’ of each student (see appendix)
  • To use feedback from this process to respond to the needs of individual students and classes to improve academic mentoring, teaching, learning and achievement
  • To use tracking data as a basis for academic mentoring
  • To use tracking data in school for benchmarking and self-evaluation
  • To use tracking data as a basis for providing regular information on attainment and progress of students to parents

Objectives

  • To set meaningful and challenging targets based on prior achievement and base line data
  • To regularly track, monitor and support progress towards targets
  • To organise data so that it is accessible and useful to improve learning, teaching and support available to students
  • To develop constantly the quality of data in order to ensure its continued and increasing usefulness

Procedures

Assessments

  • Assessment tasks must have clear objectives and criteria which are known and understood by students and staff
  • Targets are set in the first term of the academic year. In Year 13 predicted grades are used rather than targets.
  • In Y7-12, achievement and progress are tracked three times annually and reported in the form of two periodic reports and one full report. This is supported by one Parent Evening.
  • In Y13, achievement and progress are tracked internally twice per year and reported in the form of one periodic report and one full report. This is supported by one Parent Evening.

Students should be encouraged to take responsibility for:

  • Being aware of their current performance, their targets and understanding what they need to do to meet them
  • Working to achieve their grades and, if required, producing an action plan to help them achieve
  • Understanding their strengths and weaknesses as learners
  • Developing an understanding of how their work is assessed

Subject Teachers have responsibility for:

  • Using baseline testing, teacher judgement and statistically generated targets to supply an appropriate target for each student
  • Using formative assessments to assess progress towards these targets, aiming for accuracy with the likely to achieve grade
  • Using summative assessments to assess progress at end of academic year
  • Discussing progress with students and providing targets where appropriate
  • Discussing exceptional achievement and underperformance with their Department and assisting in the formulation of an action plan to support students
  • Ensuring progress with NEAs/Coursework is checked and students are appropriately supported

Heads of Department have responsibility for:

  • Using subject reports on GCSE/A Level results to set subject targets in consultation with their Head of Faculty, the Vice Principal and the Principal
  • Ensuring assessment tasks used are common to the year group and employ various styles of assessment to meet the needs of a range of students
  • Dedicating department time to discussing students’ progress towards their target, particularly exceptional achievement and underperformance
  • Developing strategies and action plans with subject teachers to support students
  • Analysing periodic reports prepared by Heads of School
  • Reporting action in records of department meetings and providing action plans to tutors / Heads of School as appropriate
  • Supporting subject teachers in appropriate assessment and setting of targets for their students
  • Publishing clear criteria for the awarding of grades in each year group
  • Monitoring progress with NEAs/Coursework and advising Heads of School if there is a cause for concern

Tutors have responsibility for:

  • reviewing tracking grades and learner profile scores with students and using them as a basis for discussion and setting of smart targets in academic mentoring
  • liaising with appropriate staff and parents, as appropriate, to support the student’s progress

Heads of School have responsibility for:

  • Analysing data from tracking reports and identifying individual students at risk of underachievement
  • Sharing their analysis with Heads of Faculty, Heads of Department and SLT as appropriate
  • Providing, managing and monitoring a plan of action for individual students, liaising with students, tutors, subject leaders, parents, HoDs, ENCO and SLT, as appropriate, to ensure that the student receives the appropriate support
  • Identifying patterns or trends of individual or group progress and informing Assistant Headteacher (Progress and Welfare) to formulate a plan of action
  • Reporting concerns and action plans to Assistant Headteacher (Progress and Welfare)

Data analyst has responsibility for:

  • Providing Whole College GCSE and A Level Reports in August each year following the release of the GCSE and A Level results
  • Providing individual Subject Exam Reports for HoDs in September each year following the release of the GCSE and A Level results
  • Updating results following re-marks
  • Analysing CAT/School Data Report/ALPS data and providing a report in order for the school to benchmark against other schools with similar cohorts in the UK and evaluate and improve provision
  • Liaising with Heads of School to provide a tracking report after each periodic or report for a year group
  • Researching the best ways to record and present tracking data and report this to Assistant Headteachers and Heads of School.
  • Providing training to staff as required

Assistant Headteacher (Progress and Welfare) has responsibility for:

  • Liaising with Heads of School and advising the SLT and Principal of any student at risk of underachieving and providing information on the appropriate action to be taken, monitoring interventions where appropriate
  • Supporting the Principal in the setting of subject targets and whole school targets
  • Creating an annual tracking and assessment calendar
  • Liaising with the Data Analyst to provide appropriate reports to SLT, Heads of School and Heads of Faculty
  • Monitoring the use and organisation of assessment data and tracking
  • Ensuring training is available to staff in target setting and use of Learner Profiles
  • Providing information to students and parents in order for them to understand the reports they receive.
  • Keeping up to date with National and Island developments in tracking

Assistant Headteacher (Organisation) has responsibility for:

  • Managing and organisation of assessment data and tracking
  • Discussing the implementation of the tracking system with Heads of Department and Heads of School on a regular basis
  • Overseeing the work of the Admin Manager in the production, distribution and storage of tracking data to include:
  • Configuring the College’s data management system to support the tracking system
  • Ensuring that College data management system entry templates allow staff to enter a teacher set target grade at the beginning of the academic year and enter an achievement grade, likely to achieve grade and comment (in full reports)
  • Ensuring College data management system entry templates are locked and unlocked at the appropriate times in order to allow staff to enter data and in order to preserve the integrity of data previously entered
  • Ensuring training is available for staff in order to effectively use the College’s data management system

Principal has responsibility for:

  • Analysing whole cohort reports with the SLT
  • Setting whole school targets in consultation with the SLT and Governing body
  • Agreeing subject targets set by the Heads of Department in consultations with SLT

Appendix 4 - Academic mentoring

Rationale

We believe that each student should receive individual help, support and guidance in order to fulfil the College’s aim to create an environment which enables everyone to perform at their best. Academic mentoring is an integral part of the tutorial system and academic mentoring sessions are an opportunity for a conversation between a mentor and student related to learning. Academic mentoring enhances the ethos of tracking student progress to ensure that each student knows where they are with their learning, where they have made progress, what they need to do to improve and what targets they need to set to further their progress.

Aims

  • To improve student attainment and encourage students to realise the importance of high expectations and empower them to achieve successful learning outcomes
  • To ensure that students feel valued and know that there is somebody available whose role it is to know them well, motivate, press and praise them as necessary in order to assist them with their learning
  • To help students become more motivated and self-confident, take responsibility for their learning and make informed decisions about their subject or career options
  • To ensure that each student receives individual help, support and guidance
  • To assist individual students in using the information provided by baseline testing and tracking
  • To maintain good communication between students, tutors, subject teachers, Heads of Department, Heads of School and the Assistant Head (Progress and Welfare)

Objectives

  • To ensure that tutors have individual meetings, as directed by Heads of School, with their students to discuss learning and set targets
  • To ensure that subject teachers discuss progress and set targets with individual students regularly at strategic moments during the academic year
  • To record the main points of meetings in order to maintain good communication between all stakeholders

Procedures

Students should be encouraged to take responsibility for:

  • Preparing for mentoring on the forms provided
  • Attending mentoring session with their form tutor as directed by tutor via Head of School
  • Assessing their strengths and weakness in learning
  • Discussing any issues, including pastoral, which may be a barrier to their learning
  • Setting targets with guidance from tutors and subject teachers
  • Providing feedback on progress
  • Recording outcomes of mentoring sessions and discussing these with their parents and subject teachers to identify strategies to help them meet their targets

Form tutors have responsibility for:

  • Preparing students for mentoring through tutorial programme
  • Meeting students for 15 minute sessions as directed by Head of School
  • Discussing any well-being issues that may be a barrier to student learning
  • Helping students to interpret tracking data and assess themselves
  • Guiding students in setting targets
  • Keeping records of targets and progress on Office 365
  • Ensuring students keep records of targets and progress
  • Informing subject teachers if targets set relate to their subject
  • Informing Head of School of any student underperforming in several subjects or if a student has any significant barriers to their learning so Assistant Headteacher (Progress and Welfare) can be informed.
  • Informing ENCO of any student who may need additional support with their learning
  • Encouraging, supporting and praising the student to help them meet targets, checking progress and celebrating success
  • Discussing targets set and progress with parents throughout the year as necessary and at Parent Evenings
  • Attending training sessions for academic mentoring as required

Subject Teachers have responsibility for:

  • Making assessment criteria clear and meaningful to students
  • Assessing students to provides data to set targets and track student progress
  • Organising subject related academic mentoring sessions at key moments in line with department guidelines
  • Discussing targets set in academic mentoring with student and suggesting strategies to achieve targets
  • Liaising with form tutors to discuss student progress with subject related targets
  • Discussing targets and progress with parents throughout the year as necessary and at Parent Evenings
  • Informing form tutor of any student causing concern in subject teaching group

Heads of School have responsibility for:

  • Ensuring that the tutorial programmes support the Academic Mentoring Programme and are delivered appropriately
  • Assisting in the training of tutors in academic mentoring
  • Supporting tutors in their mentoring role
  • Providing Feedback on any issues relating to the Academic Mentoring Programme to the Assistant Head teacher (Progress and Welfare)
  • Liaising with tutors and Assistant Headteacher (Progress and Welfare)

Assistant Head (Progress and Welfare) has responsibility for:

  • Managing, monitoring, reviewing and evaluating the Academic Mentoring Programme in the College and making changes when necessary
  • Liaising with the Assistant Headteacher (Organisation) to ensure quality information on student progress is available, through the tracking system, to students, parents and staff
  • Ensuring appropriate training is available for academic mentors and students
  • Liaising with the Heads of School to modify the tutorial programme so that it supports the Academic Mentoring programme
  • Setting dates for academic mentoring in consultation with Heads of School and in relation to the annual assessment calendar
  • Liaising with the Assistant Headteacher (Organisation), Admin Manager and Data Analyst to ensure that tracking data is provided promptly to stakeholders
  • Providing information to students and parents in order for them to understand the ethos of academic mentoring
  • Being informed of good practice in academic mentoring locally and nationally

Principal has responsibility for:

  • Overseeing academic mentoring and receiving feedback on progress from the Assistant Headteacher (Progress and Welfare)

Appendix 5 - Definition of terms

  • Baseline Assessments comprise our knowledge of where students are at the beginning of a school year and their likely potential to progress.
  • Baseline target grades are those set statistically using baseline assessments and prior performance
  • Teacher set target grades should be aspirational and motivational. Target grades should be the grade the student is likely to achieve if she fulfils her potential.  Targets are set in whole grades (A* or A or B etc) or 1-9.  At KS3 these should be the grade to be reached by the end of the year. At KS4 & KS5 these should be the grade to be reached by the end of the course. At KS5, predicted grades are given in place of target grades
  • Achievement Grades represent a student’s current performance in a given subject. These may be based on specific assessments or external exam results or represent the student’s general performance for a period of time.  It may take into account several formal and informal assessments.  Achievement grades are set in whole grades (A* or A or B etc) or 1-9
  • Likely to achieve grades are the grades that a teacher believes that the student is most likely to achieve in the final exam (GCSE/A Level) or at the end of the year (KS3) at that reporting moment if that student’s attitude to learning remains consistent
  • Learner Profiles indicate students’ maturity and independence as a learner. Each student is given a ‘Learner Profile’ score in each subject at each tracking moment.  The score corresponds to a statement most closely describing her profile in each subject.
  • Target Students are those who need particular support to achieve the grades they need to progress in the school or to further education
  • Predicted Grades are the grades a student is likely to achieve at the end of the year or at the end of a School. These are required by UCAS.  It is necessary that they are as accurate as possible so that students may make informed choices about applications for further education.  They should be used in all reporting in Key Stage 5.

Appendix 6 - Learner Profile

Learner Profile Descriptors

1 Exceptional learner who is enthusiastic, committed and absorbed in their learning.  An independent, rigorous and resourceful thinker.  A resilient and reflective student who thinks strategically about their learning.  Collaborative and empathetic when working with others, contributing to the learning of the class.
2 A well-motivated, well-prepared learner who works hard, perseveres and takes responsibility for their own progress.  Shows an interest in the subject, is reflective, asks questions to further their learning and involves themselves in lessons; helpful and empathetic towards others and is a positive presence in the class.
3 Consistent approach to learning.  Generally completes tasks and meets deadlines.  Mostly attentive in class and participates when prompted.  Usually prepared for learning.
4 Inconsistent commitment to learning.  May lack focus and struggle to manage distractions in class.  May disrupt the learning of others at times. Homework is often late and does not reflect good effort.  Needs to reflect on their approach to learning.
5 Rarely motivated to learn and rarely completes tasks or meets deadlines.  Distracts others and is inattentive.  Commitment to learning is a serious cause for concern.  Improvement in approach to learning needed. ​
  • The teacher selects the level which best fits the student in their classes.
  • When a teacher enters a level 4 or 5, they will be requested to select the behaviour(s) which need(s) to be improved.
H Homework
F Focus
C Commitment
O Organisation
H/F Homework / focus
H/C Homework / commitment
H/O Homework / organisation
F/C Focus / commitment
F/O Focus / organisation
C/O Commitment / organisation

Relationship to other policies

  1. External Policies : Data Protection
  2. Internal Policies :
  • Improving Behaviour
  • Learning and Teaching Policy
  • Home Learning Policy
  • Examinations Policy
CCTV

The purpose of this policy is to regulate the management and operation of the Closed Circuit Television (CCTV) System at Jersey College for Girls (the School). It also serves as a notice and a guide to data subjects (including pupils, parents, staff, volunteers, visitors to the School and members of the public) regarding their rights in relation to personal data recorded via the CCTV system (the System).

The System is administered and managed by the School, who act as the Data Controller. This policy will be subject to review from time to time, and should be read with reference to the School's Privacy Policy (accessible here [link]).

All fixed cameras are in plain sight on the School premises and the School does not routinely use CCTV for covert monitoring or monitoring of private property outside the School grounds.

The cameras are listed as follows:

  1. JADAT East – over VCJ field
  2. JADAT West – over VCJ field
  3. Roberts North – over fire exit
  4. Barton South over stairs to Roberts
  5. Roberts North – over carpark
  6. Circular wall JADAT – over memorial garden
  7. JADAT South – over underpass
  8. Chesshire ground floor – over external ground
  9. Chesshire ground South – over external ground
  10. JADAT South corner college field – over Langford walkway
  11. North Roberts – over Claremont rd side walk South
  12. North Roberts – over Claremont rd side walk North
  13. North Barton – over Roberts and netball court area
  14. South college house – over patio
  15. College house kitchen – over carpark
  16. College house – over main entrance
  17. College house granite entrance – over entrance
  18. North Chesshire – over North Chesshire entrance

The School's purposes of using the CCTV system are set out below and, having fully considered the privacy rights of individuals, the School believes these purposes are all in its legitimate interests. Data captured for the purposes below will not be used for any commercial purpose.

  1. Objectives of the System
    • To protect pupils, staff, volunteers, visitors and members of the public with regard to their personal safety.
    • To protect the School buildings and equipment, and the personal property of pupils, staff, volunteers, visitors and members of the public.
    • To support the police and community in preventing and detecting crime, and assist in the identification and apprehension of offenders.
    • To monitor the security and integrity of the School site and deliveries and arrivals.
    • To monitor staff and contractors when carrying out work duties.
    • To monitor wellbeing among pupils in line with the policy, which are available to parents and pupils on jerseycollegeforgirls.com .
  2. Positioning
    • Locations have been selected, both inside and out, that the School reasonably believes require monitoring to address the stated objectives.
    • Adequate signage has been placed in prominent positions to inform staff and pupils that they are entering a monitored area, identifying the School as the Data Controller and giving contact details for further information regarding the system.
    • No images will be captured from areas in which individuals would have a heightened expectation of privacy, including changing and washroom facilities.
    • No images of public spaces will be captured except to a limited extent at site entrances.
  3. Maintenance
    • The CCTV System will be operational 24 hours a day, every day of the year.
    • The System Manager (defined below) will check and confirm that the System is properly recording and that cameras are functioning correctly, on a regular basis.
    • The System will be checked and (to the extent necessary) serviced no less than annually.
  4. Supervision of the System
    • Staff authorised by the School to conduct routine supervision of the System may include Caretakers and relevant staff on duty.
    • Images will be viewed and/or monitored in a suitably secure and private area to minimise the likelihood of or opportunity for access to unauthorised persons.
  5. Storage of Data
    • The day-to-day management of images will be the responsibility of the Site Manager who will act as the System Manager, or such suitable person as the System Manager shall appoint in his or her absence.
    • Images will be stored for 2-3 weeks], and automatically over-written unless the School considers it reasonably necessary for the pursuit of the objectives outlined above, or if lawfully required by an appropriate third party such as the police or local authority.
    • Where such data is retained, it will be retained in accordance with the Act and our Data Protection Policy. Information including the date, time and length of the recording, as well as the locations covered and groups or individuals recorded, will be recorded in the system log book.
  6. Access to Images
    • Access to stored CCTV images will only be given to authorised persons, under the supervision of the System Manager, in pursuance of the above objectives (or if there is some other overriding and lawful reason to grant such access).
    • Individuals also have the right to access personal data the School holds on them (please see the Privacy Policy), including information held on the System, if it has been kept. The School will require specific details including at least to time, date and camera location before it can properly respond to any such requests. This right is subject to certain exemptions from access, including in some circumstances where others are identifiable.
    • The System Manager must satisfy themselves of the identity of any person wishing to view stored images or access the system and the legitimacy of the request. The following are examples when the System Manager may authorise access to CCTV images:
      • Where required to do so by the Head, the Police or some relevant statutory authority;
      • To make a report regarding suspected criminal behaviour;
      • To enable the Designated Safeguarding Lead or his/her appointed deputy to examine behaviour which may give rise to any reasonable safeguarding concern;
      • To assist the School in establishing facts in cases of unacceptable pupil behaviour, in which case, the parents/guardian will be informed as part of the School’s management of a particular incident;
      • To data subjects (or their legal representatives) pursuant to an access request under the Act and on the basis set out in 6.2 above;
      • To the insurance company, managed by the Education Department, where required in order to pursue a claim for damage done to insured property; or
      • In any other circumstances required under law or regulation.
    • Where images are disclosed under 6.3 above a record will be made in the system log book including the person viewing the images, the time of access, the reason for viewing the images, the details of images viewed and a crime incident number (if applicable).
  7. Other CCTV systems
    • The School does not own or manage third party CCTV systems, but may be provided by third parties with images of incidents where this in line with the objectives of the School's own CCTV policy and/or its Wellbeing Policy.
    • Many pupils travel to School on coaches provided by third party contractors and a number of these coaches are equipped with CCTV systems. The School may use these in establishing facts in cases of unacceptable pupil behaviour, in which case the parents/guardian will be informed as part of the School’s management of a particular incident.
  8. Complaints and queries
    • Any queries in relation to the School's CCTV system, or its use of CCTV, or requests for copies, should be referred to the Site Manager.

Download CCTV Request Form

Please click here to download a copy of the JCG CCTV Policy.

Child Protection Policy

Jersey College for Girls

Child Protection Policy

 

Authors: Emma Silvestri-Fox

Date: October 2018

To be reviewed: October 2019

College Aims

  • To provide a safe learning environment for all our students.
  • To identify students who are suffering or are likely to suffer significant harm and take appropriate action with the aim of making sure they are kept safe at home and at school.

All students should have the opportunity to excel in their learning and achievement. Outcomes that are key to students’ wellbeing are to:

  • Be healthy
  • Be safe
  • Achieve
  • Grow in a stimulating and nurturing environment
  • Be responsible and respected
  • Have a voice and be heard
  • Move confidently into adulthood
  • Have confidence, dignity and self-respect

To achieve these aims our policies, systems and procedures are designed to:

  • Promote safe practice.
  • Identify instances in which there are grounds for concern about a child’s welfare and initiate/take appropriate action to keep them safe.
  • Prevent unsuitable people working with our students.
  • Contribute to effective partnership working between all those involved with providing services for children and young people.

‘All staff working with children and young people are uniquely placed, as responsible adults outside a child’s family home, to be able to detect signs of child abuse. They have a positive role in child protection, being able to observe outward signs of abuse, changes of behaviour or failure to develop, because of their day-to-day contact with children. In addition, they are in a particularly good position to further the personal and social development of children and young people’.                                                                                 (Education Child Protection Policy 2009)

Underpinning principles taken from ED CP policy

  • The United Nations Convention on the Rights of the Child states that: the welfare of the child is paramount.
  • It is the responsibility of all adults to have a child-centred approach to safeguard and promote the welfare of all children and young people.

(Education Child Protection Policy 2016)

 At JCG we are working in partnership with States of Jersey Police and Children’s Services to identify and provide appropriate support to pupils who have experienced domestic violence/abuse in their household. This scheme is called Operation Encompass in the UK with Jersey developing a Domestic Abuse Protocol to mirror good practice.

In order to achieve this, the Jersey Multi-agency Safeguarding Hub (MASH) will share with the Designated Safeguarding Lead(s) in school police information of all domestic incidents where one of our pupils has been present. On receipt of any information, the Designated Safeguarding Lead will decide on the appropriate support the child requires. We record this information and store it securely.

Systems and Procedures

    1. Staff have a responsibility to familiarise themselves with the guidelines determined by Education. This is available as part of the Education Child Protection Policy located digitally here.
    2. Following our reporting procedure, it is essential that any information or concerns regarding Child Protection is communicated to the Designated Safeguarding Lead or the Principal. A referral form is available to facilitate this.  (Please see Appendix 2 Internal Referral Form.)
    3. Following our procedures for dealing with disclosure, when a student discloses information, members of staff must:
      • Ask open questions, not leading ones, to ascertain as much information as they need.
      • Tell students that they will keep them informed, but not make any promise offering confidentiality to the student.
      • Speak to the Safeguarding Lead or other designated person (See Appendix 4 – Emergency Contact List)
      • Log their conversation as soon after the event as possible and ensure that words used are recorded as accurately as possible.  (See Appendix 2 Internal Referral Form)
      • Provide a signed, dated copy of their disclosure to the designated Safeguarding Lead or other designated person. (See Appendix 3 Dealing with disclosure and confidentiality)
      • In the event of a serious disclosure where you may have concerns over the immediate safety of a child or student, refer immediately to Emergency Contact List (see Appendix 4).
    4. Staff should be aware of online safety procedures and positively communicate the importance of maintaining e-safety in the use of technology and the Internet.  (See Appendix 8 regarding online safety)
    5. Staff should be mindful of the Staff Guidelines for safe practice. (See Appendix 5 Staff Guidelines)
    6. Ensure Education Recruiting Procedures and policy for DBS checks are followed.

Child Protection Training

All new staff will be given guidelines and procedures during their induction period.  New staff will access one day Foundation Level CP training as soon as possible, organised centrally by the Education Department.

A rolling programme of child protection training aims to train all staff, volunteers and members of the governing body to Foundation level and provide a cycle of refresher training sessions.  Staff will complete an annual online refresher, coordinated by the Education Department. Certificates to be printed and forwarded to Designated Safeguarding Lead as proof of completion.

Heads of Key Stage will access training at minimum of Level 2.

NQTs will receive training from Education as part of their induction programme.

Where appropriate, individual staff may access further relevant training.

Students should be encouraged to take responsibility for:

  • Caring and supporting each other.
  • Communicating problems or concerns with a parent or member of staff.
  • Using the Internet safely and adhering to the ‘Acceptable Use Policy’ which they sign when they join the College.

All staff have responsibility for:

  • The safety and well-being of the students in their care.
  • Reading the guidelines in this policy and signing the form in appendix 6 to confirm that they have read the contents.
  • Taking a positive role in child protection by observing outward signs of abuse, changes in behaviour or learning difficulties through day-to-day interactions with students.
  • Following the correct procedures should a student disclose any harm, abuse or neglect.
  • Being sensitive and enabling privacy.
  • Reporting any concerns to the Safeguarding Lead.
  • Participating in appropriate training when requested.
  • Keeping themselves informed of current child protection policies and procedures.

The Designated Safeguarding Lead has responsibility for:

  • Sharing and evaluating concerns held by staff so that appropriate action to safeguard the welfare of students can be taken.
  • Managing and actioning child protection systems and procedures in line with Education’s Child Protection Policy and Guidance.
  • Supporting students who may be the subject of any child protection concerns or procedures.
  • Liaising with and supporting staff who are working with students who may be the subject of any Child Protection concerns or procedures.
  • Liaising with the Principal.
  • Liaising with external agencies.
  • Attending Child Protection conferences and strategy meetings or delegating attendance at these.
  • Allocating staff to the appropriate training.
  • Completing relevant courses at level 2 and 3 of the Child Protection Training Programme and having refresher training every 3 years.
  • Developing the College Child Protection Policy, reviewing and refining systems and structures.
  • Maintaining confidential records of meetings related to child protection procedures.
  • Attending Governors’ Safeguarding sub-committee meetings and reporting on Child Protection matters at the meetings, whilst maintaining anonymity and confidentiality.
  • Maintaining the profile of safeguarding students throughout the College.

SLT has responsibility for:

  • Ensuring that a member of the team assumes the responsibility of the Safeguarding Lead should they and the Principal be absent.

The Principal has responsibility for:

  • Overseeing the application of the Child Protection Policy by the Safeguarding Lead.
  • Supporting the Safeguarding Lead as appropriate.
  • Deputising for the Safeguarding Lead if s/he is not available.
  • Completing relevant courses at level 2 and 3 of the Child Protection Training Programme and having refresher training every 3 years.

Relationship to other policies

  1. External Policies and other useful documents:
  1. Internal Policies:
  • Safeguarding
  • Health and Safety
  • Individual Student Needs/SEN Policies and Procedures
  • Online safety (within Child Protection Policy)
  • Improving Behaviour Policy/Counter Bullying policy

Appendices

Appendix 1    Threshold Criteria & Assessment Grids

Appendix 2    Internal Referral Form

Appendix 3    Dealing with Disclosure and Confidentiality

Appendix 4    Emergency Contact List

Appendix 5    Staff Guidelines

Appendix 6    Police Involvement in Schools Procedure

Appendix 7    Domestic Abuse Notification Protocol (extract)

Appendix 8    Online Safety Policy

Appendix 1 - The Assessment Framework (ED Child Protection Policy June 2016)      

The Assessment Framework will assist professionals in identifying those children with extra needs and enable them to make appropriate referrals to agencies on behalf of the child. Where possible this should be completed in consultation and partnership with the parent, carer and/or young person according to their capacity.

Appendix 3 - Dealing with Disclosure and Confidentiality

An allegation by a child or young person that they have been sexually, physically or emotionally abused must be listened to, taken seriously and heard in private. On no account should suggestions be made to children as to alternative explanations for their worries. A written, dated record should be made of the allegations as soon as practicable (certainly within 24 hours) and signed by the member of staff to whom the allegation was made, however this should in no way impede the need for immediate action, if a serious disclosure is made where that child or student may be in immediate danger. Members of staff should make it clear to children or young people who approach them asking for complete confidentiality that members of staff would be bound to pass on the information if the child/young person has suffered abuse or is at risk. Staff should take any further steps as may be necessary to ensure that the child is protected and refer the matter to their Safeguarding Lead or other designated person (See Appendix 4 – Emergency Contact List)

Supporting Principles

Receive

  • Listen to the student
  • Take what they say seriously

Reassure

  • That the student has done the right thing talking about their worries
  • That only those people who need to know will be told, avoid promises of confidentiality
  • That the student will be involved in/ know what happens next

React

  • Elicit just as much information as you need in order to ascertain that there is a child protection issue which needs following up
  • Avoid leading questions, ask only open questions like: “is there anything else you would like to tell me?”
  • Feel confident to ask the student and parents (where appropriate) questions to find out the facts, whilst avoiding leading questions
  • Explain what you have to do next and to whom you have to talk (Safeguarding Lead)

Report and Record

  • Inform Safeguarding Lead or Principal
  • Log your conversation or observation using Internal Referral Form.  Report as soon after the event as possible. Ensure that the words used in the report are as accurate as possible.
  • Be objective in your recording, rather than making assumptions or interpretations
  • All reports will be securely stored
  • Agreement will be reached about the action to be taken and communicated to all concerned
  • Reports will be reviewed on an individual basis by the Safeguarding Lead / Principal/ Headteacher liaising between Prep and Senior School as appropriate
  • In the event of a serious disclosure where you may have concerns over the immediate safety of a child or student, refer immediately to Emergency Contact List (see Appendix 4).

Appendix 4 - Emergency Contact List

In the event of a serious disclosure from a child, the following is a list of people or agencies who must be contacted immediately regardless of meetings, etc. The immediate safety of a child or student is always our priority.

Name Position Contact numbers
Emma Silvestri-Fox Designated Safeguarding Lead Ext  216 516216 07797 818030
Carl Howarth Principal Ext  204 516204 07797 922662
Peter Marett Assistant Head Ext  261 516261 07797 745490
Toni Rollo Vice Principal Ext  214 516214 07797 788724
Andrew McGarva Assistant Head Ext  215 516215 07920 290642
Ruth Lea Assistant Head Ext 268 516268 07829 738340

If none of the above can be contacted

Contact the Multi Agency Strategy Hub (MASH) – 449213 - Words to the effect of …“As the result of a serious disclosure from a child at our school, we have concerns about that child’s safety.”

  • State how the child says they have been hurt / are at risk
  • State who the child said did it.
  • Assist with any other questions you can

If MASH cannot be contacted directly

(If you get the answerphone – state that you will be phoning the Police)

States of Jersey PoliceChild Protection Unit – 612612 or 999

Appendix 5 - Staff Guidelines

Staff Awareness

Staff have a duty to deal with any child protection issue that may arise and also to avoid any activity that may reasonably raise concerns as to their propriety. Examples might include students drinking alcohol with staff, being invited to their homes or allowing access to inappropriate materials or internet sites. Any member of staff who is aware of such activities should report them to a senior colleague or the child protection coordinator.

Any individual contact with students out of education settings should only be done with the prior knowledge of parents and senior colleagues. Staff should make every effort to avoid being in a situation where they are alone with a student in an isolated area, talking with a student in a closed room without others being aware of or being on their own with a student in a car or minibus.

Sexual harassment: This includes gender related comments about a student’s physical attributes; unwelcome or gratuitous physical contact; suggestive or offensive remarks or innuendos about students of a specific sex; propositions of physical intimacy; gender related verbal abuse; threats or taunting; bragging about sexual prowess; requests for dates or sexual favours; offensive jokes or comments of a sexual nature about a student; displays of sexually offensive pictures, graffiti or other materials; highly personal questions or discussions about sexual activities; rough and vulgar humour or language related to gender; repeated “compliments” regarding a student’s appearance, hair and clothes.

Inappropriate relationships: In common law, a member of staff is held to a higher standard of conduct than many other members of society. A member of staff’s sexual relationship with a student is regarded as professional misconduct. Any such relationship or conduct directed at establishing a relationship are prohibited.  Activities such as sending intimate letters or e-mails from a member of staff to a student, personal telephone calls, suggestive comments and dating are unacceptable. Staff receiving inappropriate communication from students should report the matter to a senior colleague who will investigate and deal with it appropriately.

Physical Restraint

Physical restraint of students is part of a range of strategies available to manage challenging behaviour and to protect the safety of children. The Education Restraint Policy is included in the Special Educational Needs Policy. A link to this policy can be found in the ‘Relationship to other Policies’ section of this document.

Restraint should only be used as a last resort after other strategies included in the school’s behaviour policy. Physical restraint always carries a risk that the child or staff may be damaged, physically or emotionally. Inappropriate or excessive use of restraint can lead to an allegation of assault.

Physical Contact and Intervention

Do Don’t
Have another person present Use restraint in anger
Defuse the situation – ‘talking down’ Adopt a threatening stance
Use physical restraint as a last resort Be confrontational
Be aware of gender and cultural issues Restrain by tying or binding
Use MINIMUM amount of reasonable force Search a student without appropriate advice
Continually offer the child the opportunity to regain self-control Hit or shake a student, pull hair, hold arms behind back or squeeze excessively
Ensure a written report is compiled following the use of any restraint  
Inform Safeguarding Lead after the incident  

Photography, Videos and Other Creative Arts

Many activities involve recording images. These may be undertaken as part of the curriculum, extra school activities, for publicity and to celebrate achievement. Staff need to be aware of the potential for these occasions to be misused for pornographic or “grooming” purposes. Careful consideration should be given as to how these activities are organised and undertaken. Using images of children for publicity purposes will require the consent of parents. Images should not be displayed on websites, in publications or in a public place without such consent. When using a photograph for publicity purposes the following guidance should be followed:

  • If the photograph is used avoid naming the child
  • If the pupil is named avoid using their photograph
  • Schools should establish whether the image will be retained for further use
  • Images should be securely stored and used only by those authorised to do so

Further advice is available in the Education ‘Policy and Guidance on Use of Images: photographs, videos, CCTV and web cams.’

E-Safety - Internet Use

The College has a clear procedure regarding access to and the use of the Internet and have regard to Education guidance.  Staff should also refer to the schools’ e-safety policy, including the Acceptable Use Agreement (AUA).

Under no circumstance should staff in Education settings access inappropriate images. Accessing child pornography or indecent images of children on the Internet and making, storing or disseminating such material is illegal.

Using Education equipment to access inappropriate or indecent material, including adult pornography, is unacceptable.

Education advises staff to exercise caution when communicating with children and young people using the Internet or mobile technology. Staff should only use official Education email accounts to talk to students online so that any communication is logged. It may be appropriate to set up a site to communicate in some circumstances, for example, to arrange sporting fixtures or for a particular curricular activity but staff should ensure their line manager or SLT is aware of this and that it is shared with other staff.

Staff should also only communicate on school matters as personal communication could be considered to be inappropriate.

Students might try to include staff in their ‘friends’ list on their online social network or get hold of a personal email address or mobile number. Staff should be cautious about this as there are inherent risks in staff using such sites to communicate with students in respect of the potential overlap between their personal and professional lives.

Appendix 6 - Police Involvement in Schools Procedure

The Education Department has a policy on Police Involvement in Schools.

A copy of the full policy is available at the link in the ‘Relationship to other policies’ section of this document.  Please see below a summary of key points:

Contacting the Police

Should an event occur which requires Police involvement, then please speak to a Senior Manager at school. The Senior Manager will decide whether the police should be contacted.

The Senior Manager will

In an EMERGENCY dial 999

For an incident which is not an emergency –dial 612612

Schools are encouraged to deal with minor incidents internally, using the Improving Behaviour Policy.

If an incident is deemed serious enough to contact the police, then all interviews with those suspected of being involved in the crime must stop until the Police arrive

Receiving a call from the Police/Social Services

General phone calls - When anyone calls and speaks to any member of JCG staff, saying that they are from the Police or Social Services

DO

  • Ask a caller who they are and what agency they are from and take their telephone number. Tell them that someone will get back to them asap.
  • Tell a member of SLT about the call immediately, so that they get back in touch with the police/agency asap.
  • If in doubt what to do, do not speak to the person, just say that you will inform the person who is the best person to help them with their request.

DO NOT

  • Give out any details about a student unless you know that the person is their parent/carer.
  • Say whether a student is in school or give any personal details over the phone. The Police are required to produce a Data Protection request form, which they will show a member of the SLT, before we are obliged to give out any information or details about students.
  • Speak to anyone other than the parent of the child. If you are unsure they are the parent, then ask for their number and call them back later, after checking their telephone number on SIMS.

Appendix 7 - Domestic Abuse Notification Protocol (extract)

  1. Introduction 

This protocol sets out a joint-agency procedure to provide, by early intervention, appropriate support for children and young people who have experienced domestic abuse in their household.

Child/young person in this document refers to any child under the age of 18 years.

What is domestic abuse?

This definition was provided by the UK Home Office and was adopted in Jersey on 1st January 2013.

Any incident or pattern of incident of controlling, coercive or threatening behaviour, violence or abuse between those aged 16 or over who are or have been intimate partners or family members regardless of gender or sexuality. This can encompass, but is not limited to, the following types of abuse:

  • psychological
  • physical
  • sexual
  • financial
  • emotional
  • Controlling behaviour includes a range of acts designed to make a person subordinate and/or dependent by isolating them from sources of support, exploiting their resources and capacities for personal gain, depriving them of the means needed for independence, resistance and escape and regulating their everyday behaviour.
  • Coercive behaviour includes an act or a pattern of acts of assault, threats, humiliation and intimidation or other abuse that is used to harm, punish, or frighten their victim. 

Domestic Abuse is a safeguarding children issue: statistics show that the States of Jersey Police [SOJP] attend between 900 – 1100 domestic incidents a year and that around 45% of these involve children within the household or linked to the involved parents. It therefore follows that a number of these children will be ill-prepared to deal with school either the following day or on a Monday morning.

Witnessing domestic abuse is distressing for a child, who can often see the abuse, hear it from another room, see a parent’s injuries or distress afterwards or be physically hurt trying to stop the abuse.

The emotional responses of children who witness domestic abuse may include fear, guilt, shame, sleep disturbances, sadness, depression, and anger.

Research tells us that domestic abuse may have a long term psychological and emotional impact on children.

This protocol supports the implementation of working partnerships between the SOJP and the Education Department, in this case the Education MASH researcher. The protocol sets out how information will be shared between the SOJP and the Education MASH researcher who has links with every school in Jersey.

With an ethos based on ‘safeguarding children and promoting the welfare of children’, the SOJP will inform the Education MASH researcher about any domestic abuse incidents where a child has been present to allow the school to take appropriate steps to support the child during what could be an emotionally difficult day and ensure support as needed continues.

Schools can then ensure support mechanisms are in place for the child. In its simplest form, given some leeway, comfort and support. This makes a huge difference to children. It also allows children the opportunity to talk about their experience in the knowledge that a safe adult in school understands what is happening in their lives.

It is felt that the numbers of incidents can be managed through existing information sharing protocols, in this case from PPU to Education MASH researcher. The Education MASH researcher will then be expected to share information with relevant schools.

The information shared will only be what is required to safeguard the child or, and would include:

  • Date and time of incident
  • Brief circumstances
  • Police action if appropriate
  1. Aims

This Protocol does not replace or supersede existing protocols, or singularly address child welfare. The Protocol should always be followed in conjunction with the current safeguarding procedures and practitioner’s guidelines found here  and is in place to ensure the child’s welfare is safeguarded and promoted.

By sharing this information, children who are experiencing domestic abuse will have access to responsive support after a domestic abuse incident. Schools will receive information when:

  • Police have been called out to a domestic abuse incident
  • The child is present in the household at the time of the incident
  • If the child is not present there is evidence to show that domestic abuse has been occurring in the household where the child resides, for some time
  • The child is attending an Education Department educational setting.

This knowledge, given to the schools by the Education MASH researcher allows the provision of silent or overt support dependent upon the needs and wishes of the child.

  1. Legal Requirements

Introduction

Professionals can only work together effectively to protect children if there is an exchange of relevant information between them. This has been recognised by the courts in Jersey (see X v Minister for Health and Social Services [2015] JRC252).

Any disclosure of personal information to others must always have regard to the Law. This Protocol sets out the legal position of PPU, Education MASH researcher and schools in relation to exchanging and sharing of information.

Law of Confidentiality

Personal information about individuals held by PPU is subject to the legal duty of confidence, and should not normally be disclosed without the consent of the subject. However, the law permits the disclosure of confidential information where a countervailing public interest can be identified. Such a public interest might relate to the proper administration of justice and to the prevention of wrongdoing. The court in R v Chief Constable of North Wales Police, ex parte Thorpe [1996] QB 396 Lord Bingham CJ considered that where a public body acquires information relating to a member of the public which is not generally available and is potentially damaging, the body ought not to disclose such information save for the purpose of and to the extent necessary for performance of its public duty or enabling some other public body to perform its public duty.

There is a public interest in the safeguarding of children. Both Jersey case law and the Data Protection (Jersey) Law 2005 recognise that it may be necessary for PPU to disclose confidential information to the Education MASH Researcher for the purposes of safeguarding children and young people who have experienced domestic abuse in their household. The information to be disclosed must be both relevant and necessary for the purposes of safeguarding.

It is acknowledged that the law on the disclosure of confidential information is complex. There are restrictions on the sharing of information between the parties under the Data Protection (Jersey) Law 2005 and the Human Rights (Jersey) Law 2000. However, the sharing of information is not necessarily contrary to these Laws.

Data Protection (Jersey) Law 2005

The Data Protection (Jersey) Law 2005 (the 2005 Law) requires that personal information is obtained and processed fairly and lawfully; only disclosed in appropriate circumstances; is accurate, relevant and not held longer than necessary; and is kept securely. The 2005 Law allows for disclosure without the consent of the subject in certain conditions, including for the purposes of the exercise of any functions conferred on any person by or under any enactment.

When disclosing personal information, many of the data protection issues surrounding disclosure can be avoided if the consent of the individual has been sought and obtained. Where consent of the individual is not sought, or is sought but withheld, there can be an exchange of information between the PPU and the Education MASH Researcher where there is an overriding public interest or justification for doing so.

The Data Protection (Sensitive Personal Data) (Jersey) Regulations 2005 contain further conditions for processing Sensitive Personal Data. Given the information to be shared relates to children and young people who have experienced domestic abuse in their household and is for the purpose of providing support to the child or young person, the PPU can share such information for a policing function (Regulation 11).

This means that the exchange of relevant information between PPU and the Education MASH Researcher in this Protocol is not restricted under the 2005 Law because it will nearly always be the case that the overriding public interest in favour of sharing the information will apply.

Children (Jersey) Law 2002

The Children (Jersey) Law 2002 is the law that governs what Jersey authorities adhere to with regards to children. In particular, Article 4 provides that a person who does not have parental responsibility for a particular child but has care of the child may (subject to the provisions of that Law) do what is reasonable in all the circumstances of the case for the purpose of safeguarding or promoting the child’s welfare.  This would include the sharing of information where it is necessary and in the public interest to do so.

European Convention on Human Rights 

The Human Rights (Jersey) Law 2000 gives effect to the rights and freedoms guaranteed under the European Convention on Human Rights. Article 8 protects the right to respect for private and family life, home and correspondence.  Article 8 is a "qualified" right which means that it can be interfered with where it is in the interests of national security, public safety or the economic well-being of the country, for the prevention of disorder or crime, for the protection of health or morals, or for the protection of the rights and freedoms of others.

The court will order disclosure of information where it is necessary for the protection of health or morals, for the protection of the rights and freedoms of others and for the prevention of disorder or crime (Article 8 (2)). Disclosure should be appropriate for the purpose and only to the extent necessary to achieve that purpose.

Information sharing

It is recognised that the handling of such confidential, sensitive information needs to be dealt with in a way that is proportionate and appropriate to the needs of each child or young person. To address this, the Education MASH researcher will only disclose information to ‘Key Adults’ from each school [The Designated Safeguarding Lead, Head Teacher or their Deputy]. The Education MASH researcher will be responsible for recording what information is given to the ‘Key Adults’ and to agreeing the secure storage of such information. Further dissemination within the school must be on a ‘Need to know’ basis.

Whilst consent may not be required good practice dictates that Police Officers ensure that children [age appropriate] and parents/carers are aware that information will be shared with the school and Education MASH researcher and for what purpose. This is with the usual considerations that this will not increase risk to the child or impact on the prevention or detection of crime.

Roles and Responsibilities Police

What will be disclosed?

Details collated with respect to the child will include their name, age, date of birth, home address and school attended. The school will be told the time/date/location of the incident, the parties involved in the incident [including their relationship with the child], and the child’s involvement in the incident.

How will it be disclosed and when?

Information will be disseminated from the Public Protection Unit [PPU] directly to the Education MASH researcher, in the Multi-Agency Safeguarding Hub. The Education MASH researcher will then be responsible for sharing the information once they have confirmed the school attended. A log will be kept by PPU as to what is disclosed and when as will the Education MASH researcher

Incidents occurring on Friday, Saturday or Sunday will be disclosed to the Education MASH researcher on the Monday morning.

There is no planned provision to share information on all incidents with the Education MASH researcher during school holiday periods, as the aim of this protocol is to provide support in the period immediately following the incident. (However significant incidents occurring during the school holidays will be considered for disclosure at the start of term)

A disclosure will be made in respect of all children attending Education Department Schools/Settings.

Education Department’s /School’s Responsibility

It is the responsibility of the Education Department Designated Safeguarding Officer [DSO] to ensure that the ‘Key Adults’ who receive this information are those who are suitably briefed around safeguarding and the handling of such sensitive information.

Any changes to the named ‘Key Adults’ would be managed between the school and the DSO and shared with the Education MASH researcher. Schools should ensure any change of DSL is notified to the Ed. Dept. DSO and both the DSL/ Head teacher and/or their deputy are aware of and able to implement their responsibilities in relation to this protocol. This means ensuring that key administrators/receptionists are aware of the importance and significance of contact from the Education MASH researcher so information can be shared in a timely manner.

Schools must record and retain the information that they receive from the Education MASH researcher and such information will be stored in the same way as child protection records. Schools need to be aware that in the event of any domestic murder or serious case review the documents may be required for disclosure purposes.

Data controllers

The PPU, Education MASH Researcher and the school, which either sends or receives data from the other in pursuance of this Protocol, and that processes that data, or any part of it, for their own purposes is a data controller for their version of the data. Data controllers are responsible for complying with their obligations under the 2005 Law in respect of any personal and sensitive personal data that they process. 

Data Retention

In line with the 5th Principle in Schedule 1 to the 2005 Law data controllers must ensure that all Personal data must not be kept longer than is necessary for the purposes for which they are processed. The PPU, the Education Department and schools agree to review their records retention policies and ensure that appropriate provision is made for the retention and destruction of Personal data obtained as part of this Protocol.

Data Security

In accordance with the 7th principle in Schedule 1 to the 2005 Law, data controllers must take appropriate technical and organisational measures against unauthorized or unlawful processing of personal data and against accidental loss or destruction of, or damage to, Personal data.

There are always data security risks when transferring and managing personal and sensitive personal data. Both the PPU and the Education Department agree to take action to mitigate these risks by adopting appropriate data security practices, including ensuring that they have robust procedures in place to protect against the loss or theft of data received pursuant to this Protocol. 

  1. Schools Responses

Once the school Designated Safeguarding Lead (DSL) receives information from the MASH Education Researcher they will inform relevant school staff so that additional support can be implemented during the school day. For primary school children this is likely to be the class teacher, for secondary school children it may be the form tutor, head of year or relevant subject teachers.

If the child already receives additional support, for example, the Social, Emotional, Mental Health and Inclusion Team (SEMHIT) may already be working with the child and family, the school ELSA and/or school counsellor, they should be informed on ‘a need to know’ basis as such information is likely to influence their approach and assessment of the child.

Being prepared for the unexpected

The child may be unusually upset and emotional, but equally, they may present as withdrawn and ‘not their usual self’. The identified school staff need to observe and monitor. There is a chance the child will disclose to an adult about what has happened, or share further information that raises further concern. Staff need to manage any disclosures in the usual way according to safeguarding children procedures.

For full policy and appendices please see full document at this link:

Q:Student SupportExternal Agency info2018 01 05 DA Notification Protocol.pdf

Appendix 8 - Online Safety Policy

Introduction:

The internet and constantly evolving technology continually changes the way that we all interact with the world.  Whilst advances in technology offer a plethora of excellent opportunities for teaching and learning this technology comes with some potential risks.

Online safety is not purely about technology.  Many of the issues arising from online activity are behavioural and consequently will be managed in the same way as any other inappropriate behaviour.

E-Safety messages such as ‘don’t post personal information online’ are now almost meaningless, as the whole point of social media for many young people is to share personal information.  Also the huge range of online applications now used means that locking information down via privacy settings is almost impossible.

Our key aim with respect to the use of technology is that there is no substitute for a strong established culture of safeguarding within the College, which prioritises the safety of both our students and staff, especially in relation to the use of online apps, social media and wireless technology.

Objectives:

To achieve these aims our policies, systems and procedures are designed to:

  • help students and staff to identify and manage risks when using technology.
  • use filtering and monitoring technologies to prevent students and members of staff from gaining either accidental or deliberate access to unacceptable online content whilst on the College’s premises or using College facilities.
  • encourage students and staff to report anything they encounter online which concerns them.
  • ensure, wherever possible, that students and staff do not engage in inappropriate activities when using technology whilst at school.
  • encourage students and staff to communicate appropriately, for example using only school email addresses to communicate with students.
  • regularly inform students, parents and staff about the latest potential online risks and concerns, also alerting them to related matters that include, online reputation, data protection and identity theft.

Systems and Procedures:

Staff:

  1. have a responsibility to familiarise themselves with the most up to date Education Online Safety policy and procedures documentation.
  2. are required to sign the JCG Staff Acceptable Use Agreement and the JCG Child Protection Policy
  3. have a responsibility to follow the College Safeguarding reporting procedure and it is essential that any information or concerns regarding eSafety are communicated as soon as is reasonably possible to the Designated Safeguarding Lead. (See College Child Protection Policy)
  4. should be aware of online eSafety procedures and positively communicate the importance of maintaining Digital Safeguarding in the use of technology with their students
  5. should, when using social networking sites for their private use ensure that their privacy settings are appropriate, protecting their online reputation and they should not, for example, befriend students, and also be aware of potential risks associated with befriending ex-students
  6. have a responsibility to ensure that any online information, in either a personal or professional capacity, protects their professional integrity and does not bring their self, the College, the States of Jersey nor the teaching profession into disrepute
  7. should, when selecting websites/ online content for learning, review it to use with students, check their Terms & Conditions with regard to data protection compliance and the minimum age set for the websites to protect children from risk of harm or to comply with legal requirements
  8. should participate in appropriate eSafety  and child protection training when requested
  9. should keep themselves informed of current online eSafety issues
  10. have a responsibility to teach and support students to identify and manage risks associated with online behaviour and reputation
  11. have a responsibility to maintain and keep data secure, ensuring all sensitive data is stored on the Q (sensitive) network drive and is appropriately encrypted
  12. should never allow their network log-in to be used by a student
  13. who wish to use social networking sites for educational purposes must complete an  appropriate risk assessment and have approval from the eSafety officer.

 Online Safety Training for Staff:

  1. All new staff will be given guidelines and procedures during their induction period.
  2. The College will provide appropriate eSafety training.
  3. NQTs will receive training from the Education department as part of their induction programme.
  4. Where appropriate, individual staff may access further relevant training.

The eSafety Officer and the DSL have joint responsibility for:

  1. having a clear understanding of child protection, eSafety and data protection policies and procedures – and be able to determine the applicable policies/ procedures for different situations
  2. acquiring appropriate relevant training regarding new technologies and their impact on Online Safety
  3. attending eSafety / Online Safety conferences and strategy meetings
  4. identifying training needs for the Student Support Team
  5. being the primary point of contact between the College and the Education departments Head of Governance (Mel Pardoe)
  6. planning and delivering student and parent awareness programmes (e.g. information booklets, parent information evenings)
  7. sharing and evaluating concerns held by staff so that appropriate action to safeguard the welfare of students can be taken
  8. ensuring  members of staff are informed about lines of external support that are available to them, such as the Professionals’ Online Safety Helpline ([email protected]) operated by the UK Safer Internet Centre http://www.saferinternet.org.uk/about
  9. monitoring and responding to Lightspeed (filtering) and alerts as appropriate
  10. ensuring eSafety / Online Safety signage and information is visible around the College and is regularly updated
  11. supporting students who may be the subject of any Online Safety concerns and referring to outside agencies if appropriate
  12. liaising with and supporting staff who have concerns about Online Safety
  13. maintaining confidential records of meetings and events relating to Online Safety issues
  14. making use of the 360 degree safe school self-review tools to inform the College Online Safety Policy
  15. maintaining a record of staff who are using social media with their students and ensuring that risk assessments where appropriate are updated for websites and Apps 

All Students should be encouraged to take responsibility for:

  1. their own online eSafety and, together with parents, sign and abide by the student AUA
  2. ensuring that their Online Profile is secure and does not make them vulnerable
  3. respecting personal privacy and keeping their own and other people’s personal information private, including photographs, passwords and any staff mobile phone numbers given out for the purposes of a school trip.
  4. realising that the need to respect each other is equally important online as it is face to face contacts
  5. reporting inappropriate use of technology immediately to a teacher
  6. engaging in lessons on eSafety awareness and Online Safety training
  7. behaving in a healthy and positive manner towards digital technologies and when engaging in online activities

Parents/guardians have responsibility for:

  1. discussing and supporting their child abide by the AUA
  2. discussing the need to be safe online with their child
  3. encouraging their daughters to report any concerns regarding online safety to them or to the school
  4. accessing support systems in school and via the Internet to develop an appropriate awareness of how to protect their child
  5. Contacting the College (eSsafety Co-ordinator or DSL) with any concerns regarding Online Safety
  6. respecting data protection issues when sharing images, videos and text, especially personal information about their child on social media networking sites
  7. respecting school passwords and encouraging their child never to attempt to obtain or to use another child’s or an adult’s password
  8. encouraging their child to read and respect (or to ask for advice or permission as appropriate) the Terms & Conditions of web services, especially with regard to the minimum age that some companies set for their websites in order to protect children from risk of harm or to comply with legal requirements 

The Principal has responsibility for:

  1. overseeing the application of the Online Safety Policy
  2. supporting the eSafety Officer as appropriate.
  3. ensuring that a member of the SLT team assumes the responsibility of the eSafety officer should the DSL or the designated eSafety Officer be absent.

Relationships to other policies

External policies to be found here.

  1. Child Protection ( ED )
  2. Online Safety Policy for Schools and Youth Projects (ED)
  3. Health and Safety (ED)
  4. Data Protection (ED)
  5. Education Department Online Safety Policy

Internal Policies:

To be found at: T drive College network and on the College website

  1. Child Protection
  2. Improving Behaviour Policy
  3. Counter bullying policy

Student Acceptable Use Agreement

Staff Acceptable Use Agreement

 

Community Use Policy and Procedure

Jersey College for Girls

Community Use Policy and Procedure

 

Policy Principles:

The following are defining principles and that should guide the implementation of the policy:

1.Jersey College for Girls (JCG) as an integral part of the community

JCG is an integral part of the Jersey community and offers an effective use of taxpayers' investment in providing citizens with a place to come together, volunteer, build skills, access community programs, become physically active and build strong and healthy communities.

2. Fair and Equal Access

JCG is welcoming and inclusive and will offer community organisations and citizens fair access to use of school space at appropriate rates for community purposes in non-school hours.

3. School Activities are a Priority

School day activities and extra-curricular activities organised or administered by the school, students and governors shall have priority use of school space during and after regular school hours.

4. Education Sport and Culture Accredited organisations

ESC and organisations on its accredited list will have free use of JCG’s basic facilities other than when the school incurs additional cost for caretaking, cleaning, security, lighting or equipment.  Caretaking, cleaning, security or equipment will be charged to the user.

5. Not-for-profit organisations to be charged nominal rates

JCG, where feasible, will ensure that after-hours user fees for school facilities are affordable for not-for-profit community users.

6. Commercial organisations

Commercial groups who meet ESC’s criteria for appropriate users will be charged according to the scale of published fees, which have been designed to incorporate true costs as well as maintenance and replacement costs for equipment used by the hirer.

Community groups using school space - Community groups seeking the use of JCG’s facilities are responsible for adhering to the school’s administrative procedures for the use of school space.  They are also responsible for ensuring that school facilities are utilised in a responsible and respectful manner.

Procedures and forms:

  • Conditions of Hire.
  • Application Form for Hire.
  • Conditions of Hire - Confirmation Form.
  • Responsibility for Equipment During Hire.
  • Emergency Evacuation.
  • Hire Charges.

Procedures

 Hiring

When an interested party has indicated that they wish to hire facilities the following procedures will be followed.

  • Arrange for the hirer to converse with the Site Manager.
    • Find out dates and times required.
    • Find out what type of event.
    • Find out rooms required.
    • Find out how many people will be attending.
    • Inform the hirer that they could be charged for cleaning of hired areas depending on size of function.
    • Inform the hirer that in-house catering can be provided or that external catering provider can be used directly.
    • Explain to the hirer about giving the school a copy of their up to date insurance document, showing public third party indemnity no less than £5,000,000.
  • On gaining information from the hirer.
    • The Site Manager to calculate the overall cost of the event.
    • Arrange a meeting with the site teams to discuss requirements of hirer.
    • After discussion, decide upon the availability of the resources required.
    • Agree or amend costing of event.
    • Inform the hirer if event can take place along with related costs.
    • The Site Manager to liaise with caretakers, confirm availability and make necessary arrangements to work.
    • If required the Site Manager will conduct a risk assessment, implement control measures and send a copy to key stakeholders.
  • On agreement of the hire of the school premises.
    • Agree the cost with the hirer.
    • Send the hirer all booking documents by post or via e-mail.
    • Inform the Office manager so that the provisional booking on the whole school electronic calendar.
    • Inform staff which rooms / areas will be required, times and dates.
  • On receipt of booking forms and Insurance
    • Site Manager to check booking forms received.
    • Site Manager to check and to contact hirer if documents are not accurate.
    • Site Manager to check Insurance Document and contact hirer if additional insurance information is required.
    • Site Manager to file original completed documentation in the Community Bookings File.
    • Finance Assistant invoice the hirer via the States of Jersey Treasury Department (SOJTD). In her absence the Finance Assistance will make the necessary invoice arrangements.

Conditions of Hire

1.APPLICATIONS

Applications for use of premises must be made on the official booking form and sent to the Site Manager.

2. PAYMENT

All cheques should be payable to ‘The Treasurer of the States’

3. CANCELLATION

By the Hirer

All cancellations of events must be notified to the Site Manager.

The Hirer is to notify the Site Manager of any cancellations as far in advance as possible.

If the Hirer cancels on a regular basis, permanent bookings will be reviewed for the next session.

By the College

The College reserves the right to cancel or close any facility at its discretion.  In these circumstances monies paid for unused bookings, or booking period, will be refunded in full.

4. USE OF FACILITIES

The premises may only be used for the purpose specified in the application and in the event of it being used by the Hirer for any other purpose, the College will be entitled to stop the activities and to terminate the booking immediately.  The booking fee will not be returnable in such circumstances.

5. BOOKING TIMES

These shall include a 30-minute preparation and cleaning up time.  An extension of the period booked can be granted if the requested times are available. Extension time for an event is made at the discretion of the College.

Preparatory operations will not be allowed to commence before the time of the booking and the facility must be cleared of all equipment and persons by the end of the booking except where prior arrangements have been made.

6. EQUIPMENT

All agreed equipment available to the College may be used by the hirer at the discretion of the School. All equipment used must be replaced to the location it was found and any faults must be reported to the Site Manager as soon as possible

7. CLEANING

The Hirer shall leave the premises tidy and ensure all furniture is returned to the original layout. Hired events may require cleaning in order to return the College to operational standards

8. DAMAGE

The Hirer shall not cause damage to the premises of any kind.

Should accidental damage occur, the Hirer shall notify the College at the first opportunity.  If such notice does not occur or if, in the opinion of the College, the damage was caused by willful action or inaction on the part of the Hirer, the Hirer will be charged the full cost of repairs or replacement.

9. ACCESS

Access to other areas of the premises, not included in the booking, may be agreed at the discretion of the College.  Unless such agreement is granted, access to all areas such as staff rooms, classrooms, office areas and laboratories is forbidden.

The Hirer shall be responsible for the observance of these conditions of entry by all persons permitted by the hirer to enter the premises under the agreed booking.

10. CONTROL

The Hirer or Hirer’s representative shall be in attendance at all times throughout the period of the booking and shall, at all such times, be responsible for the safe practice of any activity undertaken.

11. ADMISSION

The College reserves the right to refuse admission to any person to the establishment.  The College shall have the right to expel or cause to be expelled any drunken or disorderly person, or any person acting in an unacceptable manner.

12. SAFETY, HEALTH & SECURITY.

The Hirer must at all times comply with any or all safety and security policies and procedures in force on the premises.  Access to the doors and passages must not be obstructed at any time and any layout of equipment and/or seating must be agreed in advance and must not be altered without the permission of the College.

The Hirer must also, at all times, comply with any reasonable instruction given by the College, in connection with safety and/or security.

The Hirer shall not bring onto the premises any articles of an inflammable or explosive nature.

The hire of the caretaker/s for the safety and security of the premises is included within all hire costs.

13. INDEMNITY

Though it is very comprehensive, the insurance cover maintained by the States of Jersey, does not insure Hirers for accidents or injuries caused by or during the activity undertaken.

The Hirer must be in possession of a Public Liability Insurance Policy, which shall be endorsed to note the interest of the States of Jersey, in respect of any hired facilities.  The limit of indemnity is to be not less than £5 million and proof of such cover, noting the interest of the States of Jersey, will be required before the hiring commences.

The Hirer, in the event of loss, theft, or damage to an item of equipment belonging to the School and on loan to the Hirer must reimburse the Education Sport and Culture up to the first £500 in the event of a claim, subject to the policy excess, if an increase occurs.

14. PROPERTY BELONGING TO THE HIRER

Neither the College nor any of its employees shall be responsible for any damage to, or loss of, any property, whether belonging to the Hirer, or to any person using the premises during a booking or at any other time.

In addition, equipment and materials may only be stored on the premises by prior arrangement with the College.

15. ALCOHOL AND REFRESHMENTS

No refreshments may be brought onto or sold within the premises without the prior consent of the College.

The College is a no smoking site and is prohibited in all internal and external areas.

No alcohol of any kind may be brought onto the premises without the permission of the Principal or Head Teacher.

16. BROADCASTING / TELEVISION / MEDIA

The College must be consulted and must give their permission before broadcasting / television rights are agreed to, or film, video or photographs for any professional use or publication are taken.

17. NOISE

The operation of any recording devices or amplification equipment shall only be carried out with the consent of the College.  If such consent is given, the Hirer shall at all times respect the requirements of other users and neighbours of the premises and the College may at any time require that the level of sound be reduced.  During the summer months all doors and windows must be shut at 7.00 pm and winter months 6.00 pm in order to prevent noise pollution.

In the event of non-compliance with this condition, the College may immediately prohibit the use of the equipment or, failing this, terminate the booking. 

18. ADVERTISING / PUBLICITY

Advertising posters or other such publicity may only be erected in the areas designated and with the consent of the College. Under no circumstance should any posters be secured to painted walls.

19. FIRST AID

 Adequate first aid precautions must be taken as appropriate by the hirer. Hirers must provide their own first aid kit at all times.  Any injury to a person is the responsibility of the hirer and not the school. The hirer must keep a record of any first aid given and all injuries must be reported to the school at the earliest possible time.  The College holds no responsibility for injuries and accidents.

20. THE HIRER IS ALSO RESPONSIBLE FOR:

The administration, organisation, and running of a particular event.

Ensuring that all participants are appropriately dressed including footwear, that is appropriate for the particular activity and area in use.

21. CHARGES

Charges for the use of the facilities shall be laid down by the College, which reserves the right to vary them with appropriate notice.

22. BREACH OF REGULATIONS

If any period of hire is cancelled or terminated by the College, as a result of a breach of any of these conditions, the Hirer shall remain liable for the charges due up to and including the time of hire termination.

23. EMERGENCY EVACUATION

The Hirer must make all attendees to any event aware of the emergency procedures and assembly point(s) designated for the premises.

24. PARKING

 Often events have large numbers of people attending. If parking attendants are required an additional caretaker/s will need to be hired.

CLICK HERE TO DOWNLOAD THE APPLICATION FOR HIRE OF COLLEGE PREMISES

Facilities at Jersey College for Girls Available for Hire to Community Users

Rooms Cost per hour
Normal Class Room £20.00
Dance and Drama Studios £40.00
College Hall – Maximum of 400 persons with Bleacher Seating.

This area can be split into three separate areas if required

£60.00
Lecture Theatre with Video Projection (170) seats £40.00
IT Room, out of school and term time hours only £200.00 per day
Catering and Dining Room Facilities £200.00 per day
Home Economics Room 1 and Room 2 £40.00
Band Room £25.00
Outdoor Facilities
Astro-turf Tennis Courts with changing and showering facilities £12.00
Astro-turf Hockey Pitches with changing and showering facilities £37.50 per match

£18.75 1/2 pitch per hour

Staff Costs  
Caretakers £30.00
Caretakers – Sundays and Bank Holidays £40.00

Special hiring packages are available on negotiating through the College – please contact June Fosse, Site Manager, Jersey College for Girls

Tel: 01 534 516250

e.mail: [email protected]

IMPORTANT NOTICE 

Please be aware that if you do not keep to your booking times, you will be invoiced for any additional cost.

 

 

 

 

 

 

Complaints Policy

Jersey College for Girls

and

Jersey College Preparatory

Complaints Policy

 

Authors: Carl Howarth

Date: October 2018

To be reviewed: January 2021

Whole College Policy For dealing with Complaints from Parents / Guardians

Context

We welcome suggestions for improving our work in College. Be assured that, no matter what you want to tell us, our support and respect for your child and their work will not be affected in any way. Please tell us of your concern as soon as possible. It is difficult for us to investigate an incident or problem properly if it took place some time ago. We do appreciate the assistance we receive from parents in addressing any problems that arise.

We receive very few complaints. Problems sometimes arise from misunderstandings which are easily addressed. Most concerns and complaints can be sorted out quickly by speaking with your child’s teacher, tutor or Head of Key Stage. When parents and teachers treat each other with mutual respect and support, this provides a very good role model for all our children.

If, having spoken to the teacher/member of staff, you still have concerns; you should see the Vice Principal for JCG or the Head Teacher for JCP. The Vice Principal / Head Teacher, or nominated senior teacher, will investigate the problem and discuss the findings with you so that we can find a way forward together which serves the best interest of both the College and your child. In the unlikely event of the problem remaining unresolved you can put your complaint in writing and, if necessary, could subsequently refer it to the Chair of Governors.

Introduction 1

1.1 Circulation: This policy is addressed to the College Executive Team; to all members of the teaching and support staff; and to parents.

1.2  If assistance is required with making a complaint, for example because of a disability, parents should contact the Vice Principal, JCG or the Head Teacher of JCP, who will be happy to make appropriate arrangements.

1.3 Policy status: The policy has been approved by the Principal and the Governing Body of Jersey College for Girls (the College). It provides guidelines for handling complaints. The policy applies to all sections of the College. Some of the procedures can only be carried out during term time.  It is drafted in accordance with Part 7 of the Education (Independent School Standards) Regulations 2014 (SI 2014/3283) and The Department for Education, States of Jersey, ‘Complaints / Concerns – Dealing with Public Concerns Policy’.

1.4 Application: Separate procedures apply in the event of a child protection issue (see the College’s Safeguarding policy published on the website), or if the Principal / Head Teacher requires the suspension of a student and the parents seek a Governors' Review of that decision (a copy of the Department for Education, States of Jersey, Suspension policy is available on request).

1.5 Parent(s) / You: Includes a current parent or legal guardian of a student currently on roll at the College, and may include a parent whose daughter / son has recently left the College but only if the complaint was initially raised when the student was still on roll at the College.

1.6 Four stages: This policy describes a four stage procedure:

  • Stage 1: informal raising of a complaint notified orally or in writing to a member of staff
  • Stage 2: a formal complaint in writing to the Vice Principal / Head Teacher
  • Stage 3: a reference to the Complaints Panel
  • Stage 4: a reference to the Department for Education, States of Jersey

Timescales

We aim to resolve any complaints in a timely manner.

Timescales for each stage are set out below in the relevant paragraphs. When we refer to working days, we mean Monday to Friday, when the College is open during term time. The dates of terms are published on the College’s website.

Parents should immediately notify the Principal / Head Teacher to take urgent action if they have a concern about their child’s safety. Any concerns should be confirmed in writing to the Principal, JCG or Head Teacher, JCP.

  1. Policy aim and statement

2.1 Aim: Our College ethos promotes open communication with parents and encourages a continuing dialogue between home and school throughout a student’s education. The aim of this policy is to ensure that a complaint is managed sympathetically, efficiently and at the appropriate level, and resolved as soon as possible. We will try to resolve every complaint in a positive way with the aim of putting right a matter which may have gone wrong and, where necessary, reviewing our systems and procedures in light of the circumstances.

2.2 Policy statement: Any issues which arise are normally dealt with informally through discussion and parents are fully involved in key decisions which affect their child’s career. We publish contact details for student support and academic staff on the College website and further details are available from the College office. We encourage parents to use these channels should an issue arise as we need to know as soon as possible if there is any cause for dissatisfaction or concern. Complaints will always be dealt with in accordance with this policy. Parents and students should never feel (or be made to feel) that a complaint will be taken amiss or will adversely affect a student’s opportunities at this College.

3 Management of complaints

3.1 Complaints co-ordinator: The Vice Principal, JCG, and the Head Teacher, JCP, are responsible for the coordination and administration of the Complaints Procedure. If the Vice Principal, JCG, and the Head Teacher, JCP, are unavailable or are the subject of the complaint, their duties will be carried out by the Principal. If the subject of the complaint is the Principal, their duties will be carried out by the Complaints Panel as outlined in the Stage 3 procedures.

The main responsibilities of the Vice Principal, JCG, and the Head Teacher, JCP, are to:

  • be the first point of contact while the matter remains unresolved and keep records;
  • co-ordinate the complaints procedures in school;
  • arrange assistance for parents who require this, for example, because of a disability;
  • maintain an on-going training programme for all College employees in relation to complaints;
  • monitor the keeping, confidentiality and storage of records in relation to complaints;
  • report regularly to the Principal and Board of Governors with respect to complaints.

4 Stage 1: complaints and difficulties

4.1 We expect that most complaints, where a parent seeks intervention, reconsideration or some other action to be taken, can be resolved informally. Examples might include dissatisfaction about some aspect of teaching or student support, or about allocation of privileges or responsibilities, or about a timetable clash or some other aspect of the College’s systems or equipment, or a billing error. Complaints of discrimination, harassment or victimisation are taken very seriously and may need to be dealt with formally.

4.2 Notification: If appropriate, please raise the complaint initially as follows:

4.2.1 Education issues: if the matter relates to the classroom, the curriculum or special educational needs, parents are asked to speak or write to their child’s form tutor or relevant Head of Department as appropriate. If appropriate, the matter may be referred to the Assistant Head, Curriculum for JCG or the Head Teacher, JCP;

4.2.2 Student Support: for complaints relating to matters outside the classroom, parents are asked to speak or write to their child’s form tutor or Head of Key Stage. If appropriate the matter may be referred to the Assistant Head, Progress and Welfare, JCG or Head Teacher, JCP;

4.2.3 Disciplinary matters: a problem over any disciplinary action taken or a sanction imposed should be raised first of all with the member of staff who imposed it, and, if not resolved, with the Head of Key Stage. If appropriate the matter may be referred to the Vice Principal, JCG, or the Head Teacher, JCP;

4.2.4 Financial matters: a query relating to financial matters should be raised in the first instance with the College’s Finance office. If appropriate, the matter may be referred to the College Bursar.

4.3 Acknowledgement: We will acknowledge a written notification by telephone, e-mail or letter within five working days of receipt during term time. In the holidays the acknowledgement will be made as soon as is practicable and not later than five working days beyond the start of the next term or half term. Depending on the nature of the complaint, the appropriate member of staff will arrange to either speak with the parent over the phone or invite them to a meeting, within ten working days. Following the meeting, the member of staff will contact the parent within 15 working days to see if the matter has been resolved to their satisfaction.  The member of staff will send a record of this informal complaint to the Vice Principal JCG / Head Teacher JCP.

4.4 Unresolved complaints: A complaint which has not been resolved by informal means to the parent's satisfaction within 15 working days should be notified to the College in writing as a formal complaint.  This will be dealt with in accordance with Stage 2 below.

5 Stage 2: formal complaint

5.1 Notification: If a parent is dissatisfied with the response to the complaint under Stage 1 and feels the need to lodge a formal complaint, details should be set out in writing and addressed to the Vice Principal, JCG, or Head Teacher, JCP, stating explicitly the wish to invoke the formal complaints procedure and including full contact details. A formal complaint will be acknowledged by telephone, e-mail or letter within five working days during term time, as soon as is practicable in the holidays and not later than five working days beyond the start of the next term or half term, indicating the action that is being taken and the likely time scale.

5.2 Investigation: We will treat complaints in as confidential a manner as possible. Discussions of the case will be limited to the Vice Principal / Head Teacher, those that need to be consulted and a senior member of staff may be asked to act as Investigator and / or may involve one or more Governors. The Vice Principal / Head Teacher and/or Investigator[s] may request additional information from parents and will probably wish to speak to parents personally and to others who have knowledge of the circumstances. The outcome of the investigation will be reviewed by the Principal and come to a decision.  The Vice Principal / Head Teacher will then notify the parents by letter of the decision and the reasons for it. Written records will be kept of all meetings and interviews held in relation to the complaint.

5.3 Outcome: The Vice Principal / Head Teacher’s aim would be to inform any complainant of the outcome of an investigation and the resolution to the complaint within 25 working days from the receipt of the complaint. Please note that any complaint received within one month of the end of term or half term is likely to take longer to resolve due to school holidays and the unavailability of personnel. In these circumstances the resolution will be communicated within 25 working days of the start of the new term or half term.

  1. Stage 3: reference to the Complaints Panel

6.1 We hope that any parent will judge that their complaint has been fully and fairly considered. If a parent is not satisfied, they may request that their complaint be referred to the Complaints Panel. A Complaints Panel (Panel) hearing is a review of the decision taken by the Principal at Stage 2. The Panel is not able to consider any new areas of complaint which have not been previously raised as part of the complaints procedure.

6.2 The role of the Panel: The Panel's task is to establish the facts surrounding the complaints that have been made by considering:

  • the documents provided by both parties and
  • any representations made by the parents and the Principal / Head Teacher.

6.3 After establishing the facts, the Panel will consider whether to uphold the complaint, in whole or in part, or dismiss the complaint. They will make these decisions on the balance of probabilities.

6.4 It is not within the powers of the Panel to make any financial award, nor to impose sanctions on staff, students, or parents. The Panel may make recommendations on these or any other issues to the Principal / Head Teacher or to the full Governing body as appropriate.

6.5 Composition: We will constitute a Complaints Panel of at least three people who were not directly involved in the matters detailed in the complaint comprising College Governor members.  If appropriate we may involve an independent member who is independent of the governance, management and running of the College.

6.6 Notification: To request a hearing before the Complaints Panel parents should write to the Clerk to the Governors within five working days of receipt of the Principal / Head Teacher’s decision. Requests will usually only be considered if the procedures for an informal (Stage 1) and then a formal complaint (Stage 2) have been completed. A copy of all relevant documents and the parents’ full contact details should accompany the letter to the Clerk. The letter should also state all the grounds of the complaint and should include a list of the documents which the parents believe to be in the College’s possession and that they wish the Panel to see. The Clerk will acknowledge the request in writing within five working days. Requests received during half terms or school holidays will be responded to as soon as practicable and in any case within five working days of the start of the new term or half term. If assistance is required, for example, because of a disability, the Clerk will be happy to make appropriate arrangements.

6.7 Convening the Panel: The Clerk to the Governors will convene the Complaints Panel as soon as reasonably practicable and the Panel hearing will take place within fifteen working days of the receipt of the request. However, parents should note that the Panel will not normally sit during half terms or school holidays.

6.8 Notice of hearing: As soon as reasonably practical and in any event, at least seven working days before the hearing, the Clerk will send the parents written notification of the date, time and place of the hearing, together with brief details of the Panel members who will be present.

6.9 Attendance: Parents will be invited to attend the hearing and may be accompanied by one other person such as a relative or friend. The hearing is not legal proceedings and so legal representation is not necessary. Parents should inform the Clerk to the Governors at least five working days prior to the hearing if this person is legally qualified and should note that the Panel will wish to speak to the parents directly and this person will not be permitted to act as an advocate. Copies of additional documents that parents wish the Panel to consider should be sent to the Clerk at least five working days prior to the hearing. The Clerk will circulate a copy of the bundle of documents to be considered by the Complaints Panel to all parties at least three days prior to the hearing.

6.10 Chair: The hearing will be chaired by one member of the Panel (chosen by themselves) and will be conducted in an informal manner.

6.11 Hearing: All statements made at the hearing will be unsworn. All present will be entitled, should they wish to do so, to write their own notes for reference purposes. The Clerk will be asked to take a minute of the proceedings.

6.12 Evidence: The Chair of the Panel will conduct the hearing in such a way as to ensure that all those present have the opportunity of asking questions and making comments in an appropriate manner. The hearing is not a legal proceeding and the Panel shall be under no obligation to hear oral evidence from witnesses but may do so and / or may take written statements into account.

6.13 Conduct: All those attending the hearing are expected to show courtesy, restraint and good manners or, after due warning, the hearing may be adjourned or terminated at the discretion of the Chair. If terminated, the original decision will stand. Any person who is dissatisfied with any aspect of the way the hearing is conducted must say so before the proceedings go any further and his / her comment will be minuted.

6.14 Adjournment: The Chair may, at his / her discretion, adjourn the hearing for further investigation of any relevant issue. This may include an adjournment to take legal advice.

6.15 Decision: After due consideration of the matters discussed at the hearing, the Panel shall reach a decision unless there is an agreed position. The Panel's decision, findings and any recommendations shall be confirmed in writing to the complainant and where relevant the person complained about within seven working days of the hearing. The decisions, findings and any recommendations will be made available for inspection on the College premises by the Governing Body and the Principal. Reasons for the decision will be given. The decision may include recommendations that will be sent to the parents, the Chairman of the Governing Body, the Principal and, where relevant, any person about whom the complaint has been made.

6.16 Private proceeding: A hearing before the Complaints Panel is a private proceeding. No notes or other records or oral statements about any matter discussed in or arising from the proceeding shall be made available directly or indirectly to the press or other media.

6.17 The completion of Stage 3 represents the conclusion of the College's complaints procedure.

  1. Stage 4: Beyond the Governing Body

7.1 Complaints can be taken to the Department for Education on the grounds that a Governing Body is acting or proposing to act unreasonably or has failed to discharge its duties.

  1. Record keeping

8.1 A written record will be kept of all informal and formal complaints, of the action taken and of whether they are resolved at stage 2 or proceed to a panel hearing.

8.2 The number of complaints registered under the Stage 2 Formal complaint procedure during the preceding school year are published in the Annual Governors’ Report.

8.3 Correspondence, statements and records relating to individual complaints will be kept confidential except where the States of Jersey or a body conducting an inspection requests access to them.

8.4 In accordance with data protection principles, details of individual complaints will be kept only for as long as is considered to be reasonably necessary in the circumstances.

Availability of this policy

A copy of this policy may be downloaded from our website (jcg.sch.je) or is available on request from the College office, Jersey College for Girls, Mont Millais, St. Saviour, Jersey, JE2 7YB (tel: 01534 516200).

This policy can be made available in large print or other accessible format if required.

Counter Bullying Policy

Jersey College for Girls

Counter Bullying Policy

 

Author: Emma Silvestri-Fox

Date: January 2019

To be reviewed: February 2021

Introduction 

This policy is intended to support the College in countering bullying. It is recognised that bullying can occur in all schools and that activity to counter any bullying is not an indicator that a school has a particular problem with bullying; rather, it is an indicator that the school takes the responsibility of countering bullying seriously.

All teachers have a duty of care towards our students, taking reasonable steps to protect the welfare, health and safety of students and to act with reasonable skill and care.

The staff carry the responsibility for making the school a safe and positive place for the whole school community. If a student takes part in a serious campaign of victimisation, abuse and intimidation, or episode of physical bullying against any other person belonging to the school community, they will be instantly suspended from coming to school whilst the behaviour is investigated and they may well be excluded.  Counselling may, however, be maintained for both parties even after certain sanctions have been applied.

Principles

  • We believe that all our community have the right to be respected and not to be bullied.
  • Students should tell someone if they are being bullied.
  • We all have the right to work in an environment without harassment, intimidation or fear.
  • We believe that bullying in any form is wrong and should not be tolerated, and that any environment that encourages bullying, prejudice or discrimination is unacceptable.
  • We respect difference and welcome diversity in our students and in society in general, and believe our work should be inclusive of all.
  • We believe that everyone should have the right to feel safe, secure and valued, and that creating a safe environment and dealing with bullying is everyone’s responsibility.
  • We believe children and young people should actively participate in decisions that affect them and should be supported in taking responsibility for their choices and subsequent actions.

Students should be encouraged:

  • To know, understand and accept the principle that any form of bullying, including online bullying, is unacceptable and they should be encouraged to tell their parents, a member of staff, or someone they trust should bullying occur;
  • To tell a parent, a member of staff or a peer mentor;
  • To contribute to an atmosphere in which positive relationships can be nurtured; and
  • To contribute ideas through Student Council to reduce bullying and to volunteer, through the student leadership team, to support other students.

Parents have responsibility for:

  • Supporting the principle that any bullying, including online bullying, is unacceptable;
  • Monitoring their children and communicating promptly with the College if they believe bullying is taking place;
  • Engaging in information evenings where bullying issues and strategies for managing bullying behaviour, including online bullying, are discussed; and
  • Supporting the College in following the counter-bullying procedures outlined in this policy.

Students who are bullying

Bullying behaviour has no place at the College.  If students are involved in bullying, they can expect that:

  • Their bullying behaviour will be challenged;
  • They will be treated fairly; and
  • They will be given the opportunity to change their behaviour and will be encouraged and supported in doing so.

This means:

  • They will be expected to work with staff to look at the reasons why they have been bullying and to find and put into practice other ways of behaving.
  • They will be offered the chance to work with the school counsellor who can help them to stop bullying.
  • Their form teacher will let parent(s)/carer(s) know what is going on and offer them the chance to help support their daughter in changing their behaviour.
  • Student will have regular meetings with staff to review their behaviour.
  • In the case of serious incidents the Principal may decide to take more serious action, e.g. to suspend the student and involve parents.

Online bullying procedures

  • Reassure the victim that online bullying is the same as other types of bullying and that it is unacceptable.
  • Investigate and gather evidence.
  • Refer to the online safety policy and acceptable use agreement.
  • Seek assistance from IT specialists.
  • Follow the normal counter-bullying procedures.
  • Advise parents regarding their child’s responsible usage of online technology.

What to do if you are bullied or if you see others being bullied

  • Tell your parents, a friend or a teacher (this may be your tutor, a subject teacher or a teacher that you wish to tell. You may wish to take a friend with you to help you to explain what has happened).
  • Tell a peer mentor or a friend if you would like to talk to another student and you think they will be able to help.
  • Students and parents will be informed of action taken where appropriate.

Peer Mentors / Student Support Prefects will:

  • Help students who are being bullied either physically or mentally.
  • Mentor victims of bullying and give them advice when needed in a calm, patient and understanding manner.
  • Maintain confidentiality unless somebody is in danger.
  • Respect personal boundaries.
  • Refer students to counsellors or appropriate adults should they have concerns about the students’ wellbeing.
  • Keep themselves safe.
  • Seek support should they have dealt with an issue they consider disturbing.
  • Keep up to date by using the antibullyingalliance.org.uk or https://respectme.org.uk/  websites.

Form tutors have responsibility for:

  • Knowing, understanding and accepting the principle that any form of bullying is unacceptable and following the school policy on Counter-Bullying.
  • Developing an atmosphere in which positive relationships are developed.
  • Building positive relationships with students, creating a positive environment in which issues, such as bullying are discussed and addressed.
  • Providing students with the opportunity to discuss any concerns that they may have, during tutor sessions and also during academic mentoring.
  • Ensuring students know that they will be listened to and taken seriously and that action will be taken to stop the bullying, explaining to them that they will be involved in the process of deciding what action to take to help stop the bullying and any worries that they may have will be listened to and respected.
  • Explaining that they will be given the opportunity to talk about the way that the bullying has made them feel and to find strategies to deal with these feelings and to understand and cope with bullying behaviour.
  • Following up on students who have expressed concern, encouraging them to meet with the School Counsellor for support when it is appropriate to do so.
  • Communicating with the Head of School and completing a record of the incident using the form in Appendix 2, passing it to the Head of School.
  • Informing parents if appropriate to do so.
  • Reporting to the Assistant Head Teacher Progress and Welfare or Principal if there are serious concerns about a student’s welfare.

Heads of Department have responsibility for:

  • Supporting class teachers should an incident of bullying occur during teaching time.
  • Supporting the teacher in dealing with the incident.
  • Communicating any concerns to the Head of School and recording the incident using the form in Appendix 2, passing it to the Head of School.

Subject Teachers have responsibility for:

  • Dealing with any incidents of bullying, should they occur in the teaching room.
  • Following up on incidents, reporting their concerns to their HOD and also to the Form tutor of the students concerned.

Heads of School (HOS) have responsibility for:

  • Supporting the subject teacher, form tutor or Head of Department in dealing with incidents.
  • Recording and filing any serious incident of bullying and informing parents.
  • Liaising with the Assistant Head Teacher Student Progress and Welfare regarding any incidents of bullying.
  • Ensuring a tutorial programme that incorporates appropriate reference to counter bullying.
  • Together with the Head of Personal Development coordinate the appointment, training and monitoring of the Peer Mentor group.

Head of Personal Development has responsibility for:

  • Ensuring that students learn about bullying issues, including online bullying, and that Counter Bullying techniques are included in the PSHE Scheme of Work and delivered through the PSHE programme.
  • Encouraging peer mentors / student support prefects to take part in training to become Anti-bullying Mentors.
  • Supporting Mentors in their role.

Assistant Head teacher Student Progress and Welfare has responsibility for:

  • Supporting the HOS in dealing with any incidents and in serious cases of bullying supporting the HOS and students during the consultation process.
  • Referring to Principal for advice concerning serious incidents.
  • Referring a student to the School Counsellor.

The Principal has responsibility for:

  • Ensuring the Counter Bullying policy is implemented and that all staff are aware of the policy and know how to deal with incidents of bullying.
  • Reporting to the governing body about the effectiveness of the counter bullying policy on request.

The Governors have responsibility for:

  • Supporting the Principal in the oversight of this policy and that the procedures of this policy are implemented.
  • Ensuring that when incidents of bullying do occur they are taken very seriously and are dealt with appropriately in line with the procedures set out in this policy .

If students ever fear for their physical safety, staff will take immediate action to keep them safe with the help of staff at the school, parents/carers and if necessary outside agencies such as the police.

Monitoring and evaluation

This policy will be monitored, evaluated and reviewed every two years.  We will include students in the review.

Dissemination

JCG will ensure that students are aware of this policy through PSHE / tutor time.  Parents and carers can view the policy via the College website.

Relationship to other policies

  • Education Policy on Counter Bullying
  • Education Child Protection Policy

Internal Policies:

  • JCG Child Protection Policy
  • JCG Improving Behaviour Policy

Appendix 1

Definition

  • Bullying is a subjective experience and can take many forms.
  • Any behaviour that is harmful, which may be carried out by an individual or group.
  • Behaviour which is repetitive, wilful or persistent.
  • It involves an imbalance of power, leaving the person being bullied feeling defenceless.

Examples of different types of bullying:

Physical:            hitting, kicking, tripping someone up, stealing/damaging someone’s belongings.

Verbal:               name-calling, insulting a person’s family, threats of physical violence, spreading rumours, constantly putting a person down., homophobic or racist remarks or verbal abuse.

Emotional/

Psychological:    excluding someone from a group, humiliation.

Racist:                insulting language / gestures based on a person’s actual or perceived ethnic origin or faith, name-calling, graffiti, racially motivated violence.

Sexual:               sexually insulting language / gestures, name-calling, graffiti, unwanted physical contact / Homophobic – insulting language / gestures, name-calling based on a person’s actual or perceived sexuality, name-calling, graffiti, homophobic violence.

Online bullying: the use of information and communications technology particularly mobile phones, email, social networking sites, text messages, cameras and the internet, deliberately to upset or harass someone else (see Preventing and tackling bullying July 2017, guidance issued by the Department for Education).

Examples of such behaviour include:

  • Sending threatening or abusive text messages
  • Creating and sharing embarrassing images or videos
  • Trolling – the sending of menacing or upsetting images on social networks, chat rooms or online games
  • Excluding children from online games, activities or friendship groups
  • Setting up hate sites or groups
  • Encouraging young people to self-harm
  • Creating fake accounts, hijacking or stealing online identities to embarrass a young person or cause trouble using their name
  • Sending explicit messages, also known as sexting
  • Pressuring children into sending sexual images or engaging in sexual conversations

Covert bullying:

Covert bullying is often harder to recognise and can be carried out behind the bullied person’s back. It is designed to harm someone’s social reputation and/or cause humiliation. Covert bullying includes:

  • Lying and spreading rumours, gossiping
  • Negative facial or physical gestures, menacing or contemptuous looks
  • Playing nasty jokes to embarrass and humiliate
  • Mimicking unkindly
  • Encouraging others to socially exclude someone
  • Damaging someone’s social reputation or social acceptance.
  • Teasing
  • Breaking secrets
  • Whispering - Sending abusive notes
  • Maliciously excluding them
  • Coercive behaviour

Appendix 2

Bullying Incident Record Sheet


Appendix 3: Who can I talk to?

If you have any comments, questions or worries, the first person you would naturally discuss them with might often be your form tutor or Head of School. Alternatively, of course, you can talk to any teacher.

The Student Support Team Office is situated at the top of the wooden staircase by Reception.  For Sixth Form Students please visit the Heads of Sixth Form office in the Sixth Form Centre.

Our counsellor Mrs Jan Sims is available as follows:

Mon   8am – 3pm

Weds 8am – 3pm

Thur  8am – 3 pm

Fri      8am – 4pm

You can book an appointment by emailing Jan directly: [email protected]  or by dropping in to Jan’s counselling room at the end of the middle floor of Roberts.

Please respect your peers using the counselling room.

Members of the Peer Mentor team are also available to talk to you. Peer mentors are here to listen to any student with a problem or anyone who would just like a chat. Throughout the year, the peer mentors support younger students, organise activities and run initiatives to bring students together whilst promoting a positive ethos across the college. They will visit form times regularly.

Mrs Spiteri Head of Sixth Form

Sixth Form Office in the Sixth Form Centre


Mr Milner Head of Sixth Form

Sixth Form Office in the Sixth Form Centre


Miss Hopkins Head of Upper School (Y9-11)

Student Support Office at top of wooden staircase by Reception


Mrs Le Blancq Assistant to Head of Upper School

Student Support Office at top of wooden staircase by Reception


Mr Palfreyman Head of Lower School (Y7 and Y8)

Student Support Office at top of wooden staircase by Reception


Mrs Hughes Assistant to Head of Lower School

Student Support Office at top of wooden staircase by Reception


Miss David Head of Personal Development (PSHE / ENCo)

Mrs Silvestri-Fox Assistant Headteacher (Progress and Welfare and Designated Safeguarding Lead)

Office at the top of the wooden staircase, next door to the Student Support Office


Mr Howarth Principal

Office next door to the main entrance, near the Reception

 

Curriculum Policy

Jersey College for Girls

Curriculum Policy

 

Authors: Ruth Lea

Date: January 2019

To be reviewed: September 2020

 

Definition

For the purpose of this policy 'the curriculum' is defined as follows:

The aims of our curriculum

  • The curriculum should provide the opportunity to enable all students to fulfil our vision for a student leaving JCG. (Appendix 2)
  • The curriculum should reflect and enhance our College Values of Aspire, Inquire, Excel, Belong.
  • The curriculum should provide students with access to the high-quality qualifications they require to progress to the next stage in their education or to move on to a career.

Principles of the Curriculum

  • To develop in our students an intellectual inquisitiveness and curiosity about the world in which we live.
  • To provide opportunities for all students to learn and achieve, through stimulating and engaging learning experiences, so developing resilience and a love for learning.
  • To be continually reviewed to ensure that it prepares our students for their future lives; providing opportunities for students to develop the necessary skills required to respond and adapt to changes in society, technology and globalisation.
  • To develop within our students a moral compass build so that they are socially responsible and tolerant, and are respectful of people from different cultures, faiths and beliefs.

The Curriculum at JCG will: 

  • Comply with Education Department requirements.
  • Align with National (UK) provision where appropriate.
  • Reflect the Values of the College.
  • Have a commitment to develop all aspects of students’ lives.
  • Promote safeguarding through teaching and learning
  • Provide equality of opportunity for all students.
  • Balance entitlement with personalisation.
  • Provide a range of creative learning opportunities which challenge students to develop their resilience, resourcefulness, reflectiveness and reciprocity.
  • Allow for continuity and progression.
  • Promote knowledge creation as well as knowledge acquisition.
  • Provide opportunities for students to understand their place in the College and the local, national and global community.
  • Encourage cross curricular understanding.
  • Promote a recognition and understanding of the role of different attitudes and values in informing people's perception.

Responsibilities

  • The Principal has responsibility for ensuring the curriculum achieves its objective and agreeing any proposed changes to the Curriculum.
  • The AHT Curriculum and Learning has responsibility for leading curriculum development at JCG.
  • The Heads of Faculty, as a group, are responsible for monitoring, reviewing and proposing any changes to the whole College curriculum, as well as leading and guiding the curriculum within their areas.
  • The Heads of Department are responsible for ensuring the appropriateness of and engagement with their own subject specific curriculum, to develop and review Schemes of Learning (SOL) which responds to the needs of our students on an annual basis.
  • Each member of staff is responsible for the engagement with their aspect of the academic curriculum, and to contribute to the extra-curricular provision.
  • The governing body is responsible for ensuring that our Curriculum Policy is fit for purpose

Monitoring and evaluation

  • The curriculum should be subject to continual review in order to ensure that it meets the needs of the students.
  • The appropriateness and relevance of the curriculum should be a regular discussion item on the agenda of appropriate group meetings e.g. SLT, HoF, HoD
  • Any changes to the curriculum should be agreed by relevant personnel, a year in advance where possible.

Relationship to other policies

  • Assessment
  • Careers, Education and Guidance
  • Home Learning
  • Learning and Teaching
  • Individual Student Needs
  • Examinations
  • Safeguarding
  • Staff Development
  • Work Experience

Appendix 1 a - Academic Subjects delivered within the timetabled provision 2019-2020

Key Stage 3 Subjects No of hours per week
Year 7 Art, Design & Technology, Biology, Physics, Chemistry, Computer Science, Drama Geography, History, Religious Studies, Music, PSHE, Challenge Curriculum

 

1

 

 

  English, French, Maths, PE 3
 
Year 8 Art, Design & Technology, Biology, Physics, Chemistry, Food & Nutrition, Computer Science, Drama, Spanish or Italian, Geography, Religious Studies, Music, PSHE 1
  French 2
  English, Maths, PE 3
 
Year 9 Art, Design & Technology, Biology, Physics, Chemistry, Food & Nutrition, Computer Science, Drama, Spanish or Italian, Geography, Religious Studies, Music, PSHE 1
French, PE 2
English 3
Maths 4
Key Stage 4
Year 10 PSHE 1
Core PE 2
Subjects French, Maths 3
  English (Language and Literature) 4
  Science (Chemistry, Biology, Physics) 6
 
Option Subjects 3 subjects chosen from:

Art, Computer Science, Design & Technology, Food and Nutrition, Drama, Italian, Geography, History, Religious Studies, Spanish, Sports studies, Textiles

 

2 hrs in 3 subjects
 
Year 11 PE, French 2
Core English (Language and Literature)

Maths

3

4

Subjects Science (Chemistry, Biology, Physics) 5
 
Option Subjects Art, Computer Science, Design & Technology, Food and Nutrition, Drama, Italian, Geography, History, Religious Studies, Spanish, Sports studies, Textiles 3 hrs in 3 subjects
Key Stage 5
Academic The Advanced Learning Programme: 3 A level Subjects and Elective courses.

3 subjects at A Level chosen from:  Art*, Biology, Chemistry, Computer Science, Design & Technology, English Literature, French, Geography, History, Italian, Maths, Media Studies, Music, Philosophy, Photography*, Physics, Politics, Psychology, Spanish, Sports Studies, Textiles

 

Additional subjects for example Business Studies and Economics are offered by collaboration schools.

 

 

5

 

*4

1 year

Elective programme

Students choose 4 hours of elective courses per term.

Most electives run termly and are non-examined

Elective courses vary from term to term and year to year and are dependent upon staffing and staff specialisms.

 

4
2 year Elective programme A Level Further Maths is offered as a two-year course.

Diploma Financial Studies – is offered in year 13 to students who have successfully completed the Certificate of Finance in year 12.

4

3

Enrichment Higher Education and Careers Guidance 1

Appendix 1 b - Time Audit – Breadth and Balance of Curriculum

  Subject % of curriculum time Weekly Hours
KS5   Notes 4% equates to 1 hour  
Option A 20 5
Option B 20 5
Option C 20 5
Higher Education and Career Guidance 4  1
Year 12 only Electives 16 4
KS4      
Yr 11 Option A 12 3
Option B 12 3
Option C 12 3
Maths 16 4
Science(triple) 20 5
English 12 3
PE 8 2
French 8 2
Yr 10
Option A 8 2
Option B 8 2
Option C 8 2
Maths 12 3
Science(triple) 24 6
English 16 4
PE 8 2
French 12 3
% of curriculum time
KS3 Year 9 Year 8 Year 7
Maths 16 12 12
English 12 12 12
Science 12 12 12
Humanities 12 12 12
2nd MFL 4 4 0
PE 8 12 12
Art 4 4 4
DT 4 4 4
Drama 4 4 4
Food & Nutrition 4 4 0
Computer Science 4 4 4
Music 4 4 4
PSHE 4 4 4
French 8 8 12
Challenge

Curriculum

0 0 4

Appendix 2  - The Vision for a student leaving JCG in Year 13

This student will enjoy life to the full, value her friendships and achieve balance in her life.  She will have a thirst for knowledge and already possess a broad understanding of the cultural, historical, geographical and scientific events and ideas which have fashioned her island and her world, and an eagerness to discover more.  She will be a rigorous and imaginative thinker.  She will have a good range of hobbies and interests, including the Arts and sport, which she wants to pursue.  She will leave us with an excellent record of achievement for an academically-demanding course at university or employment which will lead to a stimulating career.  She will have the ambition, motivation and staying power which will equip her to study independently and successfully at either.  She will apply for internships, work experience and voluntary work in her holidays.  She will have grown as an individual who is happy, well-mannered and able to find fulfilment in her service to others.  She will be thoughtful, open-minded and be able to lead.  She will be conscious of the advantages she has enjoyed and of the opportunities and obligations such advantages should bring.  She will want to have a positive impact on her community and the world.  She will have happy and lasting memories of her time at College and an admiration for those people who have nurtured and shaped her learning.

Disability Policy

Jersey College for Girls

Disability Policy

Author: Caroline David
Date: October 2018
Agreed by Staff: October 2018
To be reviewed: October 2020

Principles:

JCG’s vision states that we aim to nurture students who will enjoy life to the full, value their friendships and achieve balance in their lives. Furthermore, we aim that students leave us with an excellent record of achievement. A student with a disability at JCG should have equal access to achieving this vision. JCG’s vision for a member of staff states that our staff should enjoy working in the exciting, vibrant JCG community, where colleagues and students possess a strong sense of belonging and we seek to ensure that a person with disability should have equal access to working in our community.

Definition:

A person has a disability if they have physical or mental impairment that has substantial long term adverse effects on their ability to carry out every day activities. (Equality Act 2010 UK).

This person may have ‘limitations going beyond the normal differences in ability which may exist among people’.

‘Substantial’ means ‘more than minor or trivial’. Substantial adverse effects can be determined by looking at the effects on a person with the impairment, comparing those to a person without the impairment, to judge the difference between the two is more than minor or trivial.

‘Long term’ means the impairment has existed for at least 12 months, or is likely to do so.

Study and education is included in ‘every day activities’.

Factors that might reasonably be expected to have a substantial adverse effect include:

  • Persistent and significant difficulty in reading and understanding written material where this is in the person’s native language, for example because of a mental impairment, a learning difficulty or a sensory or multi-sensory impairment
  • Persistent distractibility or difficulty concentrating
  • Difficulty understanding or following simple verbal instructions
  • Physical impairment – for example, difficulty operating a computer because of physical restrictions in using a keyboard

(Adjustments for candidates with disabilities and learning difficulties, JCQ, 2018-2019)

Aims

  • To promote equal opportunities for all people with disabilities.
  • To eliminate discrimination and harassment related to disability.
  • To adhere to the States of Jersey Equality and Diversity Policy (April 2015).
  • To comply with The Education (Jersey) Law 1999.
  • To promote an ethos of positive attitudes towards people with a disability.
  • To encourage full participation, wherever possible, for students and adults with disabilities in the life of the College.
  • To take steps to meet the needs of people with disabilities.
  • To make reasonable adjustments to ensure that a student or member of staff with disabilities is not placed at a disadvantage.
  • To anticipate the needs of a student or member of staff with disabilities.
  • To scrutinise the methods of assessment used in the College and their impact on students with a disability.
  • To provide advice and guidance to staff and students regarding the implementation of this policy.
  • To endeavour to remove physical barriers so the College is accessible to people with disabilities.

Procedures

Students should be encouraged to take responsibility for:

  • Informing a teacher should they have a disability to declare
  • Working with College staff and students in order to help meet the needs of people with a disability
  • Liaising with College staff to seek ways to accommodate their needs (should they have a disability)
  • Involving themselves with the implementation and review of the disability policy

Parents have responsibility for:

  • Informing the College if their daughter has a disability or they believe this might be the case and liaising with the College about how the student’s needs can be met
  • Supporting the College in promoting an inclusive and supportive attitude towards all people with a disability
  • Attending meetings to discuss the needs of their daughter should she have a disability
  • Informing the College should they have a disability which affects their access, as a parent, to College life

All staff have responsibility for:

  • Raising awareness of disability amongst all staff, students and visitors in the College
  • Encouraging any adults or students with a disability to seek appropriate assistance to be able to participate fully in the life of the College
  • Encouraging all to respond positively to the diversity and richness that people with disability can bring to the College community
  • Seeking the advice of the ENCo should they have any concerns about a student with a disability in the College
  • Respecting confidentiality should a student or adult disclose information about their disability, only communicating information without an individual’s permission should it be considered essential to prevent that person being at risk (refer to Child Protection Policy)

Class teachers have responsibility for:

  • Making reasonable adjustments in the form of teaching strategies, alternative assessments and support assistance for students with disabilities in all aspects of the curriculum
  • Ensuring they seek appropriate materials, equipment and facilities to meet the requirements of a student with a disability

Heads of Department have responsibility for:

  • Ensuring class teachers have the appropriate materials, equipment and facilities to meet the requirements of a student with a disability

Heads of School have responsibility for:

  • Liaising with feeder schools in order to ascertain if any students with disabilities are coming to the College
  • Liaising with the ENCo to ensure that the needs of a student with a disability are being met both academically and socially within the College

Facilities Manager has responsibility for:

  • Ensuring that the College campus is maintained and that it remains accessible to people with disabilities
  • Working with colleagues to overcome any physical obstacles that might prevent a person with a disability accessing aspects of College Life.

Examinations Officer has responsibility for:

  • Liaising with the ENCo to ensure that applications for reasonable adjustments are made to examinations boards in a timely manner
  • Making reasonable adjustments to the conduct of assessments for a disabled candidate
  • Ensuring that, where necessary to meet student accessibility needs, exam rooms are on the ground floor and are appropriately set up to comply with exam regulations. ​

ENCO has responsibility for:

  • Providing advice and guidance to colleagues on how to assist any student with a disability to access all aspects of life in the College, including the curriculum and assessment.
  • Holding a register of students with disability so that their needs can be met and their academic and social progress can be closely monitored
  • Gathering evidence on the needs of a student with a disability and giving evidence to show their normal way of working
  • Seeking permission should it be decided to disclose information about a person’s disability (for example to the examination board)
  • Liaising with external agencies to seek specialist advice in order to best support any students with a disability
  • Completing relevant documentation for a student with a disability who needs access arrangements in an examination
  • Liaising with the Examinations Officer regarding the needs of a student with a disability in assessments to ensure applications to examination boards are made for reasonable adjustments
  • Liaising with families to support and ensure provision to cater for the needs of a student with disabilities
  • Providing regular training to teaching and support staff on how to help each child to reach their maximum potential and gain as full access as possible to the curriculum and facilities in the College

Assistant Headteacher (Staffing) has responsibility for:

  • Ensuring that our recruitment process does not discriminate against adults with a disability and thus making appointments based on qualifications, experience and skills of the applicant, regardless of disability
  • Ensuring that any candidates with disabilities will have their additional needs met wherever possible and practical when called for interview
  • Organising adjustments in the working environment to meet the needs of a member of staff with a disability
  • Maintaining records of any members of staff with a disability to ensure that their needs are met

Principal has responsibility for:

  • Overseeing the application of the disability policy
  • Ensuring that the monitoring and evaluation of this policy is a continuous process carried out by all members of staff
  • Ensuring students are considered for a place at the College, regardless of disability, if they fulfil the criteria outlined in the Admissions Policy.

Relationship to other policies/guidance

See: T:Policies

  • ISN Policy
  • Education’s Policy, Guidance on Improving Behaviour and reducing exclusion
  • The College and Education’s Counter-Bullying Policies
  • Health and Safety Policy
  • Assessment/Tracking Policy
  • Examinations Policy
  • Safeguarding Policy
  • Admissions Policy

 

Exams Policy

Jersey College for Girls

Exams Policy

 

Authors: Emma Silvestri-Fox, Sian Goldhawk

Date: October 2018

To be reviewed: October 2019

Rationale

At Jersey College for Girls we aim to provide all students with the opportunity to achieve their full potential in all areas, including external exams. In order for all students to excel in their Exams we strive to have an Exams system which is efficiently run and which is transparent so that all parties: staff, students and parents, understand their roles within it. We aim to ensure that all parties understand and adhere to the regulations regarding exams, non-examined assessments and coursework and that they are aware of the services available to them prior to, during and following Exams and the release of results.

Aims of this Exams Policy:

·     To ensure the planning and management of exams is conducted efficiently and in the best interest of students

·     To ensure the operation of an efficient exam system with clear guidelines for all relevant staff

·     To ensure that all Joint Council for Qualifications (JCQ) guidelines and Cambridge International guidelines are adhered to by all parties involved in Exams

It is the responsibility of everyone involved in the College’s (hereafter referred to as the Centre) exam processes to read, understand and implement this policy.

This exam policy will be reviewed every two years.

This exam policy will be reviewed by the SLT and the Exams Officer.

Procedures

Roles and Responsibilities

Staff and students

  • Must be aware that where malpractice is suspected or alleged their personal data may be shared with awarding bodies, the qualifications regulator or professional bodies.

Head of Centre (The Principal)

Overall responsibility for the College as an exam centre:

·     advises on appeals and re-marks in conjunction with relevant staff; and

·     is responsible for reporting all suspicions or actual incidents of malpractice.

Assistant Head Teacher Exams

·     oversees the work of the Exams Officer;

·     ensures that examination procedures have been followed;

·     ensures that the College Coursework Guidelines have been followed;

·     advises the SLT on changes to Exams; and

·     liaises with Examination Boards as appropriate to support the Exams Officer and teaching staff.

Exams Officer

Manages the administration of public and internal exams:

·     advises the Senior Leadership Team, Heads of Department, subject teachers, students and other relevant support staff on annual exam timetables and application procedures as set by the various exam boards (including informing parents as soon as possible if an exam is scheduled on a non-school day);

·     oversees the production and distribution to staff and students of an annual calendar for all exams in which students will be involved and communicates regularly with staff concerning imminent deadlines and events;

·     ensures that adequate invigilators are present at each exam;

·     ensures that students and their parents are informed of and understand those aspects of the exam timetable that will affect them;

·     consults with teaching staff to ensure that necessary coursework is completed on time and in accordance with JCQ or Cambridge International guidelines and our own internal guidelines;

·     receives, checks and stores securely all exam papers and completed scripts;

·     administers access arrangements and makes applications for special consideration using the JCQ Access arrangements and special considerations regulations and Guidance relating to candidates who are eligible for adjustments in Exams (The Orange Book);

·     identifies and manages exam timetable clashes;

·     accounts for income and expenditure relating to all exam costs/charges;

·     organises the training and monitoring of a team of exam invigilators responsible for the conduct of exams (in accordance with JCQ and Cambridge International guidelines) and keeps records of that training for inspection;

·     passes relevant paperwork to HoDs so that they can submit coursework / non-examination assessment (NEA) marks and advises them of the need to inform students of their marks allowing time to request a review of internal marking (see Appendix 13);

·     ensures that Heads of Department submit students’ coursework marks; tracks despatch and stores returned coursework and any other material required by the appropriate awarding bodies correctly and on schedule;

·     arranges for dissemination of exam results and certificates to students and forwards, in consultation with staff, any appeals/re-mark requests, posting re-mark results to students; and

·     maintains systems and processes to support the timely entry of students for their exams.

Heads of Department/Heads of Faculty

Have responsibility for:

·     ensuring that Schemes of Work meet the exam board’s specification requirements;

·     informing SLT of any change in specification;

·     guidance and pastoral oversight of students who are unsure about exam entries or amendments to entries;

·     involvement in post-results procedures;

·     accurate completion of coursework / NEA mark sheets and declaration sheets;

·     posting of coursework and NEAs via the College Office; and

·     accurate completion and checking of entry and all other mark sheets and adherence to deadlines as set by the Exams Officer

·     Informing SLT if any member of their department is working for an exam board (e.g. as marker) as this must not be mentioned in any College publications/website etc.

·     Informing the Exams Officer if they are preparing any of their own children or relatives for exams.

ENCO

Has responsibility for:

·     notification of students who require access arrangements (as soon as possible after the start of the course);

·     keeping up to date with regulations and deadlines for access arrangements;

·     applying for access arrangements to JCQ & Cambridge International;

·     gathering and filing records of evidence of need;

·     submission of student names to Heads of Department/Exams Officer;

·     identification and testing of students’ requirements for access arrangements; and

·     provision of additional support — with spelling, reading, mathematics, dyslexia or essential skills, hearing impairment, English for speakers of other languages, IT equipment — to help students achieve their course aims.

Lead Invigilator/Invigilators

Have responsibility for:

·     Completing annual training and signing a declaration (Appendix 12)

·     efficient start and invigilation of Exams, ending of exams and returning of papers to office when necessary;

·     collection of all exam papers in the correct order at the end of the exam;

·     starting and finishing exams as appropriate, including preparation of examination rooms and organising the safe return of scripts; and

·     supervision of clash candidates and students with access arrangements.

Parents

Have responsibility for:

·     ensuring that their daughter has checked her exam entries, name and date of birth (to ensure accuracy of certificates) and reporting any problems to the Exams Officer;

·     ensuring that their daughter arrives punctually for all exams;

·     informing the College Office if they are going to be late for an exam or if they are unwell on the day of an exam; and

·     ensuring that their daughter completes coursework to meet the College Coursework deadline.

·     Communicating any exam related queries to the College and not to the exam boards directly.

·     Considering carefully any request for review of marking and submitting applications fully and on time.

Students

Have responsibility for:

·     checking of exam entries and reporting any problems to the Exams Officer;

·     understanding coursework/NEA regulations and signing a declaration that authenticates the coursework as their own;

·     adhering to all Centre, JCQ and Cambridge International regulations at all times;

·     discussing any withdrawal from an examination with subject teachers / exams officer / tutor;

·     arriving punctually for all exams with all the necessary equipment;

·     informing the College Office if they are going to be late for an exam; and

·     requesting reviews of marking and returned scripts in consultation with teachers and parents within the given deadline ensuring application is completed in full.

Administrative staff/Caretaking staff

Have responsibility for:

·     supporting the Exams Officer;

·     receiving exam papers that are delivered and communicating immediately to ensure secure storage,

·     aid in the allocation or rooms for exams and ensure correct set up,

·     posting of exam papers; and

·     printing of exam scripts.

Relationship to other policies

Internal Policies:

Assessment policy

Coursework guidelines

ISN Policy

Disability Policy

CONTENTS

1. The statutory tests and qualifications offered
2. Exam sessions and timetables
3. Entries, entry details, late entries and retakes
4. Exam fees
5. Special needs and access arrangements
6. Managing invigilators and exam days
7. Students, clash students and special consideration
8. Coursework and appeals against internal assessments
9. Results, reviews of marking (ROMs) and access to scripts (ATS)
10. Certificates

 

  1. The statutory tests and qualifications offered

The statutory tests and qualifications offered at this Centre are decided by the Head of Centre, Heads of Faculty and the Heads of Departments.

The statutory tests and qualifications offered are GCSE, IGCSE, A levels, EPQ and IFS

The subjects offered for these qualifications in any academic year may be found in the Centre’s published prospectus for that year. If there has been a change of syllabus from the previous year, the Exams Officer must be informed in the summer term in the year preceding the change.

At Key Stage 4:

All students will be entitled and enabled to achieve an entry for qualifications from an external awarding body.

At Post-16:

It is expected that students will complete 3 A levels in Year 13

  1. Exam sessions and timetables

2.1       Exam sessions

External exams are scheduled in November (English Language and Maths re-sits only) and May / June.  IFS exam sessions take place in January, March, April and November.

The Head of Centre and the Heads of Department decide which exam sessions are used in the Centre.

2.2       Timetables

The Exams Officer will send the exam timetables for external exams home.

The Exams Officer will post external exam timetables on the College website.

  1. Entries, entry details, late entries and retakes

3.1       Entries

Students are selected for their exam entries by the subject teachers.

A student or parent/parent can request a subject entry, change of level or withdrawal via teachers.

The Centre accepts re-sit entries from ex-students and staff but does not accept external candidates.

3.2       Late entries

Entry deadlines are circulated to Heads of Department by the Exams Officer.

Any late entries are authorised by subject teachers and would have to be paid for by departments.

3.3       Re-sits

Students are allowed resits in GCSE and A level exams.  Decisions on these will be in consultation with students, teachers and parents.(See also section 4: Exam fees)

  1. Exam fees

GCSE initial registration and entry exam fees are paid by the Centre.

A level initial registration and entry exam fees are paid by the Centre.

Late entry or amendment fees are paid by the departments.  If the late entry is caused by the student then they will be responsible for paying the late fees themselves.

Students or departments will not be charged for changes of tier, withdrawals made by the proper procedures or alterations arising from administrative processes, provided these are made within the time allowed by the awarding bodies.

Reimbursement will be sought from students who fail to sit an exam or meet the necessary coursework requirements.

Re-sit fees for first and any subsequent re-sits are paid by the students.

(See also section 3.3: Resits)

Candidates taking exams for subjects which are not taught as part of the JCG curriculum or candidates who are no longer attending College may be entered for external Exams at the discretion of the Head of Centre. They will be charged fees (see Appendix 14 for details). They should be made aware of these and pay prior to entry.

Students must pay the fee for an enquiry about a result.

(See also section 10.2: Enquiries about results [EARs])

  1. Special Needs and Access Arrangements

5.1       Special Needs

A student’s special needs requirements are determined by the ENCO, doctor, pastoral teacher and the educational psychologist / specialist teacher.

The ENCO will inform subject teachers of students with special educational needs. The ENCO can then inform individual staff of any special arrangements that individual students may be granted during the course and in the exam. Individual staff will be expected to keep evidence of the student’s normal way of working.

Where there is a specific or suspected disability we will refer to our Disability Policy.

5.2       Access arrangements

Making special arrangements for students to take exams is the responsibility of the Exams Officer.

Submitting completed access arrangement applications to the awarding bodies is the responsibility of the ENCO in liaison with the Exams Officer.

Rooming for access arrangement students will be arranged by the Exams Officer and the Office Manager.

A Separate room will only be issued under JCQ regulations (see pg.69 JCQ ICE booklet). ‘Separate invigilation reflects the candidate’s normal way of working in internal school tests and mock examinations as a consequence of a long term medical condition or a long term social, mental or emotional needs.’

Invigilation and support for access arrangement students will be organised by the Exams Officer.

  1. Managing invigilators and exam days

6.1       Managing invigilators

External invigilators will be used for most exam supervision.

The recruitment of invigilators is the responsibility of the Exams Officer.

Securing the necessary Disclosure and Barring Service (DBS) clearance for new invigilators is the responsibility of the Principal’s PA

DBS fees for securing such clearance are paid by the Centre.

Invigilators are timetabled and briefed by the Exams Officer

Invigilators’ rates of pay are set by the States of Jersey.

An invigilators’ booklet stating all guidelines is available.

Prior to all public Exams the Exams Officer carries out a training session for invigilators and keeps a record of this for inspection.

Invigilators sign an annual declaration (Appendix 10)

6.2       Exam days

The Office Manager will book all exam rooms after liaison with other users and the Exams Officer will make the question papers, other exam stationery and materials available for the invigilator.

Site management is responsible for setting up the allocated rooms.

The Exams Officer/lead invigilator will start all exams in accordance with JCQ / Cambridge International guidelines.

Subject staff are requested not to enter the exam room and to give any pre-exam briefing outside the exam room.

In practical exams subject teachers may be on hand in case of any technical difficulties.

Any teacher present at the beginning of an exam will be there to help check students, paper tiers, erratum notices and to help administer the start of the exam.  Exam papers must not be removed from the exam room before the end of a session. Papers will be distributed to Heads of Department according to JCQ and Cambridge International regulations.

  1. Students, clash students and special consideration

7.1        The JCQ / Cambridge International regulations on behaviour and students’ use of mobile phones and all electronic devices applies at all times.

Students’ personal belongings remain their own responsibility and JCG accepts no liability for their loss or damage.

Disruptive students are dealt with in accordance with JCQ / Cambridge International guidelines.

Students may leave the exam room for a genuine purpose requiring an immediate return to the exam room, in which case a member of staff must accompany them.

The School Office is responsible for contacting students who are not present for their exams.

7.2       Clash students

The Exams Officer will be responsible as necessary for identifying escorts, identifying a secure venue and arranging overnight supervision form.

7.3       Special consideration

Should a student be too ill to sit an exam, suffer bereavement or other trauma or be taken ill during the exam itself, it is the student/parent/parent’s responsibility to alert the office, or the exam invigilator, to that effect.

Any special consideration claim must be supported by appropriate evidence within five days of the exam, for example a letter from the student’s doctor.

The Exams Officer will then forward a completed special consideration form to the relevant awarding body.

  1. Coursework and appeals against internal assessments/Non-Examination Assessments (NEA)

8.1       Coursework

Students who have to prepare portfolios should do so by the end of the course or Centre-defined date.

Heads of Department will ensure all coursework is ready for despatch at the correct time and the school office will keep a record of what has been sent, when and to whom by means of Special Delivery.

Marks for all internally assessed work are provided to the Exams Officer or input directly into the examination board’s online system by the Heads of Department. Enough time should be allowed to inform students of their marks and to give them opportunity to request a review, if necessary, prior to submitting marks to the exam boards

8.3       Review of internal marking and appeals against internal assessments

The procedure is published appendices 7 & 8 to this policy

  1. Results, review of marking (ROM) and access to scripts (ATS)

9.1       Results

Students will complete a form to indicate how they wish to receive their results. They can receive individual results slips on results days in person at the Centre. Alternatively, results may be collected on behalf of a student by a third party, provided they have been authorised to do so in writing and on production of photographic identification. Results may also be emailed to an email address containing the full name of the student. Results may be posted if a self-addressed envelope is provided by the student prior to results day.

Arrangements for the school to be open on results days are made by the Head of Centre.

The provision of staff on results days is the responsibility of the Head of Centre.

9.2       Review of marking

ROMs may be requested by Centre staff or students, in consultation with their subject teacher, if there are reasonable grounds for believing there has been an error in marking.

Students usually pay for ROMs themselves.  (See section 4: Exam fees)

9.3       Access to Scripts (ATS)

After the release of results, students may ask subject staff to request the return of papers or may request themselves within the allotted time.

Centre staff may also request scripts for investigation or for teaching purposes. For the latter, the consent of students must be obtained. If it is used with other students, the script must be anonymised.

Review of marking cannot be applied for once a script has been returned.

  1. Certificates

Certificates are presented in person or collected and signed for.

Certificates may be collected on behalf of a student by a third party, provided they have been authorised to do so in writing and on production of photographic identification.

Certificates not collected by a given date will be posted out to students.

Certificates are not withheld from students who owe fees.

APPENDICES

  1. Coursework guidelines
  2. Exams contingency plan
  3. Procedure for student wanting to withdraw on day of exam
  4. Procedure for student failing to attend an exam
  5. Procedures for illness to ensure that exams continue
  6. Procedure for emergency evacuation
  7. Public Exams Review of Marking Policy
  8. Policy for requesting a review of marks relating to internal assessment decisions
  9. Appeals Procedure
  10. Invigilator Annual Declaration Form
  11. Template for issuing internally assessed tasks (NEAs) to students
  12. Fees for taking exams – students who no longer attend or taking subjects not taught on JCG curriculum

APPENDIX 1

JCG APPROACH TO COURSEWORK IN KS4/5

Rationale

Coursework is an essential component of many GCSE, A level subjects. The exact details and requirements vary from board to board and subject to subject, but essentially the work must be the student’s own work, verified by the school and submitted for marking by a specified date. The need for a systematic approach to coursework is essential if students are to maximise their success in this component of their examination and if all candidates are to be treated fairly. JCG will provide support, advice and a structured process for the management of coursework.

JCG Coursework Deadline Date

All coursework is to be completed by all students by the given date in mid March (published on the College’s assessment calendar).  It is expected that the minimum grade coursework will be a grade C at GCSE and A level.

This coursework deadline date will allow lesson time afterwards to be devoted to exam revision. This should also make the administration of coursework and the associated form filling easier to manage.

The Head of Department in liaison with the Head of Faculty is responsible for

  • Incorporating coursework preparation into schemes of work for their subject so that coursework can be completed in time to meet the College deadline.
  • Supporting staff and students in the meeting of the whole school coursework deadline.
  • Amending schemes of work to reflect the JCG Coursework deadline
  • Providing written guidelines for students at the start of the course, stating interim deadlines for completion, how coursework is presented, marked, standardised and the percentage marks on offer.
  • Giving students interim deadlines for coursework completion at the start of the course.
  • Ensuring that the completion and submission of coursework is monitored throughout the course and ‘chunked’ into manageable sections with departmental enforced deadlines.
  • Ensuring that satisfactory progress is made at each interim date
  • Informing parents and Heads of School when interim deadlines are not adhered to and/or work is of substandard quality
  • Ensuring that there is a departmental procedure set up to monitor submission of coursework, i.e. both student and subject teacher sign when coursework is submitted
  • Ensuring that all coursework is safely and securely stored

Assistant Headteacher Exams is responsible for

  • Monitoring coursework progress in Faculties with the help of Assistant Headteacher (Curriculum) who includes ‘coursework monitoring’ as a rolling point on the agenda for their regular meetings with the HoFs
  • Publishing a College Coursework deadline
  • In conjunction with the Exams Officer / HoFS / HoDs, ensuring that coursework is submitted to the Boards on time 

When a student does not meet an interim deadline or the work is substandard the following will apply:

  1. The Subject teacher informs parents, Head of Department (HOD) and Head of School
  2. The Subject Teacher meets with student to devise an action plan to ensure coursework is completed within 7 days

If the newly agreed deadline is not met then

  1. The subject teacher informs parents, HOS and HOD
  2. An internal Departmental sanction imposed (student may be asked to stay behind after school to work on coursework, with the agreement of parents / HoD)

If the work remains outstanding then

  1. HOS meets with student and line manager informed.
  2. Parents informed and invited to meet HOS
  3. HOS sanction imposed (student may be obliged to miss events / non-academic sessions to complete coursework under supervision)

It is essential that this procedure is followed after each deadline

March 1st

SLT will ask HoF for the Faculty they line manage who is in danger of not meeting the coursework deadline.  HOF and HOS will meet with student to develop action plan to ensure submission.

Mid March set date

For any student who has not met the whole school coursework deadline or whose work is likely to be below Grade C (GCSE or A level)/4(GCSE) the following scaled response will apply.

  1. Member of SLT will meet student and parents.
  2. Study sessions at lunch time and after school imposed.
  3. Withdrawal for non examination lessons or enrichment for a limited period.
  4. Withdrawal from exam.

Our approach to coursework is designed to ensure that every effort is made to support the student in her completion of high quality coursework.

It is crucial that all departments comply with these guidelines to ensure consistency and fairness across year groups.

It is the expectation that this procedure will ensure the quality of coursework produced and the meeting of deadlines.

APPENDIX 2

Examination Contingency Plan

A. Exams officer on extended absence at key points in the exam process (cycle)

Key tasks required in the management and administration of the exam cycle not undertaken including:

  • Planning
    • annual data collection exercise not undertaken to collate information on qualifications and awarding body specifications being delivered
    • annual exams plan not produced identifying essential key tasks, key dates and deadlines
    • sufficient invigilators not recruited and trained
  • Entries
    • awarding bodies not being informed of early/estimated entries which prompts release of early information required by teaching staff
    • candidates not being entered with awarding bodies for external exams/assessment
    • awarding body entry deadlines missed or late or other penalty fees being incurred
  • Pre-exams
    • exam timetabling, rooming allocation; and invigilation schedules not prepared
    • candidates not briefed on exam timetables and awarding body information for candidates
    • exam/assessment materials and candidates’ work not stored under required secure conditions
    • internal assessment marks and samples of candidates’ work not submitted to awarding bodies/external moderators
  • Exam time
    • exams/assessments not taken under the conditions prescribed by awarding bodies
    • required reports/requests not submitted to awarding bodies during exam/assessment periods e.g. very late arrival, suspected malpractice, special consideration
    • candidates’ scripts not dispatched as required to awarding bodies
  • Results and post-results
    • access to examination results affecting the distribution of results to candidates
    • the facilitation of the post-results services

Centre actions:

  • Ensure Assistant Headteacher Exams is updated, by Exams Officer if possible, on what has or has not been completed. Diarise a meeting to check this.
  • Assistant Headteacher Exams to arrange for the tasks to be done or complete them
  • Contact Exam Boards to inform them of circumstances and seek advice regarding best course of action
  • Request access rights to websites in order for Assistant Headteacher to complete tasks.
  • Use internal staff should insufficient invigilators be available
  • Use contingency fund for any penalty fees suffered
  • Inform staff, parents and students of situation should that be necessary
  1. SENCo extended absence at key points in the exam cycle

Key tasks required in the management and administration of the access arrangements process within the exam cycle not undertaken including:

  • Planning
    • candidates not tested/assessed to identify potential access arrangement requirements
    • evidence of need and evidence to support normal way of working not collated
  • Pre-exams
    • approval for access arrangements not applied for to the awarding body
    • modified paper requirements not identified in a timely manner to enable ordering to meet external deadline
    • staff providing support to access arrangement candidates not allocated and trained
  • Exam time
    • access arrangement candidate support not arranged for exam rooms

Centre actions:

1.     Assistant Headteacher Progress and Welfare to allocate tasks to others in the team or seek external assessment

2.     Inform exam boards

3.     Keep staff, students and parents informed as necessary

  1. Teaching staff extended absence at key points in the exam cycle

Key tasks not undertaken including:

  • Early/estimated entry information not provided to the exams officer on time; resulting in pre-release information not being received
  • Final entry information not provided to the exams officer on time; resulting in:
    • candidates not being entered for exams/assessments or being entered late
    • late or other penalty fees being charged by awarding bodies
  • Internal assessment marks and candidates’ work not provided to meet submission deadlines

Centre actions:

1. Exams Officer and Assistant Headteacher Exams to liaise with Head of Faculty to seek suitable replacement and to manage the situation

2. Inform exam board and seek advice where necessary

3. Use contingency to pay any penalty fees

4. Keep staff, students and parents informed as necessary

  1. Invigilators - lack of appropriately trained invigilators or invigilator absence
  • Failure to recruit and train sufficient invigilators to conduct exams
  • Invigilator shortage on peak exam days
  • Invigilator absence on the day of an exam

Centre actions:

  1. Advertise for more invigilators
  2. Use internal staff to fill gaps when there are insufficient invigilators
  3. Ensure internal staff are correctly briefed and preferably not alone if they have not received full training
  4. Exam rooms - lack of appropriate rooms or main venues unavailable at short notice
  • Exams officer unable to identify sufficient/appropriate rooms during exams timetable planning
  • Insufficient rooms available on peak exam days
  • Main exam venues unavailable due to an unexpected incident at exam time

Centre actions:

1. Contact Admin manager to locate spaces. As we would prioritise exams, this is unlikely to be an issue

2. If the main venues are unavailable, quickly re-locate to other areas of the College (e.g. Sports Hall) temporarily

3. Refer to Business Continuity Plan

4. If the problem is longer term, contact the Education Department to discuss alternative venues

5. Inform Exam Boards and JCQ/Cambridge International of change of venue

6. Inform students, staff and parents of any required change of venue

  1. Failure of IT systems
  • MIS system failure at final entry deadline
  • MIS system failure during exams preparation
  • MIS system failure at results release time

Centre actions:

  1. Inform Exam Boards and seek advice
  2. Contact Education Department as they manage our IT Support
  3. Input directly on Exam Board websites via alternative approved computer
  4. Source paper lists (from our own records)

G. Disruption of teaching time – centre closed for an extended period

  • Centre closed or candidates are unable to attend for an extended period during normal teaching or study supported time, interrupting the provision of normal teaching and learning

Centre actions:

1. Refer to Business Continuity Plan

2. Maintain communication with staff, students, parents and exam boards

H. Candidates unable to take Exams because of a crisis – centre remains open

  • Candidates are unable to attend the examination centre to take Exams as normal

Centre actions:

1. Communicate with Exam boards to make them aware of the issue and seek advice

2. Liaise with students, staff and parents regarding solutions available to the issue

I. Centre unable to open as normal during the exams period – probably due to inclement weather

JCG does wish to run such external Exams where possible for the benefit of students providing that no student or member of staff’s health and safety is put at risk. As health and safety is our first priority, the following procedure will apply only when it is deemed appropriate to do so:

  • In the case of inclement conditions, CYPES will make an announcement on BBC Radio Jersey and social media stating that all schools are closed since the conditions are too dangerous. However if conditions permit attendance for external exams, they will advise parents to contact JCG for further information
  • Having liaised with the Principal, the Assistant Headteacher with responsibility for communications will contact Jersey Radio and place information on the College website and social media to inform parents and students that the exams are occurring
  • The College will be open by 8am and the morning exams will begin by 9.30am at the latest to conform with the exam boards’ requirements

The final decision as to whether students attend external exams having been informed the school is open, rests with the parent. In taking this decision, they should ensure that they can make provision for the safe travel of the student to and from school. If the student is unable to attend her exam, she will be entered in the next exam season (now in the following year).

Centre Actions:

  1. CBH to contact PM to make decision running exams
  2. CBH to contact JB re opening College
  3. CBH to contact PM re updating website, Facebook and Twitter with decision made.
  4. Exams will proceed if safe to do so.
  5. A message will be sent to all media to that effect.
  6. PM/SG will make contact with each other.
  7. Relevant Exam Boards to be informed of arrangements

Scenario 1

  • SG can make it in- then exams begin at 9.30 and students who arrive by that time will take exam.
  • Senior staff and any invigilators present will invigilate. Invigilators have been asked to report as usual if safe to do so.
  • Access arrangements will be followed if possible and there is enough staff to do so.

Scenario 2

  • SG can’t make it in
  • MM has access to spare set of keys
  • If inclement weather is expected, all exams will have been placed in the small padlocked grey cupboard in the exams cupboard by SG the evening before. PM will start exam. Senior staff and or Invigilators will invigilate. Exams will start at 9.30
  • Access arrangements will be followed if possible and if there are enough staff to do so.

  1. Disruption in the distribution of examination papers
  • Disruption to the distribution of examination papers due to strike, weather conditions etc.

Centre actions:

  1. Communicate with Exam Boards to organise an alternative form of delivery (possibly secure encrypted pdf digital and print)

K. Disruption to the transportation of completed examination scripts

  • Delay in normal collection/posting arrangements for completed examination scripts due to strike or weather conditions

Centre actions:

  1. Communicate with Exam Boards to discuss possible solutions or likely delay
  2. Hold scripts securely until solution found

L. Assessment evidence is not available to be marked

  • Large scale damage to or destruction of completed examination scripts/assessment evidence before it can be marked

Centre actions:

  1. Principal to communicate problem immediately to relevant Exam Boards
  2. Inform staff, students and parents of problem and the resolutions agreed with Exam Boards

M. Centre unable to distribute results as normal

·       This might be due to IT difficulties, a staffing issue or an event resulting in school not being open. It would also affect our ability to facilitate post-results services

Centre actions:

1. Use JCG Prep or Sports Hall to issue results

2. Ensure more than one person is able to manage the A2C system

3. Download results from the Exam Board websites if IT issues persist and A2C is unavailable

4. Inform students, staff and parents of outcomes and ways forwards

APPENDIX 3

PROCEDURE FOR STUDENT WANTING TO WITHDRAW

FROM AN EXAM

Please adhere to the following procedure in the case of a student wanting to withdraw from an exam immediately prior to the commencement of the exam:

  1. Exams Officer to ask student(s) to go to the office
  2. Office staff please locate a member of the SLT
  3. SLT to manage situation – depending on context – ideally encourage student to return to sit the exam / it may be appropriate to speak with and get advice from subject teacher or HOD etc.
  4. SLT member to inform Exams Officer of outcome.

APPENDIX 4

PROCEDURE FOR STUDENT FAILING TO ATTEND AN EXAM

Please adhere to the following procedure in the case of a student failing to attend an exam:

  1. Invigilator to send a message to the Office if student is not present at the start of an exam.
  2. Office to call home / student’s mobile number to ascertain whether or not student is running late or has decided not to take the exam.
  3. If student has decided not to take the exam Exams Officer and parent to be informed.
  4. Exams Officer to inform subject teacher and call student to ensure that they are aware of the consequences of not taking the exam.
  5. If the student arrives up to one hour after the start of the exam for an exam lasting longer than one hour, they can start the exam late and receive the full time allowance for that exam.
  6. If the student arrives ‘very late’ (for Exams of less than one hour this would mean arriving after the published finishing time for this exam; for Exams of more than one hour this would mean arriving more than an hour after the published starting time for this exam) the student may be allowed to sit the examination at the discretion of the exams officer but the relevant JCQ/Cambridge International declaration form would need to be completed and JCQ/Cambridge International may subsequently decide not to accept the exam script.

APPENDIX 5

PROCEDURES FOR IILLNESS TO ENSURE THAT EXAMS CONTINUE

Illness of Exams Officer

The Exams Officer and the Administration Manager both have relevant keys and both can find relevant papers as required.  Exams would continue as per exam timetable.  Should both members of staff fall ill then the admin staff know how to locate keys and Assistant Head Teacher Exams will administer exams.

APPENDIX 6

Exams Emergency Evacuation Procedure

The invigilator must take the following action in an emergency such as a fire alarm or a bomb alert.

  • Stop the candidates from writing. Note the time the exam was stopped on the board
  • Seek advice from Facilities Manager to ascertain that evacuation is needed.
  • Collect the attendance register (in order to ensure all candidates are present) and evacuate the examination room in line with the instructions given by the appropriate authority.
  • Advise candidates to leave all question papers and scripts in the examination room.
  • Candidates should leave the room in silence.
  • Make sure that the candidates are supervised as closely as possible while they are out of the examination room to make sure there is no discussion about the examination.

When it is safe for the candidates to return to the room and continue their exam

  • Make a note of the length of the interruption and the time the exam was restarted.
  • Allow the candidates the full working time set for the examination. Ensure the revised finishing times are displayed on the board.
  • If there are only a few candidates, consider the possibility of taking the candidates (with question papers and scripts) to another place to finish the examination.
  • Make a full report of the incident and of the action taken, and send to the relevant awarding body.

When dealing with emergencies you must be aware of any instructions from relevant local or national agencies.

Reference should also be made to the following document -

https://www.gov.uk/government/publications/bomb-threats-guidance/procedures-for-handling-bomb-threats

APPENDIX 7

Public Exams Review of Marking Policy

Any review of marking of public Exams sent to examination boards must be supported by the College. The College may initiate a review if a significant number of candidates appear to have underperformed in external assessments. It may also agree to pursue a review on behalf of an individual candidate at the candidate’s request if there is a considerable and inexplicable variation in the candidate’s performance across modules/papers or inexplicable overall underachievement. In circumstances where the grounds for pursuing a review are relatively slim, the candidate will be asked to meet the costs of the review.

Appeals Procedure

If, following a review of marking, the Centre or candidate is convinced that the awarding body has not followed due procedures, it is possible to submit an appeal. If an application for an appeal is accepted, an investigation into candidates’ or Centre’s results, and the awarding body’s procedures, will follow. An appeal investigation does not generally involve a further review of candidates’ work.

The appeals process will be managed by the College’s Exams Officer who is responsible for informing all candidates and their parents of the existence of the appeals procedure. The Exams Officer is responsible for informing the Head of Centre about the existence and outcome of all such appeals. The appeals process is subject to a tight timeframe because of the need to ensure its completion prior to the printing and issuing of certificates by the examination board.

Candidates and their parents wishing to appeal against the Principal’s decision not to support an enquiry should appeal in writing to the College’s Exams Officer stating the reasons for the appeal. Any appeal must be lodged with the Exams Officer no more than one week after the date on which the Principal refused to support an enquiry.

A copy of this written appeal should be given by the Exams Officer to the Principal who will respond to it in writing. The Exams Officer should ensure that a copy of this response is sent to the candidate and their parent. In the event of the candidate and their parent not being happy with the written response received, they may request a personal hearing. They must make this request within one week of receiving the written response.

The personal hearing will be before a panel consisting of a member of the Senior Leadership Team who has not previously been involved in the particular case and the Principal. The candidate and their parent should be given a least seven days’ notice of the date of the hearing. At the same time as they are sent notification of the hearing they should be given copies of all relevant documentation. Candidates may present their own case or may ask a single parent or friend to do so on their behalf. If they choose to present their own case, they may be accompanied by a parent or friend in the role of supporter. The Principal and the candidate should have an opportunity to hear each other’s submission. Once the submissions have been heard, the panel will withdraw to consider its verdict.

The candidate and her parent will be given a written copy of the outcome of the appeal within seven days of the hearing. The outcome will include an explanation of the reasons for the decision. In the event of a decision being made to support an enquiry, the Exams Officer will immediately inform the examination board involved and make an enquiry. Unless the panel rules otherwise, the candidate will be asked to pay the costs of the enquiry. A copy of the appeal and the outcome will remain in the school records maintained by the Exams Officer.

APPENDIX 8

Policy for requesting a review of marks relating to internal assessment decisions

Rationale

We acknowledge the importance of giving students prompt and constructive feedback in relation to all assignments. In assessing work submitted as coursework for public Exams, staff use the assessment criteria, guidelines and procedures published by the examination boards. The College supports staff attendance at examination board training sessions and is committed to ensuring that staff are provided with opportunities to update their knowledge and skills in relation to public examination assessments. Where a number of subject teachers are involved in marking candidates’ work, internal moderation and standardisation will ensure consistency of marking.

Students should be informed of the marks awarded internally for a non-examination assessment (NEA) and given time to request a review of marking prior to the Head of Department submitting marks to the exam board. However, students should be aware that any marks awarded internally are subject to external verification and moderation. The correlation between raw marks (i.e. the score the candidate actually got) and UMS (the mark scale in which marks are finally reported to candidates) is not available to staff when they mark coursework, neither is the precise correlation between marks and grade boundaries.

The procedure for issuing marks and requesting a review of marks for NEAs is as follows (Appendix 13 should be completed by teachers issuing marks to students):

  1. We will ensure that candidates are informed of their centre assessed marks so that they may request a review of the centre’s marking before marks are submitted to the awarding body.
  2. We will inform candidates that they may request copies of materials to assist them in considering whether to request a review of the centre’s marking of the assessment. We will provide a copy of materials to the student promptly upon request.
  3. We will provide candidates with sufficient time (usually 5 school days) in order to allow them to review copies of materials and reach a decision. Students will be informed that their marks could be decreased or increased as a result of the review
  4. If the matter cannot be resolved, requests for reviews of marking must be made in writing. The request must be well grounded, state the reason for lack of confidence in the marking and clearly identify why the marks could not have been reasonably awarded using the existing marking criteria.
  5. We will allow sufficient time for the review to be carried out (usually 5 school days), to make any necessary changes to marks and to inform the candidate of the outcome, all before the awarding body’s deadline.
  6. We will ensure that the review of marking is carried out by an assessor who has appropriate competence, has had no previous involvement in the assessment of that candidate and has no personal interest in the review.
  7. We will instruct the reviewer to ensure that the candidate’s mark is consistent with the standard set by the centre.

APPENDIX 9

Appeals Procedure

The appeals process will be managed by the College’s Exams Officer who is responsible for informing all candidates and their parents of the existence of the appeals procedure. She is responsible for informing the Head of Centre about the existence and outcome of all such appeals. The appeals process is subject to a tight timeframe because of the need to ensure its completion prior to the printing and issuing of certificates by the examination board.

Candidates and their parents wishing to appeal should appeal in writing to the College’s Exams Officer stating the details of the complaint and the reasons for the appeal. Any appeal must be lodged with the Exams Officer no more than one week after publication of examination results by the examination board.

A copy of this written appeal should be given by the Exams Officer to the teacher(s) concerned in making the assessment which is the subject of the complaint. The teacher(s) should have the opportunity to respond to this in writing. The Exams Officer should ensure that a copy of this response is sent to the candidate and their parent. In the event of the candidate and their parent not being happy with the written response received, they may request a personal hearing. They must make this request within one week of receiving the written response.

The personal hearing will be before a panel consisting of a member of the Senior Leadership Team who has not previously been involved in the particular case and a governor. The candidate and their parent should be given a least seven days’ notice of the date of the hearing. At the same time as they are sent notification of the hearing they should be given copies of all relevant documentation e.g. marks awarded, assessments made, assessment criteria, exemplar material, assessment guidelines, Centre report etc. Candidates may present their own case or may ask a single parent or friend to do so on their behalf. If they choose to present their own case, they may be accompanied by a single parent or friend in the role of supporter. The teacher(s) and candidate should have an opportunity to hear each other’s submission. Once the submissions have been heard, the panel will withdraw to consider its verdict.

The candidate and her parent will be given a written copy of the outcome of the appeal within seven days of the hearing. The outcome will include an explanation of the reasons for the decision. In the event of a decision being made to change an internally assessed mark, the Exams Officer will immediately inform the examination board involved. A copy of the appeal and the outcome will remain in the school records maintained by the Exams Officer.

Appendix 10

Invigilator Annual Declaration Form

Academic Year - …………………..

As an invigilator undertaking work at Jersey College for Girls you must abide by the following requirements in line with JCQ/Cambridge International regulations and centre policy.

  • Outside of the exam hall/room, there must be no discussion of the candidates, question papers or exam process.
  • Any issues arising from the above must be addressed to the exams officer immediately in accordance with the procedure outlined in training.
  • Exam scripts are confidential between the candidates and awarding body. They must not be photocopied before they are sent to the examiner/awarding body.
  • For security reasons, all unused stationery and exam question papers must be returned to the secure storage following completion of an exam.

NB If any of the following statements are incorrect or are not applicable, please cross through the statement, stating N/A.

I confirm that I have attended Invigilation training on …………………………date(s)

I declare that I am a relative / friend (or family friend) / peer to the following students at Jersey College for Girls undertaking Exams in 2018:

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

I declare that I have had prior contentious issues with the following student (s) - or their family – who is (are) undertaking Exams in 2018:

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

I confirm that I have access to the JCQ/Cambridge International invigilation requirements documents for academic year:

Name (please print) …………………………………………………………..

Signature……………………………………………    Date………………………………………

Appendix 11

Template for issuing internally assessed tasks (NEAs) to students

Student Name:  

 

Candidate Number  

 

Subject  

 

Exam Board  

 

Unit/Assessment name  

 

 

Your mark (that will be submitted to the exam board)  is either in the box below or attached
 

 

 

Please read the following statements, sign and return this sheet (which your teacher will keep securely for this exam series)

  1. I confirm that I have been informed of my mark in this assessment
  2. I am aware that I may request copies of materials to assist me in considering whether to request a review of the centre’s marking of the assessment. These materials will be provided promptly if you request them from your teacher
  3. I am aware that I now have time (usually 5 school days) to review copies of materials and reach a decision about whether to request a review of the centre’s marking
  4. I am aware that any requests for reviews of marking must be made in writing by ……… (date) The request must be well grounded, state the reason for lack of confidence in the marking and clearly identify why the marks could not have been reasonably awarded using the existing marking criteria.
  5. I am aware that this allows sufficient time for the review of marking to take place prior to my teacher submitting marks to the Exam Board
  6. I am aware that any review of marking is carried out by an assessor who has appropriate competence, has had no previous involvement in my assessment and has no personal interest in the review
  7. I am aware that my marks could be decreased or increased as a result of the review
  8. I am aware that any internal marking is still subject to change when moderated by the Exam Board

 

Signed:                                        (Student)                           Date:

Appendix 12

Fees for taking exams – students who no longer attend or taking subjects not taught on JCG curriculum

Students taking an external exam for a subject not taught as part of the JCG curriculum or candidates who no longer attend lessons at JCG will pay the following fees:

  • Exam Entrance Fee – as per exam board charge
  • Admin Fee – to include making entry, invigilation, issuing results and certificate
  • Additional charges – should the student require any access arrangements outside the main exam room and beyond exam timings, this will be charged at an hourly invigilation rate.

Sample costs (2018) (subject to annual increases)

Spanish GCSE

Exam Entrance Fee – £36.70

Admin Fee - £50

Total - £86.70

French A level

Exam Entrance Fee - £189.60

Admin Fee - £50

Total - £239.60

Students must be made aware of these fees and pay them prior to their entry being made.

Suggested wording for communication:

External Examination Agreement:

Thank you for enquiring about entering the …. examination through JCG.

I confirm that the total cost of the examination will be £… This fee includes the examination entry fee, invigilation and administration fee.

If you would like to proceed with the entry, please complete and return the slip below to the Exams Officer.

Student Name:

I would like to enter the following external examination:

Subject:

Level:

Exam Board:

Module Codes and Names:

I enclose payment (cheque to JCG General Fund) / I have paid the costs through Joinos.

Signed:           

Home Learning

Jersey College for Girls

JCG Home Learning Policy (Years 7 to 11)

 

Author:                        Toni Rollo

Date:                            May 2018

Agreed by Staff:           June 2018

To be reviewed:           May 2020

 

“… the use of homework was associated with advancing students’ achievement by approximately one year or by improving the rate of learning by 15%.”

                                                            John Hattie Visible Learning for Teachers

 

Principles

  • Home learning is any learning that takes place outside of lesson time.
  • All students benefit from completing regular, purposeful home learning tasks.
  • Home learning is an essential and integral part of the teaching and learning process.
  • All students should be encouraged to produce their best work, both at school and at home.
  • Home learning helps students develop good learning habits.
  • Purposeful home learning tasks and quality timely feedback can help students develop a growth mindset.
  • Home learning offers an important and valuable opportunity for parents to participate in their daughter’s learning.
  • A strong partnership between parents and the College will encourage students to establish good home learning routines.

Aims

  • To ensure home learning is an intrinsic part of the teaching and learning process, focused on complementing and/or developing lesson learning objectives.
  • To ensure high quality and purposeful home learning tasks are set which engage and challenge students.
  • To ensure quality developmental and timely feedback is given.
  • To support student learning through the promotion of an effective partnership and good communication between the College and home.
  • To set all home learning in a timely fashion using the ShowMyHomework (SMHW) platform.
  • To fully explain all home learning tasks, including their purpose, during the lesson.

Why we set home learning

Home learning fulfils an important function in contributing to our overall curriculum aims.  We set home learning (tasks):

  • to consolidate learning;
  • to develop perseverance and resilience and the ability to organise time and meet deadlines;
  • to retrieve learning from class;
  • to revise, practise and memorise;
  • to prepare for or review new learning;
  • to apply learning in new contexts and to new problems;
  • to investigate own interests stemming from core learning;
  • to foster the development of independent study habits;

Procedures

ROLES AND RESPONSIBILITIES

Students should be encouraged to take responsibility for:

  • Ensuring that they understand each home learning task and how best to complete it.
  • Ensuring that their home learning is their best work, reflecting a high degree of effort.
  • Proof reading their work and checking its quality before submission.
  • Communicating any issues associated with completing set tasks to teachers in advance of the deadline.
  • Meeting the deadlines set by teachers for specific pieces of work.
  • Reviewing, reflecting and acting upon feedback to inform future work.
  • Accessing and managing all home learning through SMHW and alerting the teacher when this is not possible.

Subject Teachers have responsibility for:

  • Communicating home learning tasks, assessment criteria and purpose clearly to students during the lesson.
  • Recording all home learning on SMHW in a timely fashion, explicitly stating the purpose.
  • Use SMHW to record submission/non-submission of home learning tasks.
  • Ensuring that they do not set home learning that spans a holiday period (Years 7 to 10).
  • Allowing students sufficient time to complete home learning tasks, with at least 4 days between setting and taking in all home learning.
  • Setting and developing quality home learning tasks according to the Scheme of Learning (SOL).
  • Following the procedure outlined in the Improving Behaviour Policy when home learning is not completed.
  • Asking students to repeat a task if it is not completed to an expected standard.
  • Contacting parents if the completion of home learning is a concern.
  • Marking home learning tasks as appropriate and providing feedback within a maximum of two weeks of submission.
  • Ensuring students reflect on and respond to feedback by allowing time in class.
  • Setting the correct quantity of home learning as per the home learning structure in Appendix 1.

Heads of Department have responsibility for:

  • Leading the department by monitoring and evaluating the frequency, quantity and quality of home learning in line with the teaching and learning policy, e.g. through SMHW reports and book scrutiny.
  • Ensuring that quality and timely feedback is given and that students respond to the feedback.
  • Ensuring that home learning tasks are integral to the Scheme of Learning and appropriately challenging for all students.
  • Ensuring consistency across the department in the amount of home learning set to each teaching group, in line with Appendix 1.
  • Ensuring that the department follows procedures in the Improving Behaviour Policy relating to the non-completion of home learning tasks.
  • Including evaluative comments regarding home learning in the DSEF.

Heads of Faculty have responsibility for:

  • Ensuring the home learning policy is applied within the Faculty and supporting HoDs with the implementation of their responsibilities.
  • Supporting faculty members in applying the procedures outlined in the Improving Behaviour Policy when home learning is not completed.
  • Leading faculty discussions on the purpose and impact of home learning tasks and feedback.
  • Auditing and monitoring the quality of home learning tasks, marking and feedback, and being aware of their impact on student learning, through discussion with Heads of Department, using lesson observations, work scrutiny and student interviews as evidence and through discussion at HOF meetings.
  • Including evaluative comments regarding home learning in FSEF and including (when appropriate) in Departmental appraisal action.

Form tutors have responsibility for:

  • Monitoring submission/non-submission of home learning tasks recorded on weekly reports from HOKS and discussing with students, supporting as appropriate.
  • Monitoring that home learning is set regularly and that the home learning load is reasonable and follows the home learning timetable (and discussing any concerns with Heads of KS).
  • Assisting tutees with time management and organisational issues.
  • Communicating with HODs and/or HOKS as appropriate with any concerns raised by students regarding the quality or quantity of home learning.

Heads of Key Stage have responsibility for:

  • Providing a report of submission/non-submission of home learning tasks to HOFs and tutors.
  • Monitoring that tutors check submission/non-submission of home learning tasks.
  • Liaising with HoD and or HoF regarding issues associated with the setting of tasks raised by tutors.
  • Monitoring that home learning is set regularly and that the quantity is reasonable and is in line with the timings in Appendix 1.
  • Liaising with HOFs and Assistant Head Teacher for Student Progress and Welfare regarding any concerns relating to home learning.
  • Liaising with Assistant Head Teacher for Curriculum and Learning regarding the preparation of a schedule for the setting of home learning each academic year.
  • Supporting tutors with the implementation of their responsibilities.

Parents and Carers will: 

  • Support their daughter to ensure that home learning is completed.
  • Regularly access SMHW to monitor their daughter’s home learning.
  • Provide a suitable environment for the completion of home learning.
  • Assist their daughter with time management and scheduling of tasks.
  • Communicate any concerns regarding home learning to the tutor and subject teacher.

Assistant Head teacher for Student Progress and Welfare has responsibility for:

  • Supporting the HOKS in fulfilling their responsibilities as outlined in the Home Learning policy.
  • Reviewing the monitoring data collated by HOKS and liaising with AHT for Curriculum and Learning to discuss any concerns.

Assistant Head teacher Curriculum and Learning has responsibility for:

  • Supporting the HoF in fulfilling their responsibilities as outlined in the Home Learning policy.
  • Monitoring the quality of home learning tasks and marking, and being aware of their impact on student learning by liaising with Assistant Head teacher for Student Progress and Welfare and HOFs.
  • Liaising with Assistant Head teacher for Student Progress and HOFs to ensure that a suitable schedule for the setting of home learning is prepared each academic year and that this is published to students and staff.

Relationship to other policies

Internal Policies:

  • Curriculum Policy
  • Home School Agreement
  • Improving Behaviour policy
  • Learning and Teaching policy

Appendix 1 - Allocation of Home Learning Tasks (Years 7 to 11) 2018 - 2019

Year 7

September 2018

Only 30 minutes reading per day and one 30 minute Maths homework per week. In addition to this year 7 students should complete their ‘Induction passport'.

1st October onwards:-

 Creativity Preparation of resources, plus one extended home learning task of 45 minutes per subject each half term.​
English 20 minutes reading per day (monitored by English teachers) and 20 mins SPAG or preview/review per week
Humanities 15 minutes per Humanities subject per week = 45 mins
Languages 30 mins per week (vocab learning)
Mathematics 30 minutes weekly to practise and consolidate topics covered in class
Performance No homework in year 7
Science 15 minutes per Science subject per week = 45 mins

Year 8

Creativity Preparation of resources or ingredients, plus one extended home learning task of 45 minutes per subject each half term.​
English 30 minutes reading per day (monitored by English teachers) and 30 mins SPAG or preview/review per week
Humanities 20 minutes per Humanities subject per week = 60 mins
Languages 45 minutes weekly to practise and consolidate topics covered in class per subject
Mathematics 30 minutes weekly to practise and consolidate topics covered in class
Performance One 45 minute homework for Drama per term (learning lines or a written task) + organisation of props/costumes.
Science 20 minutes per Science subject per week = 60 mins

Year 9

Creativity Preparation of resources, plus one extended home learning task of 45 minutes per subject each half term.​
English 30 minutes per week and 30 minutes of reading per day
Humanities 30 minutes per week per subject
Languages 30 minutes per week per subject
Mathematics 30 minutes per week per subject
Performance One 45 minute homework for Drama per term (learning lines or a written task) + organisation of props/costumes.
Science 30 minutes per week per subject

Year 10 and 11

All subjects will set 45 minutes home learning per week. Therefore Year 10 home learning should be approximately 7 hours 30 minutes. This might increase during revision and examination preparation periods.

All students

Please note: If you have an access arrangement in place for your normal way of working, you should also use it for home learning tasks. For example, if you have 25% extra time then you should expect to apply this to home learning tasks.

Please click here to download a copy of the JCG Home Learning Policy.

Improving Behaviour Policy

Jersey College for Girls

Improving Behaviour Policy

 

Authors: Emma Silvestri-Fox

Date: November 2018

To be reviewed: September 2020

Principles:

JCG’s vision states that we aim to nurture students to be well mannered, thoughtful, open-minded and have a positive impact on their community and the world.

We expect all students to behave well at all times and uphold the values of the College. Where behaviour falls short, we aim to act quickly to support the student in addressing the issue.

The purpose of this policy is to support the values of the College and to set out clear guidelines about how we can support and improve learning, by rewarding students for hard work and good behaviour and also when required by sanctioning students for inappropriate behaviour.

Aims

  • To support the development of a calm environment in which focused learning takes place during lessons and students behave in a respectful and polite manner when in all areas of the College.
  • To encourage mutual respect between staff and students and to promote the ethos of the College.
  • To give clear policy and guidelines for praising good behaviour and dealing with inappropriate behaviour.
  • To ensure that staff are aware of their role regarding behaviour and provide appropriate support and training

Procedures

Students should be encouraged to take responsibility for:

  • Behaving in a respectful manner to others and their belongings at all times
  • Signing the home/school agreement
  • Striving to attain a Learner Profile score of 1 in all subjects by the time they leave JCG (see Appendix 7)

Parents have responsibility for:

  • Supporting the College in its aims to promote good behaviour which helps learning
  • Signing the home/school agreement
  • Attending meetings which may be called should there be any concerns regarding behaviour
  • Parents have a responsibility to inform the College at the earliest opportunity of any concerns they have
  • Attending the College promptly should a serious incident take place
  • Contributing to and supporting any action plans which may be put in place
  • Monitoring and supporting their daughter’s progress should action be taken
  • Discussing the Learner Profile score with their daughter and encouraging her to improve

All staff have responsibility for:

  • Acting as a positive role model to students
  • Rewarding good behaviour appropriately (see suggestions for rewards in Appendix 1 & 2)
  • Challenging behaviour which is not acceptable, using sanctions as appropriate (see suggestions for sanctions in Appendix 3)
  • Assessing the severity/frequency of unacceptable behaviour and deciding whether to refer the matter to an appropriate colleague
  • Referring to guidance, procedures and strategies in related documents (see relationship to other policies/guidance)
  • Talking to each other about how to praise good behaviour and challenge unacceptable behaviour

Class teachers have responsibility for:

  • Using rewards (see Appendix 1 & 2) to recognise success and effort in their lessons
  • Using Learner Profiles effectively to highlight concerns or praise as appropriate in order to promote effortful learning
  • Ensuring learning is well planned, engaging and challenging for all students, so that students are motivated to learn in the lessons
  • Challenging unacceptable behaviour in their lessons and using sanctions (see Appendix 3 & 6) as appropriate in order to encourage improved behaviour
  • Recording behaviour related incidents on SIMS using behaviour events (see Appendix 8)
  • Assessing the severity/frequency of behaviour issues and referring their concerns to HoD /HoF should they feel that additional support would be beneficial
  • Discussing the Learner Profile score with students and suggesting strategies on how to improve

Tutors have responsibility for:

  • Using rewards (See Appendix 1 & 2) to recognise overall success and effort of students in their tutor groups, not only within the College but beyond
  • Promoting good behaviour during tutor time, delivering engaging tutor sessions following the tutorial programme
  • Ensuring attendance at tutor time, House or assemblies and challenging unacceptable behaviour by using appropriate sanctions (see Appendix 3 & 6)
  • Acting as a first point of contact for students, parents and colleagues should there be concerns regarding the behaviour of any students in their tutor group
  • Recording incidents and communication with parents as required (SIMS)
  • Communicating successes to the HoS (Head of School) in order for students to be praised appropriately
  • Referring concerns to the HoS if the behaviour issues cannot be dealt with effectively by the tutor
  • Discussing the Learner Profile score with students and suggesting strategies on how to improve

Heads of Department have responsibility for:

  • Encouraging the use of rewards within their department
  • Having a department policy on the use of rewards, particularly achievement marks
  • Having a department policy on sanctions to use within their department area
  • Supporting subject teachers should they have any concerns regarding behaviour in their classrooms
  • Applying sanctions to support the subject teacher
  • Referring concerns to the appropriate tutor and HoS if the situation is sufficiently serious or should they feel that additional support would be beneficial

Heads of Faculty have responsibility for:

  • Ensuring that students within their faculty display a high standard of behaviour
  • Supporting the Heads of Department and class teachers where behaviour is a concern
  • Ensuring each department within the faculty has a policy on rewards and sanctions
  • Monitoring the use of rewards within the faculty
  • Monitoring the application and effectiveness of sanctions within the faculty
  • Monitoring behaviour reports and supporting teachers in the Faculty in following up concerns

Heads of School / Sixth Form have responsibility for:

  • Encouraging tutors to use rewards to praise students
  • Monitoring SIMS reports on achievement and behaviour entries and following up as appropriate
  • Providing a tutorial programme to tutors which is engaging and challenging and promotes good behaviour
  • Supporting tutors in dealing with students whose behaviour is causing more serious concerns
  • Liaising with the tutor, parents, subject staff and informing SLT of action being taken. Referring most serious cases to SLT
  • Using sanctions as appropriate to support students, teaching staff and tutors and encourage improved behaviour
  • Discussing behaviour concerns with students and using report cards and other methods to help students to establish improved patterns of behaviour
  • Monitoring students where there are behaviour concerns and taking appropriate action
  • Referring behaviour concerns which may stem from an individual student’s needs to the ENCo in order to build a full picture
  • Referring serious concerns to SLT
  • In liaison with SLT, refer students for counselling with the School Counsellor or outside agencies as appropriate
  • Analysing the Learner Profile score of students and intervening where appropriate
  • Sharing behaviour reports weekly with tutors and supporting tutors in following up concerns

Head of House has responsibility for:

  • Awarding House merits to recognise participation in House events

Administration Manager has responsibility for:

  • Collating information on achievement marks and producing certificates
  • Collating information recording any incidents and providing them to staff as necessary
  • Ensuring the office team hold a timetable indicating which member of the SLT is on call

Senior Leadership Team has responsibility for:

  • Supporting Heads of Department and Heads of School / Sixth Form in dealing with students whose behaviour is causing serious concerns
  • Supervising students if they have been sent out of a lesson by a teacher or collecting students from a lesson should a teacher request help
  • Requesting a report should a student have been withdrawn from a lesson and investigating the situation further taking appropriate action in liaison with the teacher, tutor and HoS
  • Being ‘on call’ at times as agreed by the team and therefore ensuring the office team knows how to contact them

Principal has responsibility for:

  • Overseeing the application of this policy
  • Writing letters of praise or organising meetings to praise students
  • Dealing with serious behaviour incidents
  • Making decisions regarding the suspension of students (see Appendix 4) and following the Education Policy

 Relationship to other policies / guidance

  • Education Department Policy, Guidance on Improving Behaviour and reducing exclusion
  • The College and Education Department Counter-Bullying Policies
  • College and Education policies on Child Protection
  • Drugs Education Policy
  • Health and Safety Policy
  • ISN Policy
  • Acceptable Use Agreement
  • Tracking Policy
  • Safeguarding Policy

Appendix 1 - Rewards

Rewards should be given to recognise and celebrate academic and non-academic effort or success at College or in the wider community.

(i)  Suggestions for rewards:

  • Verbal praise
  • Showing students trust, asking them to lead a group or help other students
  • Giving a reward sticker
  • Giving an achievement mark
  • Written praise for marked work
  • Informing parents using a card, letter or phone call
  • Recognition in an assembly (Year (e.g. achievement marks), House, whole school)
  • Work displayed around the College (perhaps in other departments?)
  • Article in JCG Life
  • Prizes at College prize giving
  • Informing the media of success
  • Comment/meeting with the Principal
  • Letter from the Principal
  • Principal noting the success with the Board of Governors
  • Awarding House colours

Appendix 2 - College systems for rewards

  • Lower School Achievement Mark Awards

HoDs need to decide on the criteria for awarding achievement marks within their department.

To award an achievement mark, please follow guidance in Appendix 8.

Achievement marks are collated each term and achievement certificates are presented at a Year group Achievement Assembly.

Certificates are awarded for the following number of achievement marks:

Number of achievement marks Award
10 Bronze Certificate
20 Silver Certificate
30 Gold Certificate
40 Gold Certificate + star
50 Gold Certificate + two stars
60 Platinum Certificate
70 Platinum Certificate + star
80 Platinum Certificate + two stars
90 Book Voucher Awarded

Achievement marks will be cumulative.

(ii)     Upper School

In the Upper School students’ achievement marks will be rewarded by vouchers once they reach a certain milestone:

15 = Voucher for the canteen

20 = Letter home

25 = Voucher for the canteen

30 = Letter home

40 = Amazon voucher & letter home

  • Sixth Form

Many of the strategies used for KS3 and KS4 students, including verbal and written reward are also used for students in KS5. In addition, students are rewarded by gaining a place on the Student Leadership Team in recognition of their service to the College.

Please see appendix 8 for guidance on entering achievement marks into SIMS

(iv)    House Merits

House Merits are awarded by the Head of House and merits are added as points towards a student’s House. Students are able to collect House points by gaining House merits for participation in House events. These will cover a wide range of areas e.g. Sport, Drama and Music, fundraising and also charitable events. The total number of House points gained throughout the year lead to the top House being awarded the Cock House Trophy.

Appendix 3 – Sanctions

Sanctions should be used in a proportionate way to deal with unacceptable behaviour inside or outside the classroom and to encourage students to improve their behaviour.

Sanctions may include:

  • Reprimand the student in a way that does not humiliate or ridicule them
  • Meet student and inform them of what they have done wrong and the possible consequences of poor behaviour
  • Record behaviour entry on SIMS and inform the student – please see Appendix 8 for guidance on how to enter behaviour marks
  • Departmental sanctions (particularly related to not completing work)
  • Letter of concern sent home
  • Meeting with parent to discuss behaviour (record contact in SIMS)
  • Telephone call home (record contact on SIMS)
  • Removal to HoD’s classroom
  • Supervised session at a mutually convenient time
  • Standard uniform letter home
  • Request for verbal or written apology
  • Referral to a more senior member of staff
  • Level 1 report card (with focus areas)
  • Level 2 report card
  • Level 3 report card
  • Change of class (in consultation with tutor, HoS, SLT)
  • Contract
  • Contact SLT on call
  • Internal suspension - withdrawal from lessons and supervised learning during school day (imposed and directed by SLT)
  • Suspension (decision made by Principal, or in their absence, Vice Principal) (see Appendix 4)

Appendix 4 - Suspension

Alternatives to suspension will always be sought but depending on the severity of the inappropriate behaviour and the circumstances of the individual student, suspension may be the next step.

  • If an incident is considered to warrant suspension, the HoS or Assistant Headteacher will refer to the Principal or, if unavailable, the Vice-Principal
  • Principal can suspend for 5 days in one period or 15 days total per term, using the Education Suspension Policy tariff
  • A student will remain in College until the parent / guardian comes to the College to discuss the incident
  • The College will send the Education recommended letter to parents
  • The College will complete Education’s ‘Suspension from school’ form and return it to Education
  • Student can only begin period of suspension when they have received learning resources and instructions from the College
  • After the suspension period is complete, a ‘return to school meeting’ will take place with a senior manager, parent / guardian and the student
  • If parent / guardian have concerns about the suspension, they can discuss this with the Principal. If they remain concerned, they have the right to approach the governing body
  • If the suspension is for five days or less, the parent / guardian can approach the governing body to determine whether the suspension was justified or not
  • If the suspension is for more than five days, the parent / guardian can approach the governing body to request that their daughter is reinstated into the College
  • Where suspension occurs at the same time as a student’s public examinations, arrangements will be made for the student to sit these examinations in College

Appendix 5 - Procedures and Strategies Unique to Years 12 & 13

Introduction

  • Students are in a non-compulsory stage of education and are therefore expected to work hard, take responsibility for their own learning, have a positive attitude towards their courses and the College, to have good attendance and punctuality and to learn and behave in a way that reflects their position as role models for younger students in the College
  • Students who have shown considerable commitment to the College and the wider aspects of College life are considered for a role on the Student Leadership Team
  • We will communicate with parent / guardian the support we give our students even though we are aware that, in some cases, it may be the view that, at post-16 level, the student should be solely responsible for their learning and behaviour

Year 12

  • Students not meeting the requirements on a Year 12 course will receive support in their work, will be set targets to try to achieve the required standards and their parents/guardians will be informed of the situation. If the student is then unable or unwilling to undertake the action required by the College they will be counselled to withdraw from the course and given advice and support by the College on the options available. Although a number of staff will be involved in the support of students, the Principal will have the authority to take the final decision.

Year 13

  • If evidence from Year 12 indicates that the student has struggled to meet the terms of the learning agreement, this may be an indicator that the significantly more challenging Year 13 course is not the most appropriate option for their needs. Where a judgement is made that it is extremely unlikely that the student will be successful on the Advanced Learning Programme then full careers and guidance support will be offered. In most cases, this will result in a negotiated withdrawal of the student from the Advanced Learning programme when all other options have been exhausted. Although a number of staff will be involved in the support of students, the Principal will have the authority to take the final decision.

Year 12 and Year 13 students displaying inappropriate behaviours

  • Students will be provided with support to assist them in changing their inappropriate behaviour, which will entail the provision of a graduated response to any disciplinary measures undertaken
  • Students will need to meet all deadlines and participate appropriately in lessons. If they do not meet these basic criteria, the teacher will follow up through behaviour events. Tutors will follow up in response to weekly behaviour event reports.  If there is no improvement tutors will refer to Heads of Sixth Form who will involve parents as appropriate
  • Should there be no improvement in the student’s commitment the student would then be placed on a contract. This would have specific conditions and usually be reviewed on a half termly basis. If the student were not to improve by the agreed deadline, they would forfeit their place at the College. This decision would be made by the Heads of Sixth Form and the Principal
  • For other offences, suspensions and exclusions would apply on the same basis as for the rest of the College. This decision would be finalised by the Principal
  • In all cases the Principal will have the right to exercise the withdrawal of a student from a course. Students and parents will be informed of their right to approach the Governing Body. Should they choose to do so, the Governing Body will act in accordance with their powers as defined in P1 of ‘Guidance on Improving Behaviour and reducing exclusion’ (2009) which applies to students of compulsory school age. The general exclusion tariff will apply

Sixth Form Dress Code

All sixth form students have an important role to play as ambassadors for the College and as role models for students from Reception to Year 11. In addition to this, we aim to create a positive collegiate atmosphere within the sixth form and to ensure that all students fully reach their academic potential in their A level examinations. Students having excellent attendance, adopting a scholarly approach to their learning, being fully involved in their College, local and global communities and being smartly dressed all contribute towards us achieving this aim. The sixth form dress code is as follows:

  • All students are expected to come to school in a suit and to have their jacket with them at all times – the suit may be trousers, a skirt or a dress with a matching jacket and should be either black or grey. The fabric may have a feint pinstripe or check. Leather/PVC, jersey material and denim are not permitted and skirts/dresses should be of an appropriate length.
  • Shirts/Tops and accessories should be black, grey, red or white. Tops with writing across the front and vest tops are not permitted.
  • Footwear should be smart and black, grey, red or white. Trainers, docs, flip-flops and over-the-knee boots are not permitted.
  • Students should not be wearing outdoor coats, scarves, gloves or hats around school.
  • Hair should be neat and a natural colour.
  • Sixth form students are permitted to wear jewellery, make-up and nail varnish, provided that they are still smartly presented. Facial piercings (including nose studs) and visible tattoos are not permitted.

We would strongly suggest that the students label their belongings (jackets in particular) in order to make them easily identifiable and so prevent loss.

Any sixth form student who does not meet our expectations with regard to attire will be asked to go home and change immediately. We do not wish for this to be necessary as we understand that this may have a detrimental effect on the student’s learning.

Appendix 6 - Guidelines for Sanctions

It is clear that some discretion is needed when applying sanctions but this guidance is designed to help us to be as consistent and proportionate as possible in our response to unacceptable behaviour.  We acknowledge that unacceptable behaviour can be an indicator of an underlying wellbeing issue for which the student would receive support.                                               

Behaviour Action to be taken by teacher
Late to lessons

 

  • One late – record as late and speak to student at end of lesson
  • Regularly late – meet with student, discuss concerns and inform of action if there is no improvement. Inform HoD & Tutor
  • Persistently late – Phone or write to parents. Record contact on SIMS. Keep student in to catch up on missed work. Inform tutor who will monitor. If problem is widespread, refer to Head of School who will use report card with focus on punctuality
  • Mark as late in SIMS if periods 2-5. If period 1, send to office.
Uniform / dress code
  • Years 7-11 – follow guidelines in Appendix 9.
  • Sixth formers to be challenged if not within dress code. Carry out check during period 1 and send students who are inappropriately dressed to Heads of Sixth Form. Tutors to be informed. If persistent, Heads of 6th Form or a member of SLT may send student home to change. Inform parent / guardian (record on e-portal)
Homework ·       Bring in by 8.25 the next day and teacher enters late submission in SMHW

·       If not, teacher may conduct a supervised session at a mutually convenient time

·       HoS will download non-submission on a weekly basis.  If a student appears on the report for not having submitted 2 or more pieces of homework for 3 consecutive weeks this will automatically trigger the student being placed on homework report, monitored daily by the tutor.  If non-submission of work continues for a further week the HoS will monitor the daily homework report.  If there is no improvement the student will be placed on a Stage 2 general report.

·       HoS will download a monthly SMHW report on Late Submissions; if a student appears on the report for 3 or more late homework submissions in that month they will automatically receive behaviour mark(s,) as appropriate, for organisation; these will be entered into SIMS by the HoS

·       Please see Appendix 5 for procedure for Sixth Form students

·       Referral to SLT

Ill equipped for lesson
  • Enter event in SIMS (See Appendix 8)
  • When reports are generated weekly, this will be followed up by the tutor and Head of Key Stage if it is a persistent concern.
Mobile electronic devices in  lessons
  • If used inappropriately, confiscate the device and take it to the office. Student is then allowed to collect the device at 3.30pm
  • If this happens on more than one occasion, the parent should be called by the teacher and asked to collect the device
Low level disruption in lessons
  • Teacher asks student for it to stop and gives a warning
  • If it is repeated, teacher takes the student outside and speaks to them
  • If it is repeated once more, student is removed to HoD’s classroom and a behaviour event is entered in SIMS (Appendix 8)
Failure to follow instructions/disruptive behaviour
  • Reprimand. If there is no improvement, make behaviour entry in SIMS (Appendix 8). Student should be expected to make up lesson time in session at lunch or after school. If it is persistent or more serious, student should be referred to a senior colleague. If considered sufficiently serious or urgent, contact SLT on call.
Intentional damage to property or damage to property through negligence
  • Request the intervention of the HoS or SLT. Where damage has occurred, a member of SLT will contact parents to outline the incident and to request remuneration for the damage caused. Student will be expected to write letter of apology.
Unacceptable language
  • Give a warning (preferably outside the classroom). Enter behaviour event on SIMS (Appendix 8) and reinforce the inappropriateness of the language. Inform tutor/HoD.
  • If the language can be classified as bullying or discriminatory, refer to counter-bullying policy
  • If language was directed at a member of staff (or visitor), the student should report to SLT on call at the College office. The teacher should send a report of the circumstances to SLT
  • If the language was indirect (heard but not meant for the member of staff), student should be spoken to, a behaviour event entered in SIMS (Appendix 8) and asked to write an apology
Bullying behaviour including use of discriminatory language
  • Refer to counter-bullying policy
  • Refer to Acceptable Use Agreement regarding use of technology (Appendix 12)
Aggressive behaviour or physical violence towards another student or member of staff

 

  • Request intervention of SLT on call followed by an investigation into the incident
  • If considered to be a serious disciplinary matter, this will normally invoke a suspension using the Education suspension tariff (see Appendix 4). Police may be involved at the discretion of the Principal or Vice Principal
Possessing alcohol/cigarettes on the College premises
  • This is a serious disciplinary matter
  • Send note to the office requesting the intervention of a member of SLT on call
  • Parent / Guardian to be informed
  • Principal / Vice Principal to decide sanctions and involve police as appropriate
  • Suspension procedure may be followed (see Appendix 4)
Distributing or selling alcohol/cigarettes on the College premises
  • This is a serious disciplinary matter
  • Send note to the office requesting the intervention of a member of SLT on call
  • Parent / Guardian to be informed
  • Principal / Vice Principal to decide to involve police as appropriate
  • Suspension procedure to be followed (see Appendix 4)
Being under the influence of alcohol on the College premises
  • This is a serious disciplinary matter
  • Send note to the office requesting the intervention of a member of SLT on call
  • SLT member may need to ask for first aid / medical assistance
  • Parent / Guardian to be informed. Student may need to go home to recover.
  • Principal / Vice Principal to decide sanctions and involve police as appropriate
  • Suspension procedure may be followed (see Appendix 4)
  • Student may be referred to appropriate outside agencies
Possessing, distributing or selling illegal drugs on the College premises
  • This is a serious disciplinary matter
  • Send note to the office requesting the intervention of a member of SLT on call
  • Parent / Guardian to be informed
  • Principal / Vice Principal to decide to involve police as appropriate
  • Suspension procedure to be followed (see Appendix 4)
Being under the influence of illegal drugs on the College premises
  • This is a serious disciplinary matter
  • Send note to the office requesting the intervention of a member of SLT on call
  • SLT member may need to ask for first aid / medical assistance
  • Parent / Guardian to be informed.
  • Principal / Vice Principal to decide sanctions and involve police as appropriate
  • Suspension procedure may be followed (see Appendix 4)
  • Student may be referred to appropriate outside agencies
Possession of a weapon on College premises

 

  • Possession of a weapon on College premises is a serious disciplinary matter that will invoke a suspension using the Education suspension tariff (see Appendix 4). In this case the Principal or, in their absence, the Vice Principal will inform the police
  • May inform the police or involve outside agencies when appropriate
  • May choose to suspend a student.

Appendix 7 - Learner Profile Descriptors

LP descriptors 2018

1 Exceptional learner who is enthusiastic, committed and absorbed in their learning.  An independent, rigorous and resourceful thinker.  A resilient and reflective student who thinks strategically about their learning.  Collaborative and empathetic when working with others, contributing to the learning of the class.
2 A well-motivated, well-prepared learner who works hard, perseveres and takes responsibility for their own progress.  Shows an interest in the subject, is reflective, asks questions to further their learning and involves themselves in lessons; helpful and empathetic towards others and is a positive presence in the class.
3 Consistent approach to learning.  Generally completes tasks and meets deadlines.  Mostly attentive in class and participates when prompted.  Usually prepared for learning.
4 Inconsistent commitment to learning.  May lack focus and struggle to manage distractions in class.  May disrupt the learning of others at times. Homework is often late and does not reflect good effort.  Needs to reflect on their approach to learning.
5 Rarely motivated to learn and rarely completes tasks or meets deadlines.  Distracts others and is inattentive.  Commitment to learning is a serious cause for concern.  Improvement in approach to learning needed.

The teacher needs to select the level which best fits the student in their classes.

When a teacher enters a 4 or a 5 on SIMS, they will be requested to select the behaviour(s) which need to be improved:

H Homework
F Focus
C Commitment
O Organisation
H/F Homework / focus
H/C Homework / commitment
H/O Homework / organisation
F/C Focus / commitment
F/O Focus / organisation
C/O Commitment / organisation

 

Appendix 8 – Adding a Behaviour or Achievement detail on SIMS

Please note these screen shots apply to behaviour but it is very similar for entering an achievement.

You can do this from your register or like this:

Scroll down to add the student

Appendix 9 – Uniform Follow-up Guidance to staff (Key Stages 3 and 4 only)

Uniform for Students in Years 7 to 11

All students in Years 7 – 11 are required to wear the College uniform.  The students are our greatest ambassadors.  How they present themselves reflects upon the College.  We are proud of our students and expect their pride to be demonstrated through their presentation.

Uniform Shop

All items of school uniform must be regulation style and are available from the JCG Uniform Shop which is open every Tuesday and Thursday, 3.30pm–5.00pm during term time and by appointment only during school holidays.

Students in Years 12 and 13 are required to dress according to the sixth form dress code.

All items of uniform must be clearly marked with the owner’s name.

Winter Uniform

Winter uniform is worn from October half term until Easter.

  • Grey Skirt (on the knee when standing) or grey trousers
  • White short-sleeved shirt with JCG motif on pocket
  • Red, long sleeved V-neck jumper with two grey stripes at neck
  • Grey blazer to be worn at all times
  • School regulation coat in red or black
  • Plain black tights
  • Gloves/scarf in plain red, black or grey

Summer Uniform

Summer uniform is worn from Easter to October half term.

  • A regulation cotton dress or the winter uniform as above (on the knee when standing)
  • Plain white socks are worn during the Summer Term and the first half of the Autumn Term
  • Grey blazer to be worn at all times
  1. Winter uniform can be worn if preferred, except with white socks instead of plain black tights.

PE Kit

  • College sweatshirt and tracksuit bottoms
  • Short sleeved white polo shirt
  • Red shorts
  • Skort
  • Red knee length socks
  • Swimming costume and cap
  • Training shoes
  • Astro/football boots, gum shield, shin pads (to be bought on commencement of football/hockey during the school year

Shoes

Smart well-fitting black shoes (leather or similar), flat or with a chunky heel which is a maximum of 5 cm high (no stiletto heels).

Hair

Hair should be neat, cut in a smart style and tied back for practical subjects.  Hair slides and bands should co-ordinate with your uniform – plain red, black, grey or white.  Hair should be a natural colour.

Jewellery

4 stud-type earrings only.  No nose or face studs or any other jewellery, except a watch.

For safety and security reasons, necklaces, rings, bracelets, bars and hoop earrings are not allowed.

Other

No make-up or nail varnish.

All staff
Where a student (not your tutee) has an item of uniform that is not in keeping with uniform guidelines

 

  • Speak to the student discretely (not in front of others).
  • “As you know, the way you present yourself is very important and we want you to be proud of being a member of the College community. I don’t think ‘the length of your skirt’ shows others that you are proud to be a part of this College. I will mention this to your tutor, who will talk to you about how you can correct this.”

 

Where a student (either your tutee or not) is wearing non-permitted jewellery or make-up (including nail varnish that is anything other than clear)

 

  • Speak to the student in a polite and calm manner
  • In the case of jewellery, the item should be confiscated and placed in a brown envelope to be taken to the school office as soon as possible. The student will be able to collect it at the end of the day.
  • In the case of make-up or nail varnish, send the student to the office promptly so that they can remove it.

Tutor

Step 1

Where a tutee has an item of uniform that is not in keeping with uniform guidelines

 

  • Speak to the student discretely (not in front of others).

·      “As you know, the way you present yourself is very important and we want you to be proud of being a member of the College community. I don’t think ‘the length of your skirt’ shows others that you are proud to be a part of this College. I like students in my Form to be good role models for others and smart ambassadors for the College. You need to get a ….. by this time next week. Please show me when you have done so.”

Step 2

If the item of uniform is not corrected within one week, speak to the student discretely again.

 

  • “ I spoke to you last week about the importance of presenting yourself in a positive way and showing that you are proud to be a member of the College community. I notice that you have not yet managed to get a … Is there a particular reason for this? I will now need to write home.”

·      Send letter (uniform A) home (see letter below fyi)

Step 3

If there has been no change after one week then inform HoS so they can send letter (uniform B) home re. supply and charge (see letter below fyi)

Letter – Uniform A

Dear

Our aim is for students to want to wear their uniform well because they understand that it conveys an image of what JCG is like to those outside the College. Wearing our uniform with pride demonstrates that students value belonging to JCG and aspire for others to recognise this and to see our College as an institution of excellence where students have a positive impact on the community.

It has been noted that your daughter does not have the appropriate uniform for school. She has been reminded of this and I would now like to ask your support in ensuring that your daughter is dressed appropriately for College.

She will need the following items:

Blazer
Winter skirt (length on the knee) or regulation school trousers
Red jumper
White short-sleeved shirt with JCG motif on pocket
Plain black or grey tights or long grey socks
Black shoes
Summer dress (length on the knee)
Other

Any further details:____________________________________________________________________

The uniform shop is open on Tuesdays and Thursdays from 3.30pm until 5pm or by appointment, telephone 516250. Please ensure that your daughter has the items detailed above within one week of receipt of this letter.

Thank you for your support.

Yours sincerely,

Tutor


Dear

As you know, (NAME OF TUTOR) has written to you regarding (NAME OF STUDENT)’s uniform.

We would like all of our students to want to wear their uniform well because they understand that it conveys an image of what JCG is like to those outside the College. Wearing our uniform with pride demonstrates that students value belonging to JCG and aspire for others to recognise this and to see our College as an institution of excellence where students have a positive impact on the community.

(NAME OF STUDENT) needs a replacement (NAME OF GARMENT) in order to ensure her uniform is being worn correctly and we will therefore arrange for her to be fitted with the item from the uniform shop and will forward an invoice to you for the cost of the item in due course.

I trust that you will support us in this but if you would like to discuss this with me, please do not hesitate to contact me on…

Yours sincerely,

Head of School

Appendix 10 – example Report Card

Report Card

Appendix 11 – Example of Stage 2 Report Card

Report Card Stage 2

Appendix 12 - Acceptable Use Agreement (AUA) for use of technology in College

Click Here

Appendix 13 – Behaviour and Achievement marks 

Teachers enter behaviour ‘events’ onto SIMS relating to:

  • Punctuality – if student arrives late (not if this is due to previous teacher letting class out late, which teacher will need to check)
  • Equipment – if student arrives at lesson without correct equipment
  • Homework – if not handed in on time
  • Persistent comfort break - asking to go to the toilet / fill up water bottle in lessons (please use professional judgment)
  • Lack of focus
  • Uniform – if students are wearing incorrect uniform including jewellery

*Punctuality – if student arrives late (not if this is due to previous teacher letting class out late, which teacher will need to check by contacting the teacher of the previous lesson; if things do not improve then teacher should refer to Head of the Faculty letting students out late). This is recorded by entering an ‘L’ on your register.  You can also note on SIMS how many minutes late the student is.

Achievement marks may be awarded in SIMS for the following:

  • Contributing to the learning of others
  • Excellent Effort
  • Outstanding work
  • Resilience / perseverance
  • Contribution to College community
  • Contribution to wider community
  • Other

Role of the teacher

It is the teacher’s role to support students by following up on behaviour concerns in the following way:

  1. Enter event on SIMS
  2. Discuss with the student
  3. Inform the parent if appropriate
  4. Discuss further action needed with HoD / HoF / Tutor if appropriate

The teacher can acknowledge a student’s achievement in lessons by entering an achievement mark in SIMS and discussing with the student.

Role of the tutor

It is the Form Tutor’s responsibility to monitor students’ behaviour / achievement events on a weekly basis.  Heads of School will send a summary of behaviour / achievement entries to tutors on a Friday. The tutor should follow up on behaviour marks in the following way:

  1. Speak to the tutee about reasons for their entries and help them to resolve any organisational issues
  2. Warn the tutee that if they have 2 or more entries for 3 weeks running they will go onto Stage 1 report
  3. Call home if appropriate
  4. Refer to Head of School

The tutor can congratulate their tutees for achievement marks received during the week upon receipt of the weekly achievement report for their form group from the HoKS.

Role of HoF

The HoF will support students / teachers in their Faculty in the following way:

  1. Monitor behaviour / achievement entries given by members of the faculty through regular SIMS reports
  2. Where a teacher in the Faculty is not entering any behaviour / achievement events HoF to ask why this is the case and support if there are any issues
  3. Where HoF notes that a particular teacher is entering lots of behaviour events for one class or student HoF to offer support; this may take the form of observation / planning support
  4. HoF to liaise with HoS to resolve persistent behaviour issues.

Role of the Head of School

The Head of School will support students / teachers / tutors in the following way:

  1. Monitor behaviour / achievement data on a weekly basis
  2. Send a summary of data to tutors for their action, advising which students need to be spoken with, which students need to be warned that they will go on report if they receive 2 or more entries for 3 weeks running
  3. Identify students who need to go on to Stage 1 report and call home to explain this to parents
  4. Co-ordinate stage 1 report and feedback to parents and tutor
  5. Recommend Stage 2 report as appropriate and liaise with AHT Student Progress and Welfare
  6. Meet with student and parent
  7. Refer to Assistant Head Teacher, Progress and Welfare

 

 

 

Learning and Teaching Policy

Jersey College for Girls

Learning and Teaching Policy

 

Authors: Ruth Lea

Date: January 2019

Agreed by Staff: January 2019

Shared with Governors: January 2019

To be reviewed: December 2021

Other than Safeguarding, this is the most important College policy.

Our philosophy of Learning

Deep and meaningful learning occurs when students

  • have long term retention of knowledge and skills
  • can transfer their learning to different contexts
  • are resilient and know what to do when they do not know what to do
  • change their view of the world or opinions as a result of new learning

At JCG we believe that expert teaching and learning can be achieved by embedding and interleaving Six Teaching Principles with Six Learning Principles; The Scholarly approach at Key Stages 3 and 4, which is further developed through the A level Mindset VESPA programme in Key Stage 5.

Everyone is as a learner at JCG and we recognise the importance of developing a growth mindset culture amongst our staff, students and parents in order to excel as both learners and educators. (appendix 1)

Teaching and Learning Principles

Embedding these principles within our teaching provides a framework with a common language for talking about teaching while enabling us the flexibility and freedom to teach in our own style.  We recognise that the application of these principles will look different across and within subjects.  The principles do not represent a lesson plan; an individual lesson may focus on just one of the principles.

Teachers are responsible for:  

  • Providing students with challenge and support, so that they are encouraged to think hard, and learn how to be resilient and resourceful.
  • Tethering new ideas and skills to prior knowledge when introducing and explaining. Allowing for the limited capacity of the human thinking memory when transforming abstract ideas into concrete
  • Modelling excellence (e.g. examples, non-examples and demonstrations), so that students know how to apply their knowledge and skills and what quality work looks like.
  • Giving students time for careful deliberate practice, reducing the scaffolding as they progress enabling them to work with effort just beyond their comfort zone. Providing multiple opportunities to revisit learning by spacing and interleaving.
  • Asking carefully crafted questions to check understanding and leading students from surface knowledge to deeper learning. Assisting students in the transfer of their learning between different contexts, subjects, times and places.
  • Providing students with feedback they can act on to improve. Helping them to become reflective learners - knowing where they are in their learning and know how to move forward, actively responding to feedback to close their ‘learning gap’ so that they become absorbed in their learning, are noticing links, demonstrating curiosity and thinking creatively.
  • Encouraging students to believe in themselves and hence excel in their efforts to produce work reflecting their personal best.
  • Carefully awarding the learner profile which most accurately reflects the learning dispositions demonstrated by the student.
  • Accurately applying the assessment grade descriptors and communicating these to ensure students know where they are in their learning.
  • Keeping abreast of the latest evidence based learning research

 Students should take responsibility for:

  • learning for learning sake, not only for passing exams
  • adopting a scholarly approach to all that they do
  • knowing their learner profile and the next steps to take to become better learners
  • understanding the importance of learning, making the most of opportunities and recognising that learning continues outside of the College
  • effortful learning, ensuring their work is proof-read and is their personal best
  • being resilient, learning how to take risks and strive to overcome setbacks
  • being reflective, knowing where they are in their learning and know how to move forward, actively responding to feedback to close their ‘learning gap’
  • being reciprocal, working collaboratively, learning from and with others
  • managing their distractions, so that they have a positive impact on the learning of others
  • being resourceful, being prepared for learning, capitalising on learning opportunities and using learning resources effectively

Heads of Department and Heads of Faculty are responsible for:

  • taking action to ensure that the learning and teaching policy is fully embedded

Heads of School / Sixth Form are responsible for:

  • In liaison with Heads of Faculty, monitoring, evaluating and acting to continually improve the quality of teaching and learning within their School / the Sixth Form

The Principal is responsible for:

  • ensuring that all members of the College take responsibility for implementing the policy.
  • providing appropriate support and necessary action to ensure the policy has a positive impact on learning and achievement and the quality of teaching

Parents/guardians should be encouraged to take responsibility for:

  • supporting and being involved in their child’s learning.
  • being aware of their child’s learning targets and celebrate their achievements.
  • being aware that progress in learning is not linear.
  • understanding that individuals have differing abilities and supporting their child’s needs.
  • ensuring students come to College prepared to learn.
  • attending parent evenings, showing enthusiasm and participating in constructive discussions with regard to their child’s progress.
  • reading, understanding and engaging with the learner profile descriptors.
  • being aware of their child’s next steps in becoming a better learner.
  • supporting their child appropriately with their home learning.

The Governing Body:

  • holds the College to account to ensure effective teaching and learning to secure high standards of achievement and progress.

The impact of the policy will be assessed by:

  • formal and informal survey of student attitudes to learning
  • learning walks, formal and non-judgement lesson observations, SLT pop ins  (appendix 2)
  • rewards systems (Achievement and Behavior marks), progress measures and examination results

Relationship to other policies

Internal Policies:

  • Assessment Policy
  • Curriculum Policy
  • Home School Agreement
  • Improving Behaviour policy
  • Staff Development Policy

Relationship to other documents

External documents:

Internal documents: 

  • Learning walk form
  • Lesson Observation form

Appendix 1 - Acknowledgements

As a College, learning is our core purpose and our approach to learning is underpinned by our core values: aspire, inquire, excel and belong.  In seeking to bring these values to life for all our students, we have been influenced by the text ‘Making Every Lesson Count’, by S Allison and A Tharby, the work on Growth Mindset by Carol Dweck and the work that Professor Guy Claxton and his colleagues have done in formulating the idea of Building Learning Power.

Learning is for all and both students and staff are encouraged to reflect on a growth mindset approach to learning and teaching.

The concept of ‘growth’ applies to the brain as ‘effortful learning changes the brain, building new connections and capability’ meaning ‘our intellectual abilities are not fixed from birth but are, to a considerable degree, ours to shape’. We want to help our students and our staff to grow their brains and to become more intelligent and hence to aspire, inquire, excel and belong, and realise the College vision for themselves.

A level Mindset (VESPA)

The Five Elements of the VESPA Mindset

There are five key elements to success at A level and these five elements can be learned.

Together, the five elements are called VESPA.
V = Vision
How well do you know what you want to achieve?

E = Effort
How many hours of independent work do you do per week?

S = Systems
How do you organise your learning and time?

P = Practice
What kind of work do you do to practice your skills?

A = Attitude
How do you respond to setbacks?

https://www.alevelmindset.com

Appendix 2 - Guidance for Lesson Observation, Learning walks and SLT pop ins.

JCG is committed to building a culture where observation of practice is intrinsic to the life of the College, non-threatening, and completely synonymous with our pursuit of excellence.

We aim for all teaching to be judged as good or outstanding and use the evidence from all forms of classroom observation to evaluate our success in fulfilling this aim, in addition to providing professional development and  identifying  good practice.

All forms of classroom observations are developmental and supportive and those involved in the process will:

  • carry out the role with professionalism, integrity and courtesy;
  • evaluate objectively;
  • report accurately and fairly; and
  • respect the confidentiality of the information gained.

We observe in order to:

  • to praise and celebrate good practice
  • empower staff to perform their roles competently and professionally
  • support staff as they develop their knowledge and skills in striving for professional excellence
  • allow for the sharing and dissemination of good practice
  • to assess the impact of teaching and learning on students’ attainment
  • inform and facilitate the monitoring of the SDP, FSED and DSED
  • inform the ongoing development of the curriculum
  • help to identify priorities for staff development
  • provide information for the self-evaluation process
  • know strengths and areas for development of teaching

Learning Walks and SLT pop ins

  • conducted on an ad-hoc basis throughout the school year.
  • should be no longer than 15 minutes.
  • every member of staff will have an annual visit by a member of SLT

Learning walks

  • staff can be informed to expect a visit
  • should be no longer than 15 minutes.
  • HOD and HOF should complete learning walks of their respective areas on a half termly basis.
  • HOF should encourage all their staff to conduct learning walks.
  • Learning walk observations should be documented using the agreed form

Expectations for informal and formal observations

The Observer and Observed will:

  • agree the lesson, the duration and, where appropriate, the focus of the observation
  • make clear the expectations regarding planning documentation
  • discuss and agree the level of the interaction between observer and students whilst in the classroom
  • agree the most appropriate position in the classroom
  • agree that feedback will not be given immediately at the end of the lesson and arrange a time for detailed and constructive verbal and/or written feedback, focusing on the progress of the learners, within 3 working days of the observation.

The Observer will:

  • be punctual.
  • be flexible and sensitive to the situation on the day.
  • use the agreed school’s proforma to record evidence.
  • thank the teacher before leaving the room.

Formal Observations

  • These will normally be undertaken by the line manager as appropriate and agreed, such as HoD, HoF and, also by members of the Senior Leadership Team.
  • A copy of the observation record sheet will be kept centrally in a school file and be submitted to the Assistant Headteacher Staffing along with Appraisal documentation. A copy is also given to the member of staff.
  • Teachers, who have a responsibility for making formal observations, must take part in an observation moderation exercise with a colleague on a regular basis (paired observation).
SafeGuarding

Jersey College for Girls

Safeguarding Policy (Students)

 

Authors: Emma Silvestri-Fox

Date: March 2018

To be reviewed: March 2019

Principles:

We are all responsible for Safeguarding students at JCG. Safeguarding is defined by the UK Government as ‘the process of protecting children from abuse or neglect, preventing impairment of their health and development, and ensuring they are growing up in circumstances consistent with the provision of safe and effective care that enables children to have optimum life chances and enter adulthood successfully’.

At JCG, we believe that it is our responsibility to ensure that students are protected from maltreatment and that there should be no impairment to their health or development. We should ensure that students are provided with safe, effective care and thus able to excel and belong to make a positive contribution to the whole College and prepare for independence.

In Jersey ‘The Children and Young People’s strategic framework’ identified 6 outcomes for local children, which would enable them to ‘grow up in a safe, supportive Island community in which they achieve their potential and lead happy, healthy lives.’ The outcomes are summarised as wanting children to:

  • be healthy
  • be safe
  • achieve and do
  • grow confidently
  • be responsible and respected
  • have a voice and be heard

The definition of Safeguarding taken from The Safeguarding Partnership Board’s MOU (2018) is:

  1. Safeguarding and promoting the welfare of children and adults is the responsibility of everyone who comes into contact with them and their families/carers. The purpose of this Memorandum of Understanding (“MOU”) is to set out expectations on organisations with regard to the need to safeguard and promote the welfare of children and adults and co-operate with the Safeguarding Children Partnership Board and the Safeguarding Adults Partnership Board.
  2. “Safeguarding”, both for adults and children, means protecting them from harm. In relation to children, this may include preventing impairment of children's health or development; ensuring that children grow up in circumstances consistent with the provision of safe and effective care; and taking action to enable all children to have the best life chances. In relation to adults, their circumstances may be such that they may be deemed to be ‘at risk’ of abuse or neglect and to require safeguarding from that risk. For example, adults requiring extra support, because of frailty, a learning disability, physical disability, sensory impairment or mental health problem which makes them unable to protect themselves against harm and abuse, may need to be safeguarded.

Aims

  • To give clear direction to staff, governors, volunteers, visitors and parents about expected behaviour and our legal responsibility to safeguard and promote the welfare of all students at our College.
  • To ensure we promote an ethos of prevention, protection and support.
  • Our policy applies to all pupils, staff, parents, governors, volunteers and visitors.
  • To exist as an ‘umbrella policy’ to the following whole College policies:
    • Child Protection Policy
    • Counter-bullying Policy
    • Health & Safety Policy
    • Attendance Policy
    • Online safety / Acceptable Use Agreement
    • Improving Behaviour Policy
    • Privacy Policy
    • Educational Visits Policy
    • Critical Incident Management Plan
  • To exist in conjunction with the Individual Student Needs Policy.
  • To exist in conjunction with Education policies/guidelines on the following:
    • Information about Safeguarding young people
    • Child Protection
    • Safe recruitment
    • Data Protection
    • First Aid
    • Looked after Children
    • Safe Working Practice
    • Online safety
    • Self-Harm
    • Transgender Guidelines
    • Health and Safety
    • Dealing with allegations against Education employees
    • Photography and images
    • Partnerships with parents, carers and others
    • Staff induction and training
    • Bullying
    • Children missing from school and education
    • Off-site visits
    • School environment

Link to Education Department policies

Objectives

  • To ensure that everyone knows that Safeguarding is everyone’s business and responsibility. Everyone is vigilant. Everyone is responsible.
  • To ensure that we all are committed to keeping students safe, and where necessary, take the appropriate action and precaution to ensure that they are safe in College, and as far as staff can know, safe at home. This includes physical, psychological and social safety.

Roles and responsibilities

Students should be encouraged to take responsibility for:

  • Involving themselves in the formation of policies on Safeguarding where appropriate
  • Analysing risks and developing their own risk assessments for activities where appropriate
  • Reporting concerns to an adult member of staff or volunteer
  • Helping to create an environment where others are respected and valued in the school community and the community in general
  • Raising any concerns they may have for their own or peer’s welfare with a trusted adult

Parents have responsibility for:

  • Familiarising themselves with the College’s policies and procedures regarding Safeguarding
  • Being aware how to make a complaint or raise a concern regarding child protection
  • Supporting the College to help maintain the safety of all students

All staff have responsibility for:

  • Fostering a secure, safe and positive learning environment where students can excel
  • Promoting student understanding of the importance of Safeguarding through their curriculum
  • Familiarising themselves with and following the policies and procedures relating to Safeguarding
  • Attending appropriate training on Safeguarding
  • Referring, immediately, to their line manager should they have any concerns or queries relating to Safeguarding
  • Reading, understanding and following the Child Protection Policy
  • Ensuring that children are aware of their right to be safe and have the opportunity to raise any concerns
  • Engendering an environment where students treat all members of the school community with respect

Heads of Faculty and Heads of Department have responsibility for:

  • Ensuring that the curriculum provides some opportunities for students to consider risk situations and explore strategies for keeping safe
  • Ensuring that the policies and procedures relating to Safeguarding are followed within their departments or faculties
  • Supporting teachers in their Faculty or subject area in matters relating to Safeguarding

Tutors have responsibility for:

  • Fostering a secure, safe and happy environment for their tutor group in which students feel they belong
  • Delivering the tutorial programme, including the discussion of Safeguarding issues
  • Ensuring that any Safeguarding issues which their students may bring up are dealt with in accordance with the appropriate College policy and procedures

Heads of Key Stage and other members of the Student Support Team have responsibility for:

  • Ensuring that aspects of Safeguarding are discussed as part of the tutorial programme
  • Assisting the Assistant Headteacher Student Progress and Welfare in ensuring that Safeguarding is given a high priority in assemblies and at Parent Information Evenings
  • Ensuring that parents of new students are informed that we have a Safeguarding policy and either informed how to access it on the College’s website or given a copy should they request it
  • Liaising with the Assistant Headteacher Student Progress and Welfare regarding concerns related to Safeguarding
  • Ensuring that children have details of external support and receive equal protection and information if they have additional and individual needs

 Assistant Headteacher Student Progress and Welfare has responsibility for:

  • Keeping up to date with the latest guidance regarding Safeguarding in schools
  • Attending appropriate training to ensure high levels of expertise in Safeguarding issues
  • Ensuring new staff, volunteers or regular visitors are informed of the Safeguarding arrangements in place, giving them access to this policy and informing them of who is our Senior Designated Lead for Safeguarding
  • Assisting the Principal in reporting to the Board of Governors on Safeguarding issues, including an update on training
  • Liaising with Education regarding Safeguarding matters, seeking advice and clarification when necessary
  • Raising parental awareness of MASH and other agencies who may become involved in the safeguarding of their child

The Site Manager has responsibility for:

  • Chairing the Health and Safety Committee
  • Implementing the Education Department’s corporate Health and Safety policies and procedures
  • Auditing and reviewing the College’s Health and Safety management systems
  • Reviewing and investigating reported accidents
  • Training and development of staff relating to Health and Safety

Principal has responsibility for:

  • Supporting all staff and volunteers to meet their Safeguarding responsibilities
  • Reporting twice yearly on Safeguarding issues to the Board of Governors
  • Ensuring that safe-recruitment guidelines are followed
  • Managing any allegations made.
  • Ensuring that appropriate site security arrangements are in place

Governing Body has responsibility for:

  • Ensuring that they have dedicated members of their body to represent them on the Safeguarding sub-committee
  • Undertaking appropriate training to ensure they are able to carry out their duty to safeguard all of the students at our College

The Wellbeing Sub-Committee has responsibility:

  • to agree and monitor a policy (Health and Safety policy) which meets any provisions determined by the States of Jersey to ensure health, safety and welfare of students, staff and others
  • to assist the Principal of JCG in the implementation of the Health and Safety Policy
  • to receive reports in relation to Health and Safety issues
  • to agree and monitor the Child Protection Policy and Counter Bullying Policy
  • to agree and monitor the Attendance Policy
  • to approve a clear policy (Improving Behaviour Policy) on the standards of behaviour that are expected of students, how to provide these standards and how to tackle unacceptable behaviour
  • to agree and review the Home School Agreement
  • to receive report of any suspensions and exclusions of students, ensure that they are in accordance with the Education (Jersey) Law (Article 36(2) and to determine any appeals made in respect of the same; and
  • to monitor the pastoral care of students and review any policies in relation thereto
  • to review and monitor polices and initiatives relating to technology, including online safety
  • to ensure compliance with directives from the States of Jersey relating to data protection
  • to periodically review the Terms of Reference for the Safeguarding Sub-Committee

Appendix 1 Support and guidance for staff

Named staff with designated responsibility for safeguarding at JCG

Principal Designated Safeguarding Lead Deputy Safeguarding Lead
Carl Howarth Emma Silvestri-Fox Peter Marett
Tel: 516208 Tel: 516216 Tel: 516261

Please see JCG Child Protection Policy for further information on procedures to follow if there is a concern for a child’s safety.

In an emergency, if you are unable to contact any of the designated safeguarding staff, please contact the MASH team on tel: 449213.  Out of hours please contact the duty social worker via the Public Protection Unit at SOJP headquarters on tel: 612612.

Please click here to download a copy of the JCG Safeguarding Policy.

Trips, Expeditions and Visits Policy

Jersey College for Girls

Trips, Expeditions and Visits Policy

 

Author: Peter Marett

Date: September 2017

To be reviewed: September 2019

Principles

Trips, expeditions and visits enable us to fulfil our vision for a student leaving JCG. She will have a thirst for knowledge and already possess a broad understanding of the cultural, historical, geographical and scientific events and ideas which have fashioned her island and her world, and an eagerness to discover more … She will have happy and lasting memories of her time at College and an admiration for those people who have nurtured and shaped her learning.

We believe that students should have as broad an education as possible and part of that should include looking beyond the school grounds to broaden the curriculum and give everyone opportunities for on and off island visits.

Educational visits, expeditions and residential trips are an important aspect of the curriculum and exposure to a variety of experiences outside the classroom and off island should be part of a student’s school experience.

Expeditions, trips and visits can raise achievement by boosting self-esteem and motivation and developing key life and work skills and help to develop better relationships.

The curriculum content of many subjects is enhanced by trips and visits and in some subjects it is highly desirable, for example Drama students must have seen a number of plays and Geography students are required to do field work. Curriculum related visits must be accessible to all students completing the course and must therefore not cost in excess of the amount that can be granted to students on bursaries each year (currently £1000). At all times priority consideration should be given to meeting the educational needs of the students in the most cost-effective manner.

For any visit, trip or expeditions involving students, safety is paramount and for this and other reasons, meticulous planning and organisation are essential. It is also essential to use this document together with Educations’s Policy on Educational Visits.

Aims

  • To ensure that all students have access to expeditions, trips and visits both local and away during their time at JCG.
  • To provide worthwhile experiences which both enhance the curriculum and help to develop a student’s awareness of the world around them.
  • To provide a balance of expeditions, trips and visits across the year groups to ensure that students are gradually prepared for longer and more complex experiences away from home.
  • To ensure that trips, expeditions and visits at a range of costs are offered.

Objectives

  • All expeditions, trips and visits should enrich our students’ experiences.
  • Trips, expeditions and visits may be curriculum based or offered as a general enrichment.
  • Trips, expeditions and visits should help to develop some degree of independence and self-reliance.
  • Trips, expeditions and visits should help students to develop skills that they will need when leaving Jersey to travel or go to university.
  • Trips, expeditions and visits should provide an environment where students can learn to work and live together in an in inclusive way and safe way.
  • Despite there being an element of risk in any trip, expedition or visit, if the risks involved are properly assessed and managed, the trip should be run safely and it is the responsibility of all staff on a visit to understand and monitor the safety of students and staff at all times.
  • Staff running trips, visits or expeditions must follow the school guidelines and Education’s Trips and Visits Policy and Procedures for running trips and visits and be aware of all health and safety implications.
  • All trips, expeditions and visits should be considered in balance with the needs of the College in terms of protecting curricular time, ensuring adequate staffing and cost.

Definitions

Visits:          Education visits off-site and on-island.  There may be regular visits (e.g. sports fixtures) which have an on-going risk assessment which is reviewed annually.  Other off-site and on-island visits will generally need to follow the check-list for on-island visits.

Trips:           Educational visits off-island for short periods of time (usually up to 7 days) usually, though not always, linked with a specific subject.

Expedition: Educational visits off-island which are physically, mentally and emotionally challenging. An expedition would normally include some element of service and tends to be of significant duration. An expedition (particularly if costly and distant) would require a minimum of two year’s notice and planning. A JCG Annual Expedition, run around activities week, should be open to all sixth form students and be seen as a ‘once in a lifetime’ opportunity.  In order to meet the strategic aims of the College, occasionally expeditions can be organised for different year groups at different times but this would be the exception.

Procedures

The Principal has responsibility for:

  • Giving the ultimate permission for the trip to go ahead.
  • Signing form 1 and 2 after consultation with the EVC.
  • Considering applications for financial assistance in cases of need. (See Appendix 6 – Application to receive funding for financial support towards trip/extra-curricular opportunity)
  • Deciding, should it be necessary, if a student cannot attend a trip due to concerns about behaviour, welfare or progress.

The Assistant Head Teacher Educational Visits Coordinator (EVC) has responsibility for:

  • Having and overview of the offering of the whole College provision with respect to trips, expeditions and visits.
  • Discussing the rationale, timing, staffing and planning for the trip with the trip leader.
  • Discussing the costs and accessibility of the trip or visit to students.
  • Ensuring all health and safety guidelines are followed and the relevant offsite forms and risk assessments are completed.
  • Deciding on acceptable staff ratios and suitability of staff in discussion with the group leader, taking into consideration previous absence.
  • Helping to develop staff competencies in leading trips and visits.
  • Ensuring that the list of trips running from the College is updated and published on the website and included in an annual report.
  • Inviting expressions of interest for the JCG Annual Expedition to have a plan for three years ahead.

Trip Leaders have responsibility for:

  •  Liaising with the EVC regarding the rationale, timing, staffing and planning of the trip.
  • Checking impact of the trip with colleagues.
  • Organising the trip with the help of office staff and making the relevant bookings.
  • Completing the relevant offsite check lists and keeping up to date with all the relevant paper work, including following Education’s Policy and procedures on Educational Visits. (Note – check list is slightly different for Activities Week)
  • Developing a financial plan with the finance office taking into account the accessibility of the trip to students and to ensure parents have sufficient lead in time to plan their finances. Ensuring that a plan is in place for any under spend or overspend. Ensuring that £10 charge per school day per student is made to contribute towards the costs incurred by the College (excluding 5 activities week days).
  • Ensuring that all adults accompanying overnight trips have been DBS checked currently held by College/Education.
  • Ensuring that all adults accompanying the trip are suitable (ref. Chapter 3 of Education policy on Educational visits) in terms of experience and understanding of the rationale of the trip.
  • Ensuring that no other adult shall attend the trip at any point without the prior consent of the Principal (for the purposes of clarity, partners of staff are not deemed suitable).
  • Making sure parents are informed throughout the process by letter and a meeting (as appropriate) and providing them with a clothing and equipment list as appropriate. If any vaccines are necessary, parents must agree to this.
  • Giving clear information about the aims of the trip and instructions to students both prior and during the trip.
  • Providing photographs and reports to be used in school publications both during (if appropriate) and after the event.
  • Completing an evaluation of the trip.
  • Having the final say about activities and health and safety issues through discussion with other teachers on the trip.
  • Adhering to all the guidelines in the Education’s Educational Visits policy and JCG Additional Guidelines (see Appendix 1).
  • Leaving a full record of the trip with Admin (including any incident records) and shredding any other information.
  • Ensuring any accident forms go to Education and the record in a timely manner.
  • Completing an evaluation of the trip to inform future practice.

Teachers on the visit have responsibility for:

  • Working with the group leader to provide a safe, challenging and enjoyable experience.
  • Encouraging students to cooperate and collaborate with each other and staff.
  • Making sure the students behave in an appropriate way.
  • Using their particular skills (if appropriate) in leading certain aspects of the trip after discussion with the EVC and group leader.

Students should be encouraged to take responsibility for:

  • Understanding the aims, objectives and risks of the trip and participating so that they get the most out of the experience.
  • Listening carefully to all instructions and safety briefings so they understand the risks and act accordingly.
  • Follow JCG guidelines as specified in the trips and visits code of conduct.
  • Fostering positive and inclusive relationships with each other and staff while off site.
  • Behaving in an appropriate way in College to ensure that they are considered trustworthy to travel with the trip.

The Activities Coordinator will have responsibility for:

  • Making sure that, in activities week, there is a range of choices for students.
  • Ensuring there are activities which are free and a number of off island visits at a range of prices.
  • Checking the guidelines are followed and the paperwork completed by all the group leaders.
  • Liaising with the EVC in relation allocation of staffing and health and safety issues.

Appendices

Appendix 1 – Additional Guidelines document

Appendix 2 – Checklist for on-island visits

Appendix 3 - Code of Conduct for students on trips

Appendix 4 – Risk Assessment Template

Appendix 5 – 5-year plan for expeditions


Appendix 1

JCG additional Guidelines for off island visits

(updated Sep 17)

Procedures for the organisation of educational trips and visits off island JCG.

You must use this document along with EDUCATION’s Policy on Educational Visits.

Use the checklist to guide you through the process

  1. If you are thinking of planning any trip off island you need to check the calendar.
  2. Once this is done – speak to PM about the trip. You will need to email staff to ask if there are any objections and PM will check impact with the cover coordinator. At this point the trip will be put on the calendar.  PM needs to sign the check list before anything else can be done.
  3. Form 1 must be completed and returned to the Educational Visits Coordinator (PM) This form is just a proposal form and is needed before any further bookings are made. This then will be finally agreed by the Principal and sent to the Education Department who may come back with further questions about the trip. Instructions on completion are in Education’s policy.
  4. Once approval has been given then the group leader must follow the correct financial procedures (see section 2).
  5. The Education Department has taken out insurance cover for Off Island Trips, but it is important to check for Adventurous Activities what level of insurance is provided. Checked by the Finance Manager.
  6. The group leader must then obtain a completed consent and medical form from all students.
  7. Form 2 must be completed (instructions in Education’s policy) and given to the EVC who will go through the check list with the group leader and will then give the form to the Principal who will sign and forward it to the Education Department. The contacts on the form will be completed by the office from SIMS. It is the group leader’s responsibility to check these details with the consent forms. Staff details should go on this form too.  The group leader must nominate an emergency contact (normally The Principal and one other) who will each need a copy of the contact details, itinerary and staff contact details which they will keep at home. This form must be at the department 2 weeks prior to departure.
  8. Leader MUST leave a list of student and teacher contact number with the office.
  9. The group leader must make all necessary arrangements and open an account with the Finance Manager and then keep an account of the finances.
  10. Ensure that all records relating to the trip are kept up to date and the relevant people sign the form below.

The group leader will:

  1. Supply a list of all students, staff and those involved with contact details and a complete itinerary including all emergency contact addresses and telephone/fax numbers to the Main Office and the people nominated as the emergency contacts in school who should also have a copy at home for out of hours problems.
  2. Check https://www.gov.uk/foreign-travel-advice (Foreign Commonwealth Office) website for latest advice on travelling to destination country.
  3. Have the emergency contact numbers on them at all times
  4. Ensure students are fully briefed and know where they are staying and what to do in an emergency (an emergency numbers card is a good idea)
  5. Make sure staff on the trip are contactable and contact mobile numbers are left with the office – it is the group leaders responsibility to make sure their mobile works in the locality of the trip or take the school mobile available to them or make alternative arrangements.
  6. Supply a list of internal teaching cover needed at least a week before departure to cover coordinator
  7. Take a First Aid box from the main Office and have a nominated first aider on the trip.
  8. Inform parents through letters and possibly a meeting before the trip, parents require an itinerary, accommodation details and emergency contact details of the leader.
  9. Make sure the accounts are kept up to date and recorded and the finance office is kept up to date with the arrangements.
  10. Complete an evaluation of the trip and send any accident record forms on as appropriate.

The Office Staff will:

  1. Send out letters about the trip.
  2. Collect and collate consent forms
  3. Maintain a list of student replies.
  4. Forward the form 1 and 2 to Education
  5. Contact parents for any missing forms or details
  6. Archive records (including parental consents) of the trip after it has taken place and hold until students are aged 25

The Finance Office will:

  1. Assist group leaders in determining costs
  2. Collect in money for the trips and record all receipts
  3. Make any bookings for accommodation and transport required
  4. Pay any invoices and costs the group leader requests.
  5. Keep an account of monies in and out.
  6. Increase purchase card limits and organise cash on the advice of the group leader
  7. Contact parents by letter for any outstanding payments on the advice of the group leader, however if a phone call is necessary this is the responsibility of the group leader.
  8. Organise insurance claims on the advice of the group leader

While on the trip group and deputy leaders should have a copy of the following documents:

  • Travel tickets, passports and visas. It is also advisable to carry a separate list of the numbers of any travel documents/passports, and photocopies of all the group’s documents in a sealed waterproof bag.
  • A copy of the contract with the centre/hotel etc, if appropriate.
  • Medical papers and significant medical histories;
  • Parental consent forms and permission for group leader to authorise emergency treatment on parental behalf;
  • The phone numbers and addresses, at home and in school, of the Headteacher and of the school contact;
  • The Education Serious Emergency telephone number which currently is +44 (0) 1534 449206.
  • The names of parents and the addresses and telephone numbers at which they can be contacted (home and workplace);
  • Copies of a list of group members and their details;
  • Details of insurance arrangements and the company’s telephone number;
  • The emergency contact number for medical treatment via the insurance policy;
  • The name, address and telephone number of the group’s accommodation;
  • Location of local hospital/medical services;
  • In some cases, the contact details of the British Embassy.

Financial Procedures - Off island trips

As trip leader it is your responsibility to cost the trip so that it is self funding and to keep a clear account of where the money is spent while away.  If more than £30 per student is left at the end of the trip this must be returned to the parents.  The finance office is there to support you and to collect all money and pay any trip costs or invoices and provide cash for while you are away.  Please direct any queries re trip payments or receipts to Finance Office staff member who deals with all trips.

  1. Complete the trip costs template to calculate how much you need to charge for the trip. This should cover everything you need to pay for including the share of the staff costs. Think carefully about how much contingency money you wish to add on.  Any queries on what costs should be included can be discussed with finance if you wish.
  2. On form 1 provide a provisional cost.
  3. Complete the trip launch template for using the online Joinos (the online payment system). When completing the template you need to think about :
    • Payment plan - when working out a payment plan you need to remember that before any payments can go out of the account the money must be there so consider in your payment schedule when payments need to be made (e.g. for flights).
    • A list of students involved should be provided to finance and any amendments should be notified to finance as soon as possible.
    • All the student’s forms that will need to be completed for the trip.
  1. Finance will set up an account for your trip within the General Fund.
  2. Any letter requesting money for a trip needs to state that, if paying by cheque, it must be paid to JCG General Fund and needs to have the students name on the reverse and the name of the trip. Make sure you provide the finance office with a clear name which distinguishes it from any other trip eg ‘London drama 2011’ and not just ‘London trip’ also ask parents to address any money sent in to school to the main office.
  3. Start to collect deposits from students. It should be made clear to the parents that the deposit is non refundable (except in exceptional circumstances) and the deposit needs to be large enough to cover any costs incurred (particularly flight bookings).  Suggestion a minimum of £50 for trips under £250 and £100 if over.
  4. Any letters to parents about money need to be copied in to the finance office so they know what the cheques are for when they start to arrive and how much has been requested as they are often contacted by parents for this information.
  5. Once deposits are in it is the group leader’s responsibility to contact home informing parents of any further payments and the final cost. The last payment should be in at least 1 month before the trip (activities week has its own timetable of payments). A payment plan can be set up but please limit the number of payments as this can cause problems for the finance office. The finance office maintains a list of payments received from students which the group leader should obtain ahead of the payment deadline.  If students have not paid in full please discuss with the finance office and they will then chase for payment by sending out letters.
  6. Requests for cash and payment card limit increases need to be with the finance office 2 weeks before the trip leaves.
  7. When away all receipts need to be kept with a record of all spending. If cash is given back to students during the trip make sure they sign to say they have had it to serve as a record of where the money has been used.
  8. On return it is the duty of the trip leader to present the final accounts and receipts to the finance office for signing off.

Notes to trip leaders

Please ensure the standard wording noted below is included in any letters being sent at the launch of a new trip.  This includes wording to be contained within the main body of the letter (re who cheques should be payable to and what they should note on the reverse of the cheque in order for finance to track the payment).  It also includes the terms and conditions which should be attached at the end of the letter.

Please ensure the wording highlighted in blue is included within the letter, tailored appropriately for your trip.

Trip leaders should ensure that the deposit being asked for is sufficient to cover the costs you will incur before receiving the next payment from students eg flight and accommodation deposits and should be received from students before you are required to make any financial outlay.

Please consider what percentage of costs is likely to be covered by insurance and include in the first letter to parents regarding payments.  This is particularly important if a large portion of your trip costs are for workshops, shows and expenses other than travel.  Please note that I have had parents query in the past why the insurance reimbursement is seemingly low compared to the cost of the trip to the parent.  This percentage can vary between about 30% reimbursement only if significant non-travel or accommodation costs, up to maximum approx 80% reimbursement once the excess is taken into account.

Consent forms should be sent to the Office.  Cheques should be forwarded to the finance department- students should drop these in at the office reception as they collect the cheques to pass on directly to finance.

Standard wording to be contained within the letter:

If you feel that you would like your daughter to attend the trip, please can you complete the consent form and send a deposit for £xx by xx 2014.  Please make cheques payable to JCG General Fund and write your daughter’s name and (name of trip) on the reverse.

Please read carefully the terms and conditions included below in respect of payments and insurance.

At the bottom of the letter:

Terms and Conditions

  • Please note that trip deposits are non-refundable.
  • Consent forms should be handed in to the school office.  No student should be signed up for a trip without the full agreement of the person paying for the trip.
  • Once the place on a trip has been confirmed you will be liable for any costs incurred by JCG.
  • Payments for trips must be made and have cleared in full by trip payment plan dates otherwise JCG will reserve the right to refuse participation in the trip.
  • Upon the trip’s return, trip surplus balances under £30 per student will be retained by the College to contribute towards financial assistance for individual students for future trips in accordance with College policy.  Refunds over £30 will be made once the trip account has been finalised. Any parent wishing for a refund below £50 should advise the trip leader before the trip’s departure.
  • Financial assistance may be available.  If you wish to apply please request a financial assistance form in confidence from the Principal’s PA, Heidi Delves by email to [email protected]. Please refer to the College website at www.jerseycollegeforgirls.com / Admissions / Fees and Finance for further details.
  • Whilst we do our best to ensure that prices do not exceed the amount stated, we cannot always guarantee that the trip costs won't increase, especially if there is volatility in the economy (for example the effects of Brexit)
  • For off-island trips requiring passports, we ask you to ensure that passports have six months remaining at the date of return. We cannot offer refunds if you have not provided satisfactory travel documents.
  • Participation on the trip is not automatic and is subject to consideration of a student’s suitability based on their attendance, progress and record of behaviour. A student is only permitted to attend any trip if they have demonstrated a high standard of behaviour at College. Should a student exhibit poor behaviour prior to the trip departing, the Principal reserves the right to withdraw the place without any refund being returned.
  • Participation on the trip is conditional on being a student at the College. Should a student leave JCG prior to the trip (e.g. not meeting the criteria from progress from Year 11 to Sixth Form), they would lose their place on the trip and any funds paid.
  • JCG makes use of the insurance cover provided by the Education Department.  Should an insurance claim be necessary the excess of £50 plus any additional costs that JCG may incur in connection with the claim will be deducted from any reimbursement.  Please note this insurance policy only covers medical expenses, travel and accommodation, maximum total being £1,500. It does not cover any other activities or costs associated with the trip (e.g. workshops, entrance fees, plays and courses).  If a trip abroad is cancelled due to fears of terrorism, including if the UK government advises no non-essential travel, this insurance policy would not cover a refund. Claims are excluded if covered by another insurance policy.  However, under this policy it is likely that, for this trip, any insurance reimbursement would not exceed % of your payment.  For further insurance cover please consider taking out your own additional private insurance.

On the return slip, please add

In the event of a refund being made please confirm who this should be made payable to. Please give name(s) of recipient(s) of refunds and % that they should receive as appropriate.

Name % of refund
   
   
   
   

Trip Request form Essential Check List


Appendix 2

Checklist for On Island Visits


Appendix 3

Code of Conduct for students on trips

JCG trip to …

Code of conduct

  1. I agree to participate fully in all aspects of the visit. I understand that I will be a representative of JCG and that I must behave in a manner appropriate to that role at all times.
  2. I understand that all the school rules, including those on piercings, alcohol, smoking and drugs, apply for the duration of the trip and I agree to obey those rules.
  3. I understand that I must be prompt for all rendez-vous times. I also agree not to go anywhere alone at any time during the trip.  I understand that this is for my own safety and the safety of others.
  4. I understand that I must return to the host family home for dinner and must not then go out again in the evening unless accompanied by the host family.(only when applicable)
  5. I understand that any serious breach of school rules could result in me being sent home immediately and that in such case my parents would be responsible for any cost incurred.

 

 

Signed……………………….……………                 Date……………………….

 

 

Signed……………………………………..                Date……………………….

Signature of Parent/Guardian

 


Appendix 4

Risk Assessment Template


Appendix 5

5-year plan of expeditions

2017  
Visit to potential partner school in Shanghai February 2017
Biology Expedition to Ecuador and Galapagos Summer 2017
Human Rights trip to USA Summer 2017

 

2018
Biology Expedition to Mexico Summer 2018
Ghana Expedition October 2018

 

2019
Visit to partner school in Shanghai Mar-Apr 2019
South Africa Expedition July 2019

 

2020  
Fiji Expedition July 2020
   

 


Appendix 6

Application to receive funding for financial support towards trip/extra-curricular opportunity.