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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
Attendance Policy Years 7 to 11

Jersey College for Girls

Attendance Policy Year 7 to 11

 

Author: Emma Silvestri-Fox

Date: November 2017

To be reviewed: November 2019

‘90% attendance sounds pretty good. If you got that in a test, you would be really pleased. But that means that you miss 19 school days a year. If you did that over 10 years of school, you would effectively miss a whole year of school. So when you sit your exams in Year 11, and the person next to you has 99% or 100% attendance, they have actually been at school a whole year longer than you.’


Principles:

We believe that it is our responsibility to ensure that students make the best progress possible and attendance is crucial to this. For a child to reach their full educational potential, a high level of school attendance is essential. Jersey College for Girls, working together with parents, encourages all students to achieve excellent levels of attendance and punctuality.

Aims / Objectives

  • To improve student attendance and punctuality and encourage students and parents to realise the importance of good attendance and punctuality, aiming at a target of 96% for all students.
  • To give a high priority to attendance and punctuality amongst all stakeholders.
  • To ensure that statutory requirements, including the proper maintenance of registers and the submission of attendance data, are met.
  • To allow effective use of attendance data in the College.
  • To give clear guidance on expectations and procedures regarding attendance and punctuality and the taking of registers to all stakeholders.

Procedures

Students should be encouraged to take responsibility for:

  • Maximising their own attendance (as per Home School Agreement) (Appendix 1) Being present at all lessons.
  • Being punctual to all lessons.
  • Signing in at the office should they arrive at school late (after registration has been taken in form time / a lesson).
  • Seeking proper permission in order to leave the premises during the school day and signing out at the office if they leave the premises.
  • Maintaining a record of their own attendance in their planner (KS3 & 4) (See Appendix 2).
  • Giving all of their teachers notice and seeking work for any planned absence.
  • Asking their teachers for missed work and catching up after any absence.
  • Ensuring that their parents communicate with the office should they be unable to attend.

Parents have responsibility for:

  • Encouraging their daughter to maximise her attendance and arrive at school punctually (as per Home School Agreement) (Appendix 1).
  • Arranging family holidays during the school holidays in order to avoid absence.
  • Seeking permission in writing from the Principal well in advance (at least 7 days) for any planned absence.
  • Trying, wherever possible, to make medical (or similar) appointments for their daughters outside school time. If appointments are absolutely necessary, ensuring that a note requesting absence is submitted in advance.
  • Monitoring their daughter’s attendance and checking data provided in full reports annually.
  • Negotiating an appropriate plan with the College in the event of long-term absence.
  • Meeting their legal obligation of ensuring that their daughter attends school on a regular and full-time basis.
  • Ensuring that should their daughter be considered to be too ill to remain in school during the school day, either they or an appropriate adult collects their daughter from reception.
  • Immediately informing the College by telephone if their daughter is unable to attend school and give a reason (reasons which qualify for authorised absence are specified in Appendix 4).

Subject Teachers have responsibility for:

  • Being aware of their legal obligation to complete accurate registers (See Appendix 3).
  • Keeping a head count of all students in class so that in the event of a fire drill or alarm, teacher knows how many students should be at assembly point.
  • Completing a registration for each lesson and submitting it on SIMS employing the codes specified in Appendix 4.
  • Submitting register immediately should you receive a reminder from Office staff.
  • Contacting the office as soon as possible should a student who has attended registration be absent in a subsequent lesson without explanation.
  • Ensuring lessons are sufficiently stimulating and useful from the moment they start in order to promote punctuality and attendance.
  • Promoting good attendance within their lessons and praising students for their good attendance.
  • Monitoring attendance in their lessons and referring any concerns regarding attendance or punctuality to their Subject Leader and the student’s tutor.
  • Dealing with individual students regarding punctuality to their lessons (refer to Improving Behaviour Policy)
  • Assisting students to keep up-to-date with work should they need to miss or have missed lessons.

Subject Leaders have responsibility for:

  • Monitoring attendance in their department
  • Checking if there are any patterns of attendance or punctuality which relate to their subject or a particular subject teacher specifically (e.g. a student who is frequently absent for the same lesson each week)
  • Supporting subject teachers with any issues related to attendance and punctuality.
  • Informing Office Manager of any visits or activities which might require registers to be completed by the office.
  • Informing a student’s tutor regarding any concerns relating to attendance or punctuality in the department.

Tutors have responsibility for:

  • Promoting good attendance and punctuality amongst their tutees.
  • Ensuring that registration (which acts as morning roll call) is complete by 8.35am.
  • Ensuring that afternoon registration (which also acts as afternoon roll call) is completed by 2.25pm.
  • Monitoring the attendance and punctuality of students in their tutor group.
  • Discussing attendance and punctuality in academic mentoring sessions either to praise or promote improvement and link with academic achievement.
  • Liaising with subject teachers, subject leaders and Head of Key Stage regarding a student’s attendance and punctuality.
  • Contacting parents, in the first instance, should there be any concerns regarding a student’s attendance and punctuality.
  • Informing office of any communication from parents regarding absence of a student.
  • Completing afternoon roll call registration on all days using the procedures in place (including assembly day and House day).

Heads of Key Stage have responsibility for:

  • Checking KS3 & 4 monthly statistics relating to attendance (where attendance is below 90%), considering amount of absence and any patterns of absence.
  • Discussing concerns with Assistant Head teacher Student Progress in weekly meeting and contacting parents, using standard letter or as appropriate.
  • Responding to individual cases, as appropriate, according to the level of absence, previous communication and individual circumstances.
  • Recording the concerns and actions on the attendance spreadsheet in the staff area.
  • Supporting tutors and subject teachers in ensuring that students attend lessons and arrive punctually.
  • Meeting on a termly basis with the AHT Student Progress and Education Welfare Officer to discuss attendance and punctuality.
  • Communicating to parents in writing (using letter similar to this example and enclosing up-to-date attendance statistics sheet -  see Appendix 5) when there are concerns about attendance / punctuality.
  • Communicating to parents in writing to praise student if attendance improves significantly
  • Communicating with Assistant Head teacher for Student Progress when there is a concern regarding attendance and punctuality.
  • Setting up a meeting with parents and student to discuss an attendance plan / punctuality plan if this action is considered necessary.
  • Liaising with parents and negotiating an education plan in the event of long-term absence.
  • Liaising with Education Welfare Officer where there is a serious concern in KS3 or 4 and we are not satisfied with the results of our own action.
  • Informing staff in briefings of actions and students to monitor in relation to attendance and punctuality.

Office Manager has responsibility for:

  • Running an AM register report by 9am and subsequently following up any incomplete registers.
  • Ensuring that should a student (Y7-11) be absent without a reason provided, parents are contacted (preferably by 10am on the same morning) in order to determine the reason for the absence.
  • Managing the use of the late book, including supervising students who sign in late.
  • Completing roll calls with appropriate codes (see Appendix 4) should a student be absent.
  • Liaising with Subject Leaders regarding any visits or activities that may require the office to complete registers.
  • Liaising with the examinations officer regarding students who are involved in examinations and completing registers as appropriate.
  • Checking that lesson by lesson registers are completed by all staff.
  • Sending reminders to staff when lesson by lesson registers have not been submitted by the next morning.
  • Informing Assistant Headteacher Student Progress and Welfare if any members of staff persistently fail to submit registers.
  • Including accurate attendance figures on student reports sent to parents of students in KS3 & 4.
  • Collating accurate attendance statistics for Heads of Key Stage in KS3 & 4 on a monthly basis.
  • Collating accurate attendance statistics for Heads of Key Stage and Assistant Headteacher Student Progress and Welfare when required.

Assistant Headteacher Student Progress and Welfare has responsibility for:

  • Communicating and promoting the importance of good attendance and its link with good academic progress throughout the school.
  • Supporting Heads of Key Stage in ensuring that good attendance and punctuality is promoted throughout the school.
  • Meeting with Heads of Key Stage in order to monitor their analysis of attendance and discuss any concerns.
  • Directing staff who persistently fail to submit registers or submit inaccurate registers and referring these cases to the Principal should there be no improvement.
  • Communicating serious concerns relating to student attendance to Vice Principal and Principal.
  • Meeting on a termly basis with the Education Welfare Officer to discuss attendance and punctuality.
  • Making initial contact with the Education Welfare Officer to report cases of serious concern and liaising with Education Welfare Officer as required.
  • Monitoring the attendance statistics provided by the Office Manager.
  • Providing statistics to Principal as required by Education.

Principal has responsibility for:

  • Authorising or not authorising, at his discretion, any requests for absence.
  • Monitoring attendance in the school.
  • Reporting attendance statistics at each Governors’ Meeting.
  • Providing the annual attendance return required to Education.

Relationship to other policies

External Policies :

  • Data Protection

Internal Policies :

  • Sixth Form attendance policy
  • Tracking
  • Academic mentoring
  • Improving Behaviour

Appendix 1 - Home School Agreement

Home School Agreement

Jersey College for Girls is a selective fee paying provided school within the provision of the States of Jersey’s Education Department.  Parents / Guardians choose to send their daughters to JCG to benefit from our education and values.  Therefore, in choosing JCG, it is implicit that Parents / Guardians support the College in its expectations.  These expectations are expressed in the Home School Agreement.

JCG offers a broad and balanced education for girls between the ages of 11 and 18.  We aim to provide our students with opportunities and experiences to enable them to understand and believe in themselves, to help them to achieve success as they define it and to make a significant and positive contribution to the world in which they live.  We value the abilities of all our students in whichever field they lie, be they academic, creative or sporting and we will support and encourage each individual to find and develop her own personal strengths.  Within our JCG family of students, parents, staff, governors, alumni and the JCG Foundation we are committed to maintaining high standards of education in an environment in which care and respect for others, a passion for learning and the pursuit of excellence can thrive.

Parents/Guardians

As parents/guardians we are committed to:

  • Supporting and promoting the values and expectations of JCG.
  • Contacting the College at our earliest convenience if we are concerned about our daughter’s education or wellbeing.
  • Ensuring that our interaction with the College is conducted in a courteous and professional manner at all times.
  • Ensuring that our daughter attends school regularly and punctually during the term-time. We will notify the school by phoning in before 9.00am if she is unable to attend school for any reason.  We will keep absences for other reasons e.g. to attend medical appointments to a minimum and send in a note to her tutor in advance of the appointment. Arranging to collect our daughter should we be notified by the College that she is unwell and needs to go home.
  • We acknowledge that we have no automatic right to take our daughter out of school to go on holiday during term-time and that leave of absence for such occasions must be requested well in advance and is awarded at the Principal’s discretion.
  • Ensuring that our daughter attends any off-timetable events as we recognise that these are crucial to developing a rounded education.
  • Supporting the College in whatever educational initiative or event it judges to be of benefit to our daughter.
  • Supporting the College’s Improving Behaviour Policy (available on the College’s website).
  • Supporting the College’s Home Learning Policy, (available on the College’s website) and doing our best to see that our daughter completes the homework set by the College to the best of her ability.
  • Supporting the College’s uniform guidelines and sixth form dress code by ensuring that our daughter is sent to school correctly dressed.
  • Notifying the College of any issues or concerns which might affect our daughter’s progress.
  • Recognising the requirement to pay the fees as determined by the governing body by the first day of each term and to give at least one term’s notice of our daughter leaving the College in advance and in writing to the Principal and acknowledging that failure to do so will result in being liable to pay a term’s fees in lieu of notice.
  • Attending Parents’ Evenings and other meetings at the College to discuss our daughter’s progress and wellbeing.
  • Taking an active interest in our daughter’s education and her life at the College.
  • Notifying the College of any changes to our family circumstances or contact details.

The College

As a College we are committed to:

  • Promoting our values and expectations of learning, behaviour and wellbeing.
  • Providing students with a safe and stimulating learning environment
  • Providing students with a broad and balanced curriculum.
  • Notifying parents as quickly as possible in the event of their child being absent from school without parental knowledge and when their child is unwell at school and needs to be collected and taken home. (Y7-11 only)
  • Notifying our Education Welfare Officer should we have on-going concerns relating to punctuality or attendance. (Y7-11 only)
  • Doing our best to ensure that each student can be successful in achieving her goals.
  • Communicating with parents in a courteous and professional manner at all times.
  • Keeping parents informed about school matters through regular Parent Briefings, information published on the school website and letters, including assisting the governing body to fulfil its responsibility to notify parents a term in advance of any fee increases.
  • Providing parents with regular written reports on their daughter’s progress as well as appropriate opportunities to discuss their daughter’s progress face to face with her teachers.
  • Providing a healthy, safe and welcoming environment.
  • Making every effort to deal promptly and sensitively with issues causing parents and students concern whether raised informally or formally using the College’s complaints procedure.
  • Responding to Child Protection or Safeguarding issues as outlined in our policy (available on the College’s

Students

As a student I am committed to:

  • Supporting and promoting the values and expectations of JCG.
  • Pursuing every opportunity to learn and achieve my goals.
  • Attending school regularly and punctually, signing in at the Office if I arrive late for any reason and signing in and out if I have to leave school to attend a medical or other appointment.
  • Attending lessons promptly and with the right equipment.
  • Completing my class work and home learning promptly and to the best of my ability.
  • Supporting the College’s uniform policy by wearing the correct uniform.
  • Treating others with care and respect and adhering to the College’s Code of Conduct and the guidelines laid down in the College’s Improving Behaviour and Counter Bullying policies both in school and when on trips and visits both on and off island.
  • I will not be a bystander if I witness a student being bullied. I will intervene or fetch an appropriate adult to intervene.
  • Respecting my learning environment by treating equipment and books with care and by not dropping litter or deliberately damaging College equipment or property.
  • Behaving appropriately at all times. I am an ambassador of my College.

Appendix 2 – Student Planner attendance record sheet

Careers Education, Information, Advice and Guidance (CEIAG) Policy

Jersey College for Girls

Careers Education, Information, Advice and Guidance (CEIAG) Policy

 

Authors: Emma Silvestri-Fox, Adam Sykes

Date: December 2018

To be reviewed: December 2019

Link to our vision

A student 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.

Introduction

This policy is intended to support the College in the provision of high quality careers education and guidance. We aim to develop the skills, knowledge and confidence of each student at JCG so that she is able to embark on a fulfilling career leading to significant personal development which will enhance her life and the lives of those around her.

JCG staff, staff from external agencies and other members of our community make valuable contributions to careers education and guidance for JCG students. Our students have a broad range of opportunities to develop their personal and employability skills. The curriculum (in particular in PSHE), work experience, community involvement and non-academic activities enable JCG students to experience an enriched education through experiential learning. These opportunities help students develop their decision-making processes and prepare them for life beyond JCG.

Objectives

We aim to promote self-awareness for each student so that she can be confident with her skills and knowledge. We give students time to reflect on their strengths, limitations, needs and values in academic mentoring. We help them develop skills and awareness through numerous extra-curricular activities including subject-related lectures and enterprise days. JCG students are able to take part in decision-making processes through the Student Council and other focus groups. The College provides excellent support in helping students making informed decisions especially during key stage transitions. We achieve this through specialist input from teaching staff, careers advice and guidance during one-to-one interviews and by providing time for students from different year groups to speak with each other. Students are well informed about the opportunities available to them during their time at JCG and after they leave. Numerous outside speakers visit JCG for assemblies, enrichment sessions and lunchtime talks.

Provision

The school has:-

  • a CEIAG curriculum delivered to all students through PSHE in KS3/4 (See Appendix I).
  • a CEIAG curriculum delivered through the higher education enrichment and Friday afternoon enrichment programmes at KS5 (See Appendix I).
  • tutorial programmes including careers education and guidance.
  • academic mentoring sessions including information, advice and guidance.
  • close links with Careers Jersey.

The school provides access to:-

  • a careers section within the library.
  • independent face-to-face advice both internally and externally.
  • up to date e-learning applications.
  • the Jersey Careers Service within the school provision.
  • the knowledge and experience of external speakers from a range of careers and industries.
  • outside speakers to enhance student knowledge of courses available and the local job market.
  • individual interviews in KS4 & 5 and 1-to-1 mentoring in KS3.
  • events which promote student understanding of the world of work.
  • Trident placements and other work experience.
  • business partnerships.
  • enterprise competitions including the Channel Islands Student Business Challenge (CISBC), young enterprise and the business, accounting and skills education (BASE) competition.
  • the extended project qualification (EPQ) at KS5.
  • local, national and global trips and visits which encourage risk-taking and global awareness.
  • local, national and global links to former students via the JCG Foundation.

Work experience is an integral part of careers education and guidance and of work-related learning.

  • Every student in KS5 should be provided with the opportunity for completing some work related experience during curriculum time.
  • Trident work experience will be provided for students in KS4 to support and compliment the curriculum provision.
  • The work experience programme should be able to respond to the needs of the Jersey community.

JCG meets the quality standards as laid out by the Education Department (see Appendix II).

The roles of the Employability Coordinator, tutor, Heads of School, Assistant Heads of School, subject teacher, parent and student are described in Appendix III.

Relationship to other policies

External

  • Careers Policy (Under review) (Education Department (CYPES) March 2015)
  • Work Experience Policy (Under review) (Education Department (CYPES) June 2015)
  • Child Protection (Education Department (CYPES) June 2016)
  • Careers guidance and access for education and training providers: Statutory guidance for governing bodies, school leaders and school staff (DfE October 2018)
  • Quality in Careers Standard awarded by Career Mark (Quality Standard in CEG)
  • Education (Jersey) Law (1999)

Internal

  • Work Experience
  • Health and Safety
  • Individual Student Needs (ISN) Policy
  • Child Protection
  • Learning and Teaching Policy

Further Reading


Appendix I

Outline of CEIAG within the PSHE syllabus and schemes of work

2018

CEIAG is generally covered in the PSHE schemes of learning, sometimes by the syllabus itself, which also contains elements of citizenship and sometimes within discrete modules within the syllabus. At Key Stage 5 CEIAG is delivered through the enrichment programmes.

Year 7 and 8

CEIAG is covered in the PSHE programme in Years 7 & 8 through modules including an introduction to careers / work from Careers Jersey and a visit to a residential home in Year 7. In Year 8 students start to recognise their strengths, achievements and weaknesses and evaluate how these might inform future choices in learning and work. Students complete personal development planners and research careers.

Year 9

In Year 9 students receive a 1 hour lesson per week covering PSHE, citizenship and careers including:-

  • Students identify own strengths, interests, skills and qualities as part of the personal review and planning process, including their value to future employability using an online career planner and personal development planner.
  • Learning about different work roles and career pathways, including clarifying their own early aspirations.
  • Self-evaluation. Students complete a self evaluation form and discuss areas they need to improve on, in order to achieve their best post option choices using an online career planner and personal development planner.
  • Option choices. Helping students make the correct choice for them, taking into account individual needs.

In addition to this:-

  • SLT member with responsibility for CEIAG /HoS attend either a PSHE lesson, a form time or assembly (depending on timetable commitments) to explain the school process for options.
  • Students are visited in form time by the SLT member with responsibility for CEIAG / HoS / EC to answer questions and offering 1 to 1 interviews for those who request it.
  • The college organises an options evening to discuss and research GCSE options.
  • Using an online career planner to identify areas of interest, this is also used to identify strengths and weaknesses and possible career choices.
  • Year 9 attend the annual Jersey Skills Show to learn about careers and skills.

Year 10

In Year 10 students receive a 1 hour lesson per week covering PSHE, citizenship and careers including:-

  • At the start of the year, all Year 10 students receive a talk from a Trident representative. This is to explain how Trident works and how the students should complete their forms.  This is followed up during form time and in PSHE lessons.
  • Introduction to banking and financial literacy.
  • Writing a CV, personal statement and letter asking for work experience.
  • Learning about the range of opportunities available to them for career progression, including in education, training and employment.
  • Study skills and revision techniques.
  • Representatives from Careers Jersey talk to students during form time.

Year 11

Year 11 PSHE is delivered as impact sessions throughout the year:-

  • Employability seminars involving outside speakers for Post 16 options and beyond, including skills such as interview techniques and speaking with alumni about a range of careers.

In addition to this:-

  • All Year 11 have individual interviews with a senior member of staff to discuss Post 16 options and any concerns they may have about their futures.
  • The College organises an Options Evening to discuss and research Sixth Form options.
  • All Year 11 students complete an online careers guidance programme.
  • Students are provided with a week of A level taster lessons at College.
  • Students spend a form time with Year 12 students discussing sixth form life.
  • Year 13 students visit Year 11 during a form time to explain individual subjects.
  • JCG holds an annual in-house Careers Fair.
  • Year 11 students are offered 1-to-1 appointments with advice and guidance councillors from Careers Jersey.

Year 12

The careers programme is delivered in Year 12 through enrichment sessions of 1 hour per week. It covers aspects such as Higher Education, Post 18 options, finance, work shadowing (IOD), Young Enterprise and completing CVs, covering letters and their UCAS form. Currently the majority of students apply to university and although some may take a gap year only three or four students per year will enter into full time employment.

In addition to this:-

  • All Year 12 have individual interviews with a senior member of staff to discuss post 18 options and any concerns they may have about their futures.
  • Careers Jersey organises an annual HE fair.
  • The College organises an information evening for parents to explain the UCAS procedure.
  • JCG holds an annual in-house Careers Fair.
  • Year 12 students are offered 1-to-1 appointments with advice and guidance councillors from Careers Jersey.

Year 13

The careers programme is delivered to Year 13 for the first term only. This is primarily for the completion of UCAS forms. In addition to this all students are seen individually by their ENR tutor / HoS before handing in their UCAS forms. All candidates for courses requiring an interview are interviewed by the Principal and a manager from an outside agency.

Post application – students are given individual advice on choosing firm and insurance institutions. We encourage students not to complete this until after the mock week.

Students not applying to university will have weekly enrichment sessions with the Employability Coordinator with the intention of securing high quality employment.

Students applying for medicine, dentistry, Oxford University or Cambridge University have bespoke preparation. (See exemplar programmes in Appendix IV)

Year 14

Full and part time Year 14 students have access to the Year 13 programme as well as receiving additional help with their applications, mock interviews and personal statements.


Appendix 2

Quality Standards and Roles of Responsibility

Education Standard Examples of Evidence and Person Responsible
School/ College has Careers Education & Guidance policy

 

Written policy to include all Key Stages – written by SLT member with responsibility for CEIAG and EC
Appropriate training is offered to those involved in CEG. This equates to a minimum of 5 days per year for each school/ college

 

An INSET diary supported by attendance certificates or course programmes where appropriate – to be shared between HoSs/Heads of 6th form/EC/Tutors
School/ College will release a representative of their careers department to attend regular meetings of careers staff from all Island schools.

 

Minutes of meetings – attended by EC
School/ College has current written partnership agreement with Jersey Careers Service which is formally reviewed.

 

The Education Liaison Manager at Careers Jersey meets annually with EC.
Careers Education is delivered for all pupils as identified in the policy:-

·     Written plan shows how programme will be delivered for each year group

·     The effectiveness of the programme is regularly evaluated against the outcomes contained in the policy document

·     Where necessary, pupils have access to additional impartial assessment of aptitude and interests e.g. Computer-assisted guidance, Careers Service

PSHE – Head of PSHE

Tutor programmes – HoSs/Heads of 6th form

Employability - EC

The CEG programme is supported by access to suitable, up-to-date accurate, impartial information. This should have the following features:-

·     a dedicated area, appropriate in terms of space for materials and for the numbers of pupils and their needs

·     a position within the school which all pupils can visit easily

·     open at all reasonable times, such as break times, lunch and possibly before and after school on given days with a published notice of such opening times

·     maintained and supported with up-to date, well-classified resources which pupils can access themselves with advice available

·     ready access to IT to enable students to use networked careers software

Head of PSHE / HoSs/Heads of 6th form/EC/Careers Jersey

Materials promoting awareness and use of careers library & resources. Held in school library. Web based computer programme (New Kudos, www.prospects.ac.uk & Unifrog) which all students can access from school and home.

Schools/ Colleges maintain information on the destinations of former pupils and provide it as required Detailed statistics of Year 11, 12 & 13 leavers given to Careers Service by October half term. Provided by Heads of 6th form in conjunction with information from the Principal’s PA.
School/ College:-

·     has support system in place to help pupils make informed choices and successful transitions with access to information about all Island post 16 opportunities

·     identifies individual pupils who may be ‘at risk’ of making decisions unwisely and offers them a plan of action

·     provides guidance interviews to students in Year 9 as appropriate

·     provides individual guidance interviews of at least 20 minutes to Year 11 pupils

·     at Post 16 (where appropriate) provides individual guidance to all students in relation to their career progression

·     creates opportunities for the involvement of parents in the decision making process

 

EC/ HoSs/Heads of 6th form/Careers Jersey/SLT interviews

 

HoSs/Heads of 6th form/ SLT member with responsibility for CEIAG /ENCO/EC

SLT interviews/EC/ HoSs as appropriate

SLT interviews/EC/ HoSs/Heads of 6th form

SLT member with responsibility for CEIAG / HoSs/Heads of 6th form/EC

Options Evenings and Information Evenings – HoSs/Heads of 6th form/ SLT member with responsibility for CEIAG / Careers Jersey/Subject Teachers

CEG is enhanced through practical involvement of employers:-

·     pupils participate in organised work experience

·     pupils have access to up-to-date information on those employers offering work experience opportunities

·     pupils can identify how work experience contributes to effective career decisions

·     school plans and monitors work experience placements in accordance with the CYPES Work Experience Policy Standards & Guidance, March 2008

·     employers and representatives of the local business community have the opportunity to contribute to CEG programme

Trident providers, Careers Jersey, Work Experience during Enrichment, Business Partners. HoSs/Heads of 6th form/EC/Contributors to the JCG Careers Fair / Contributors to impact sessions

 

School conducts formal annual review of the CEG provision with new targets and outcomes set Minutes of review meetings and up-dated action plans. SLT member with responsibility for CEIAG / Head of PSHE /EC / HoSs/Heads of 6th form. EC presents review & action plan to SLT annually.

Appendix 3

The SLT member responsible for CEIAG will

  • oversee the work experience and CEIAG
  • be the line manager for the Employability Coordinator.

Role of the Employability Coordinator

  • To manage the whole College careers programme.
  • To guide and support students in their decisions regarding career plans.
  • To support tutors and HoSs / Heads of 6th form with careers education and guidance.
  • To liaise with the Head of PSHE to ensure the coverage of the CEIAG programme in lessons.
  • Reviews schemes of learning (SoL) with the Head of PSHE.
  • To liaise with external agencies including Careers Jersey, employers and the local business community.
  • To organise events which promote students’ understanding of the world of work.
  • To filter and pass on information to students and teachers.
  • Ensure the college is an affiliate of the CDI.
  • To attend Career Guidance and / or Skills Shows annually.
  • To complete the Qualification in Career Guidance (QCG).
  • Attend a national careers conference on a biannual basis.

HE tutors and Heads of Sixth Form will

  • Attend relevant inset as appropriate.

Role of the Tutor

  • To act as the first point of contact for careers education and guidance and be a valuable source of independent advice.
  • To use the information learned, as far as possible, about their tutees progress in school and extra-curricular achievements when discussing careers options.
  • To familiarise themselves with sources of careers guidance and advice including Careers Jersey, the employability coordinator, the careers library (in the main college library), the Gatsby benchmarks (appendix V) and the www.prospects.ac.uk careers website. Also to familiarise themselves with the outline of the PSHE content for their year groups (see Appendix I).
  • To hold formal and informal discussions with their tutees about careers including during form time and academic mentoring.
  • To encourage students to have discussions with their parents/guardians, teachers and friends about their strengths and areas for development in terms of transferable skills, areas of interest and possible career paths.
  • To encourage student participation in employability events and to be involved in them where appropriate.
  • To be involved in CEIAG training where appropriate.

Role of the Head of School / Head of School Assistant

  • To ensure that tutors complete academic mentoring and the tutor programme, including careers education and guidance where appropriate.
  • To familiarise themselves with sources of careers guidance and advice including Careers Jersey, the employability coordinator, the careers library (in the LRC), the Gatsby benchmarks (appendix V) and the www.prospects.ac.uk careers website. Also, to familiarise themselves with the outline of the PSHE content for their year groups (see Appendix I).
  • To encourage students to have careers-related discussions with other stake-holders (tutors, parents, subject teachers etc).
  • To encourage student participation in employability events and to be involved in them where appropriate.
  • To be involved in CEIAG training where appropriate.

Role of the Subject Teacher / HOD

  • To encourage discussion and presentation of career opportunities leading on from studying their subject at JCG.
  • To recognise that subject teachers are a very important source of independent advice and to share their advice, either one-to-one or as part of a group, as appropriate.
  • To be familiar with sources of careers guidance and advice including Careers Jersey, the employability coordinator, the careers library (in the LRC), the Gatsby benchmarks (appendix V) and the www.prospects.ac.uk careers website and to be familiar with the outline of the PSHE content within the school (see Appendix I).
  • To encourage students to have careers-related discussions with other stake-holders (tutors, parents, subject teachers etc).
  • To encourage student participation in employability events and to be involved in them where appropriate.
  • To be involved in CEIAG training where appropriate.

Role of the Parent

  • To be aware of the careers programme at JCG.
  • To take an active role in supporting their daughter to develop her skills and experiences relating to careers education and guidance.
  • Parents are encouraged to share their experiences and knowledge with relation to careers education and guidance.

Role of the Student

  • Students should be encouraged to take responsibility for their development with regards to careers education and guidance.

The College will review training for staff on an annual basis and would be happy to support them to complete the Qualification in Careers Guidance (QCG) or any other that is relevant.


Appendix 4

Exemplar HE Enrichment

Date Activity Yr
04/09 Welcome back - tutors discussing AS results and implications 13
11/09 Elevate Study Skills Session 13
18/09 Apply - completing courses and personal statements 13
25/09 Apply - completing courses and personal statements 13
02/10 Apply - completing courses and personal statements 13
09/10 Apply - completing courses and personal statements 13
16/10 Completing forms, Med/Oxbridge, Vocational & Work practice interviews 13
23/10 What happens next for everyone? 13
30/10 Half Term 13
06/11 Head of 6th Form/Careers Jersey - Introduction to HE 12
13/11 Head of 6th Form /Careers Jersey - Introduction to HE 12
20/11 Emotional Wellbeing 12
27/11 Self-Awareness - Kudos 12
04/12 Self-Awareness - Strengths & Weaknesses/Words 12
11/12 External Speaker - Drink Driving 12
18/12 Christmas Holidays 12
25/12 Christmas Holidays 12
01/01 Christmas Holidays 12
08/01 Work Experience (CVs, letters) & Gap Year (EC)/Exam Stress Relaxation 12
15/01 Preparation for JCG Careers Fair 12
22/01 Work Experience (CVs, letters) & Gap Year (EC)/Exam Stress Relaxation 12
29/01 Research on UCAS website 12
05/02 CAREERS FAIR (EC) 12
12/02 Internet Research (Website List) (JCG/UCAS Choosing Course booklet) 12
19/02 Brighton & Sussex University - Preparation for Higher Education Fair 12
26/02 Half Term 12
05/03 Interview Preparation - in 2 groups with external speakers 12
12/03 University Speakers at JCG 12
19/03 Which Degree? & Spreadsheet/UCAS Quiz 12
26/03 Choosing a course booklet 12
02/04 Personal Finance 12
09/04 Discussion and brainstorming session 12
16/04 Easter Holidays 12
23/04 Easter Holidays 12
30/04 University Scenarios/Preparing for Uni information 12
07/05 Exam preparation 12
14/05 Study 12
21/05 Exams 12
28/05 Half Term 12
04/06 Learning to be resilient 12
11/06 Completing forms, personal statements (JCG/UCAS PS booklet) 12
18/06 Using Apply, completing forms, personal statements 12
25/06 Using Apply, completing forms, personal statements 12
02/07 Using Apply, completing forms, personal statements 12
09/07 Personal Statement Reminders 12
16/07 Activities Week followed by SUMMER HOLIDAY 12

HE Enrichment – Exemplar Oxbridge and VetMed Programmes

Date Oxbridge VetMed
8.1 Introduction to Oxbridge: what’s different about the teaching and learning; subject choice; Colleges; applications; outline of ways of preparing. If time, begin work on timeline (see below). Head of 6th Form - Introduction to the VetMed application procedure - outline preparation needed, community service, work experience, grades, expectations, BMAT/UKCAT, EPQ etc.
15.1 Discussion of newspaper articles / extracts from other relevant texts based on the range of subject issues in the group.

Debate issues arising from these articles and identify areas to research further. Articles provided by Enrichment Tutor (ET). Working individually or in small groups if appropriate, students begin a ‘timeline’ of the subject they are interested in studying. Track key developments/ discoveries / inventions / movements. Situate A Level / GCSE work within this framework and identify area(s) for further independent research.

External Speaker (Dentistry), Intro to application for Med and Dentistry, general advice and what to expect at interview.
22.1 External speaker to discuss research and academic work at undergraduate and postgraduate level. What are universities for? What do students do? What do academics do? What is the point of your chosen subject?.Find out about research interests of tutors at Colleges you are interested in applying for - do any of them interest you? Could you do some related research? External Speaker (Medicine) to talk about the NHS, developments, current issues, new papers and documents etc.
26.3 Visit from Oxbridge graduates in the legal profession? Focus on advice, experiences and relevance to subsequent career. Interview style problems and questions to be posed to the group. Speaker (e.g. from philosophy dept) - to hold a discussion on ethical medical issues. This will challenge preconceptions and ideas in addition to improving debating skills.
2.4 Students to present to the group a challenging are of their A level syllabus (moving a little way beyond it where possible). Focus on explaining complex ideas and your own theories/understanding in a clear and confident way. External Speaker (Dentistry). Providing an initial overview of what to expect at interview. Explaining the role of a dentist, the medical profession. This

session will end with mock interview questions and a debate on several current medical affairs.

9.4 Students to bring in short excerpts from wider reading they have undertaken (see department reading lists which should be on the website by New Year). Students to introduce their own extracts for wider discussion. In what ways could we draw connections between the different extracts/subjects? Also, discussion of interviews and hoe to prepare. Including analysis of video clips. External Speaker - mock interview questions and current medical affairs.
30.4 Joint session with VetMeds to discuss current affairs (to include medical issues). Joint session with Oxbridge to discuss current affairs (including medical issues).

Appendix 5

The Gatsby Benchmarks

Benchmark Summary Criteria
1. A STABLE CAREERS PROGRAMME Every school and college should have an embedded programme or career education and guidance that is known and understood by pupils, parents, teachers and employers.
  • Every school should have a stable, structured careers programme that has the explicit backing of the senior management team, and has an identified and appropriately trained person responsible for it.
  • The careers programme should be published on the school's website in a way that enables pupils, parents, teachers and employers to access and understand it. The programme should be regularly evaluated with feedback from pupils. parents, teachers and employers as part of the evaluations process.
2. LEARNING FROM CAREER AND LABOUR MARKET INFORMATION Every pupil, and their parents, should have access to good quality information about future study options and labour market opportunities. They will need the support of an informed adviser to make the best use of available information.
  • By the age of 14, all pupils should have accessed and used the information about career paths and the labour market to inform their own decisions on study options.
  • Parents should be encouraged to access and use the information about labour markets and future study options to inform their support to their children.
3. ADDRESSING THE NEEDS OF EACH PUPIL Pupils have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each pupil. A school's careers programme should embed equality and diversity considerations throughout.
  • A school's careers programme should actively seek to challenge stereotypical thinking and raise aspirations.
  • Schools should keep systematic records of the individual advice given to each pupil, and subsequent agreed decisions. All pupils should have access o these records to support their career development.
  • Schools should collect and maintain accurate data for each pupil on their education, training or employment destinations for at least 3 years after they leave the school.
4. LINKING CURRICULUM LEARNING TO CAREER S All teachers should link curriculum learning with careers. For example, STEM subject teachers should highlight the relevance of STEM subjects for a wide range of career pathways.
  • By the age of 14, every pupil should have had the opportunity to learn how the different STEM subjects help people gain entry to, and be more effective workers within, a wide range of careers.
5. ENCOUNTERS WITH EMPLOYERS AND EMPLOYEES Every pupil should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace. This can be through a range of enrichment opportunities including visiting speakers, mentoring an enterprise schemes.
  • Every year, from the age of 11, pupils should participate in at least one meaningful encounter* with an employer.

*A 'meaningful encounter' is one in which the student has an opportunity to learn about what work is like or what it takes to be successful in the workplace.

6. EXPERIENCE OF WORKPLACES Every pupil should have first-hand experiences of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities, and expand their networks.
  • By the age of 16, every pupil should have had at least one experience of a workplace, additional to any part-time jobs they may have.
  • By the age of 18, every pupil should have had one further such experience, additional to any part-time jobs they may have.
7. ENCOUNTERS WITH FURTHER AND HIGHER EDUCATION All pupils should understand the full range of learning opportunities that are available to them. This includes both academic and vocational routes and learning in schools, colleges, universities and in the workplace.
  • By the age of 16, every pupil should have had a meaningful encounter* with providers of the full range of learning opportunities, including sixth forms, colleges, universities and apprenticeship providers. This should include the opportunity to meet both staff and pupils.
  • By the age of 19, all pupils who are considering applying for university should have had at least two visits to universities to meet staff and pupils.

*A 'meaningful encounter' is one in which the student has an opportunity to explore what it is like to learn in that environment.

8. PERSONAL GUIDANCE Every pupil should have opportunities for guidance interviews with a Careers Adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate level. These should be available whenever significant study or career choices are being made. They should be expected for all pupils but should be timed to meet their individual needs.
  • Every pupil should have at least one such interview by the age of 16, and the opportunity for a further interview by the age of 18.

Appendix 6

PSHE Schemes Of Learning

CEIAG

Careers Education, Information, Advice and Guidance (CEIAG) is an integral part of the preparation for students into the transition of the responsibilities and experiences of adult life. The Department for Education’s Statutory Guidance as set out in the Eight Gatsby Benchmarks; t ensures students have regular and on-going access to Information, Advice and Independent Careers Guidance. The Gatsby Benchmark entitles Years 7 – 10 to Careers Education by providing the following;

  • A stable careers programme
  • Learning from career and labour market information
  • Address the needs of each pupil
  • Linking Curriculum learning to careers
  • Encounters with employers and employees
  • Experiences of workplaces
  • Encounters with further & higher education
  • Personal Guidance

The CEIAG programme at JCG meets these proposals through designated Career lessons as part of the Personal, Social, Health and Economic Education (PSHEE) programme throughout the school from Year 7.

A variety of lessons and events form part of the Careers Education Programme across all key stages, encouraging students to consider a wide variety of career opportunities. CEIAG encourages self- awareness as students examine their strengths, preferences, qualities, skills and potential. This will help students to develop a positive view of themselves, raise their aspirations and take responsibility for their own Career Pathway.

Scheme of Learning - Yr 7

Scheme of Learning - Yr 8

Unit Content/Outcomes Suggested Teaching Activities Resources
Lesson 1: Where am I at

LO

Develop an understanding of why careers education is important

Assess you skills, your likes and dislikes, and your personality.

Reflect on the type of jobs that might be suited to your personality and interests.

Discuss your answers with others in your class

My skills, my strengths and my weaknesses

LO

Identify the types of skills you possess

Identify your strong and weak skills

Describe what kind of skills are needed in jobs you would like to do

Powerpoint of future employment facts – you will need to explain the importance of future jobs/careers.  The purpose of education in providing a foundation for work etcHand out Personal Development Planners and complete the buzz test and reflective exercise 1.  I suggest this to be completed in pencil

Explain the activity on page 5 of the PDP.  Explain the meanings of soft skills and hard skills so students can identify them.  Please do refer to page 38 to check understanding of words. Discuss answers as a group

Using the job spec provided of a journalist asks students to complete activity 2.  Discuss results.

Now students should complete the skills wheel on page 7, use the key on page 8 now complete the analysis on page 9.  Students will need to be guided; teachers must give a full explanation of what is expected in this section.

Computers / laptopsPowerpoint

PDP

Pencil not a pen

Job specification of a journalist

Video clip

Lesson 2: Summary of my skills

LO

Reflect on the skills wheel you completed last lesson.

Summarise your skills

Explain how you can develop your weak skills

Student must take time to reflect on last lesson.  Changes can be made if they feel more skills have been developed or they missed something out.Show the video clip of people in jobs and the skills they use and require

Exercise 2 on page 10 must be completed by the end of the lesson.  It’s about being more responsible, being more organised, being one step nearer to being successful.

Complete the overview on page 34 but explain it will be reviewed again next year.

Computers/laptops
Lesson 3/4: Where do I want to be?

LO

Identify the different job sectors, careers and the job market

Explore different jobs and careers.

Examine different organisations such as British telecom, the NHS and TESCO

Develop a better understanding of jobs and careers and the skills they require

Teacher background planning – students will require prompts and help finding jobs information of jobs from British Telecom, the NHS and TESCO.Students will research an organisation – five different job roles must be found and researched.

They can fill in page 12 of the work book.  Students within seating groups should do a range of organisations and jobs.

Group work for exercise 3 on page 13. Students will discuss the careers that interest them.  This gives them the opportunity to find out the pathway of which to get into the career of their choice.

Computers/Laptops
Lesson 5: Researching a career

Research a career of choice

Identify the skills, qualifications required for the job

Search for the specified job in the local area.

This is an opportunity for students to do a proper search, which takes time, of a job of their choice.  What they will need guidance with is the selection of suitable jobs.  You have to know the students, their ability, their predicted grades, their work ethic, attitude, personality.  It must be realistic.
Lesson 6: About my future

LO

Using your skills, decide on what you want from a job

Describe what employers want from employees

Identify how I you can develop your employability skills

Complete the activity sheet on page 16

Students will be guided with the ‘employability skills’ on page 17

The activity is to match the skills with the correct definitions.  Discuss your answers.
Using your knowledge from the previous task complete the tasks on page 18.

Review this section

Read the job roles and identify the skills and values required.

Consider what you have discussed and discovered and complete a jobs values summary

Describe the ‘employability skills’ necessary for your chosen job role.

For outcome 1, Use the pages 19-22 to identify the actual skills required for the jobs in the previous task.  Add skills in if you have missed any out.

 

Complete page 23 in detail. Discussing answers within groups.

Scheme of Learning - Yr 9

Unit Content/Outcomes Suggested Teaching Activities Resources
Lesson 1: Revise where am I at

LO

Assess you skills.

Students can take the opportunity to look at their skills a year on

Student can take the quiz on the prosepcts.ac.uk page

They will be required to register in order to take the test

https://www.prospects.ac.uk/planner

Computers / laptops
Lesson 2: Research of jobs and career pathways Using the prospects webpage students can use this lesson to explore using the computers on specified websites of jobs of interest.  They must start looking at entrance qualifications and subjects
Lesson 3: Researching a career

Research a career of choice

Identify the skills, qualifications required for the job

Search for the specified job in the local area.

Now students should complete the skills wheel on page 7, use the key on page 8 now complete the analysis on page 9.  Students will need to be guided; teachers must give a full explanation of what is expected in this section.

Student must take time to reflect on last lesson.  Changes can be made if they feel more skills have been developed or they missed something out.

Show the video clip of people in jobs and the skills they use and require

Exercise 2 on page 10 must be completed by the end of the lesson.  It’s about being more responsible, being more organised, being one step nearer to being successful.

Complete the overview on page 34 but explain it will be reviewed again next year.

Video clip
Lesson 4: University choices and courses A lesson on university choices ( Russell Group) and a look at universities abroad and qualifications Computers/laptops
Lesson 5: How will I get there?

Plan for the future

Describe the subjects and qualifications leading to career choices

Have the opportunity to search routes to their ideal job P26

Students will need guidance for identifying the qualifications required and the entry requirements for relevant courses.  They should use pages 27 and 28 to help plan the steps they need to take.  They can also have a visual aid by completing p29.

Computers/Laptops
Lesson 6: Planning for the future

Explain and describe the skills and experience that will lead to their chosen careers

In the previous lesson you looked at academic and professional qualifications.  In this lesson you will examine the specific skills you will need for your career.  Please use information about your chosen career to complete p31.  Students will be required to review this section by completing P32.

An Action plan must be completed P33 in order for SNA to view to show that students have a clear idea about their future and the steps needed in order to achieve their goals and aspirations.

Scheme of Learning - Yr 10

Unit Content/Outcomes Suggested Teaching Activities Resources
Lesson 1: Introduction of Trident

LO

Develop an understanding of trident and its purpose

Work experience information – Trident website/PIN numbers/Navigation around the website and search options Computers / laptops

Powerpoint

Trident website PIN numbers

Lesson 2: Writing a letter asking for work experience Research of own placement opportunities and writing letter sto companies/organisations Computers
Lesson 3/4/5: Personal statement and CV

LO

Identify what information should go on a CV

Translate and relate their own personal experience into skills that could go on a CV

Interpret what recruiters are looking for into an everyday context

Complete the personal statement template

Students will be required to have a CV and personal statement by the time they leave year 11.  This is relevant for school/college applications/interviews and part time work.  Please ensure each student completes a CV and personal statement using the following resources.

Work through the powerpoint and case studies.  And using a template produce their own CV.  There is a specific  JCG template for Personal statements

Computers/laptops

CV template

Lesson 6: Do’s and don’ts in the work place Computers/laptops
Lesson 7: Health and safety at Work Act

Explain and describe the Laws regarding safety at work.

Identify potential hazards in the workplace

Analyse a risk assessment and suggest ways to minimise accidents and injuries

Cover dress, punctuality, tasks, expectations, and completion of forms online

Explanation of the Health and safety at work Act and the implications for work experience students

Hazards sheet

Risk assessments and what to look out for

Handouts from St Johns Ambulance of health and safety on work experience

At a later stage in year 10 students have an introduction to higher education going through applying to HE – looking at the application journey on UCAS The application flowchart as highlighted in the University of Greenwich’s workbook for students applying to Higher education.

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 (Click here to download)

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 September 2019

Authors: Emma Silvestri-Fox (Designated Safeguarding Lead), Ruth Lea (eSafety Officer)

Shared with Staff: September 2019

To be reviewed: November 2020

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

Staff - Click here to confirm you have read the above policy

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 counsellors Mrs Jan Sims and Mrs Kim Pinto-Williams are available as follows:

Mon      8.30 am – 3.30pm (Kim)

Tues     8.30 am – 3.30pm (Kim)

Weds    8.30 am – 3.30pm (Kim)

Weds    1.00 pm – 3.30pm (Jan)

Thur     8.30 am – 3.30pm (Jan)

Fri        8.30 am – 3.30pm (Jan)

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 11);

·     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:           

Food Safety Policies and Procedures

Jersey College for Girls

Food Safety Policies and Procedures

 

Authors: June Fosse, Nigel Diggle

Date: March 2019

To be reviewed:

JERSEY COLLEGE FOR GIRLS MISSION STATEMENT

In line with the Government of Jerseys CYPES Departments Schools Healthy Eating Policy we will provide fresh healthy food and beverage under safe preparation, and service conditions within appropriate cost parameters, in order to provide our customers with a quality food service experience.

Section A

ORDERING PROCEDURES

It is Jersey College for Girl’s policy that goods ordered shall:

  • Must only be ordered through Supply Jersey (on line buying system) from the Government of Jersey Preferred Suppliers List. At this point the time and method of delivery will be decided.
  • The official delivery point will be the loading bay at the rear of the kitchen.
  • Product specification and packaging specification is agreed by Supply Jersey.
  • Minimum ‘use by’ dates to be agreed prior to order being placed.
  • Price of product is agreed by Supply Jersey with preferred suppliers.
  • Non-compliance of product specification procedure should be reported by the Head Chef.
  • Products pre-ordered by client to have client reference on order to facilitate stock management through goods inward/outward.

New suppliers may not be used unless they are on the Supply Jersey Preferred Suppliers List.

Section B

GOODS RECEIVED POLICY

The Jersey College for Girls policy for the receipt of goods is designed to ensure the receipt of goods in good condition with appropriate safeguards and checks to facilitate the due diligence required by Jersey College for Girls.

Therefore goods shall only be received if complying with the following conditions:

  • Goods originate from an approved supplier.
  • All goods delivered display an appropriate produced on, use by or batch/lot number indicating that they have an appropriate shelf life.
  • All goods are delivered in appropriate good condition packaging, i.e. no packaging should be split, torn or damaged in any way with all seals intact, and where food is in contact with packaging then the packaging should be of a food contact grade material.
  • When viable visible checks of product to be made to ensure product is not damaged, discoloured or deteriorated in any way.
  • Where appropriate goods are to be checked against purchase specification, invoice or delivery note.
  • All temperature controlled foods are to be temperature tested on receipt and prior to storage in Jersey College for Girl’s storage facilities. Methodologies of temperature testing and temperature parameters are detailed below:

a. Frozen Product

  1. Temperature range: -18˚C to -21˚C. Reject if warmer than -12˚C
  2. Test either with an infrared probe or a between pack probe inserted between packs of product. Any product that’s packaging has been damaged by temperature testing is to be discarded.  If attempting a core temperature of frozen product with an insertion or screw probe then the product is to be discarded after testing.

b. Chilled Product

  1. Temperature range: 0˚C to 5˚C. Reject if warmer than 8˚C
  2. Test with an infrared probe or an insertion probe using anti-bacterial probe wipes. If product or packaging has been damaged then damaged product is to be discarded.

Should deliveries be outside approved temperature ranges the Head Chef will decide on corrective action.

  • All deliveries are to be thoroughly checked and reconciled against the invoice or delivery note.
  • All deliveries are to be stored at appropriate temperatures within 15 minutes of receipt.

Section C

STOCK ROTATION POLICY

It is Jersey College for Girls Catering’s policy that all food must be dated with either a ‘Use By’ or ‘Produced On’ date.  Ideally a ‘use by date’ is to be used to reduce the danger of confusion.  It is vital to food safety to be able to identify the age of food at any stage of the food production process.  It is also most important to ensure the correct rotation of stock is followed.  The individual elements of the policy are as follows:

  • All items of food stock must bear a clearly visible ‘Use By’ or ‘Produced On’ date
  • All decanted food must have the ‘Use By’ or ‘Prepared On’ date transferred to the receiving container.
  • All items of food preparation or finished food products must be date labelled.
  • All chilled or ambient foods which are frozen in-house must bear a date label which includes either a new ‘Use By’ date or the date on which the product was frozen. (If in doubt as to the suitability of freezing a produce, please contact the supplier to ensure this is safe to establish the frozen shelf life of the product).
  • The rotation of stock must be based on the first in, first out method (FIFO).
  • All stock that is out of date to be disposed of.

Section D

DEFROSTING POLICY

Jersey College for Girls Catering’s policy concerning defrosting is designed to ensure that all foods are defrosted thoroughly and safely before use.  The specific policy elements are as follows:

  • Allow sufficient time for the defrosting process before the food is used.
  • Ensure that frozen foods are defrosted either in a refrigerator below 8˚C or, in an emergency, covered in running water and used immediately post defrosting.
  • Ensure frozen foods are completely defrosted before use.
  • Ensure all defrosting products are labelled and dated during their defrosting process.
  • Eliminate cross-contamination hazards from the defrosting process by ensuring all defrosting products are appropriately segregated and treated as high risk items.
  • Adequately cover all foods during the defrosting process.
  • Dispose safely of all defrost liquor.
  • Use food which has been defrosted within 24 hours of being defrosted.
  • Document the process detailing when the process starts and at what temperature and when the process finishes and at what core temperature.

Defrosting Record

Section E

FOOD PREPARATION & ASSEMBLY POLICY

Jersey College for Girls Catering’s food preparation and assembly policy is as follows:

  • Separate colour coded cutting surfaces will be used for separate tasks. Ideally, the following colour code should be followed:
Red – Raw Meat Yellow –Cooked meat/fish
Blue – Raw Fish White – Bread & Dairy Products
Green – Salad vegetables Brown – Raw Vegetables
  • All cooking processes are to be as per recipes or standard operating procedures to ensure correct cooking and the production of a uniform product on each cooking process.
  • The cooking and cold sandwich preparation areas must be sufficiently separated so as to eliminate the risk of cross-contamination.
  • Separate knives and utensils must be used for raw and cooked food preparation. Ideally, the same colour code used for cutting boards should be used for knives and utensils.
  • Food must not be washed in sinks used for general or equipment cleaning. A separate sink used exclusively for food washing must be available.
  • Food is to be cooled to below 5˚C within four hours. Rapid cooling is essential to reduce the growth opportunity for spore forming bacteria which may not have been killed by the cooking process.  This may be achieved whether by using a dedicated refrigerator which is used solely for cooling (with the product having been initially air cooled) or the use of a chilled bain marie.
  • Sufficient probe thermometers will be available to facilitate appropriate temperature checks on high risk products and be recorded to provide an appropriate due diligence defence.
  • All sandwich preparation, where possible, should be undertaken in temperature controlled conditions at a maximum temperature of 14˚ If temperature control is not available (due to mechanical breakdown of compressors etc) the exposure of food to ambient temperature should be as short as possible.  As a guideline food should not exceed 15˚C or 45 minutes exposure to ambient temperatures.  As the food reaches either critical limit it is to be returned to refrigerated storage.  Note: the critical issue is the food temperature and it’s time exposure above 5˚C.
  • The food preparation utensils must be made from an appropriate material such as stainless steel or polyethylene and not from porous materials such as wood. The utensils should be in a good state of repair and not contain any operating mechanisms which could harbour bacterial growth.
  • Food preparation equipment such as mixers, slicing machines etc., should be made of an appropriate material such as stainless steel and be in a good state of repair.
  • Food storage containers must be made from an appropriate material such as stainless steel or polyethylene and not from porous materials such as wood. The containers should have tight fitting lids and be in a good state of repair.
  • Light fittings in all food preparation areas should be fitted with lighting covers, (diffusers) to prevent contamination by foreign bodies.

Section F

PRODUCT RETURN PROCEDURE

Purpose

  • To identify and return non-conforming goods or produce from a supplier delivering to Jersey College for Girls catering kitchens.

Responsibilities

  • To isolate any goods or produce that may for any reason not be fit for the purpose supplied.
  • Once the product return procedure has been activated responsibilities may be delegated to competent personnel who will have knowledge of production, storage, transport, sales or dispatch.

Procedure

  • Once the decision has been made to return any goods or produce the following sequential steps are to be taken:
  • Supply details of the product and reasons for returning which are to include invoice numbers, dates, quantity delivered, when delivered, product names etc. In order to expedite the process initial contact may be by phone but written details to be sent by fax, email or written confirmation to the supplier.
  • All returned goods or produce is to be isolated and clearly labelled that it is to be held for subsequent return/collection.
  • The catering supervisor must ensure that all returned goods are replaced or that a credit note has been provided.
  • Where product has already been consumed then details of quantities, who consumed it, where and when, must be obtained where this is possible/practicable.

Section G

USE AND CALIBRATION OF PROBES

This policy is designed to ensure that all appropriate equipment is available to facilitate the accurate temperature reading of delivered product prior to storage.  The following points must be complied with:

  • There must be sufficient probe thermometers to ensure that all temperature critical operations can be monitored.
  • All probe thermometers must be clean and in good working order.
  • All thermometer probes must be cleaned and sanitised between uses.
  • Thermometers must be checked for correct calibration on a regular basis, (at least at four monthly intervals).
  • Records of calibration to be maintained.
  • All non-calibration model thermometers must be replaced at six monthly intervals.

Section H

FOOD HANDLER PERSONAL HYGIENE

The Jersey College for Girls Catering personal hygiene policy is designed to promote high standards of personal hygiene practices for food handlers within all its operations.  The specific policy elements are as follows:

  • All food handlers must have access to a clean and dedicated hand wash basin, which has hot and cold running water or a mixer tap providing water between 45˚C to 49˚C, bactericidal soap and paper towels. There should be sufficient hand wash basins within the food room to ensure that food handlers can gain access to the hand basin at all necessary times, without queuing.
  • The hand wash should be for hand washing only and be clearly identified with a sign stating “Hand Washing Only”.
  • Food handlers must wash their hands regularly during the working day and always:
    • When entering a food room
    • After touching their hair, nose, mouth or smoking
    • After visiting the toilet
    • After handling raw food, including eggs
    • After handling refuse
    • After sneezing or coughing
    • After handling chemicals (to include cleaning materials)
    • After eating or drinking
  • Smoking, eating or drinking is not permitted in any food preparation or storage areas. Smoking is not permitted on any CYPES Department premises, including outside areas.
  • Suitable clean protective over clothing, including hats will be worn by all food handlers when in a food preparation, service or storage room. Protective clothing may also include sleeve guards if deemed appropriate.  This clothing is to be changed at the end of each working day and more often if soiled.  This protective clothing must not be worn outside the catering environment.  Ideally dedicated clean shoes with not-slip soles should be worn whilst in food preparation or storage rooms.  These shoes should not be worn outside the catering environment.
  • Food handlers must maintain a high level of personal cleanliness with clean short fingernails, (with no nail varnish) and hair. If hair is long this must be tied back.
  • Jewellery with the exception of a plain wedding ring and stud earrings should not be worn in food preparation, storage or service rooms. This policy also includes body piercing jewellery where it is exposed.
  • All food handlers will fill in the pre-employment health questionnaire and attend (if requested by Jersey College for Girls Catering) pre-employment and on-going medical screening. When returning from travel abroad to high risk countries (defined as other than North America and Europe) then return to work health questionnaires must be completed and held on file.
  • As part of the employees responsibilities all food handlers must notify their line manager the Head Chef of any food poisoning symptoms, septic lesions or infectious diseases they may contract or experience (Note: in the case of infectious diseases this is to include being in close proximity to someone else who has contracted symptoms). Where illness is confirmed then food handlers may not return to work until they have a signed note from their doctor indicating that they are fit to return to work as a food handler.  Small cuts must be dressed with a blue coloured, waterproof dressing.
  • All Jersey College for Girls Catering’s employees shall complete a Return to Work Health Questionnaire prior to commencement of work following time off for illness/return to work after holidays to destinations outside North America and Europe. A copy of this form is at the end of this section.

Return to Work

Section I

HARD PLASTICS AND GLASS BREAKAGE POLICY

It is Jersey College for Girls catering policy that the following procedure must be followed in the event of a glass breakage incident.

  1. In the event of glass breakage then the Head Chef must be informed immediately and any production in the affected area be stopped.
  2. All potentially contaminated product/materials should be isolated.
  3. The following must then take place:
    • Sweep up and dispose of glass from all surfaced, floor and equipment.
    • Strip down and clean affected machinery, utensils etc.
    • Deep clean immediate area.
    • The Head Chef is to carry out detailed inspection of area prior to re-commencement of work.
  4. Personnel affected by the glass breakage to change overalls and segregate the used ones, marking them clearly ‘warning, contaminated by glass’.
  5. Contaminated product/material to be disposed of immediately.
  6. The Head Chef is to fill out an incident report (see incident report form).

Section J

REFUSE POLICY

This policy is designed to promote the best practice in respect of refuse equipment, handling, storage and collection.  Specific policy elements are as follows:

  • All internal refuse containers should be lined with a suitable non porous and disposable bin liner. The lids of the container should, if used, be tight fitting and foot operated.  Where foot operated lidded bins are not available then bins may be unlidded during production periods but must not be left full or dirty.
  • Internal refuse containers should be in good condition, kept clean and not overflow. Where units are not operating on a 24-hour basis then bins should be cleaned and left empty overnight/when not in use.
  • Internal refuse containers should be made from non-porous and easily cleanable materials.
  • External refuse containers must be in good condition, kept clean and have a lid, which must be kept closed when not in use.
  • Refuse must not be allowed to accumulate in any refuse storage area. If containers are full they must be emptied.
  • External refuse storage containers must be enclosed and stored separately away from food preparation areas. The surrounding and containers must be kept clean and free of debris.
  • Where refuse compactors are in use, external surfaces of units must be cleaned regularly.

Section K

PEST CONTROL POLICY

The pest control policy is designed to reduce and manage the risk of pest infestation of the premises and foods held.  This must fall within the pest control plan for Jersey College for Girls.

  • A reputable pest control contractor should be employed in order that the premises and local environs are maintained pest free. The contractor should operate to a planned detailed programme and provide written reports from each visit.  Action points highlighted by these reports are to be actioned by Jersey College for Girls Catering’s appointed persons with records of actions and dates actions completed recorded.
  • The premises must be fitted with appropriate and sufficient pest proofing aids such as:
  • Fly screens
  • Electronic flying insect killing machines
  • Drainage covers.
  • All pest proofing materials must be kept clean and maintained in good working order.
  • Additional safeguards must be observed by Jersey College for Girls (where necessary) such as:
    • Laying of rodent baits
    • Placing of traps for crawling insects
    • Placing of anti bird netting etc.
    • Regular spraying of insecticides where appropriate

all of which must be monitored for results and baits or traps changed as necessary.

  • Accurate records of all pest control actions must be kept by the Site Manager.
  • Serious pest infestations of any area either within the premises or in the immediate vicinity must be reported to the local public health authority as this infestation may have wider implications.
  • As food pest can gain access to small areas, such as in cornice, ceilings, behind doors, floor and wall panelling, consideration must therefore be given to pest control practices when designing and creating new rooms or refurbishing or extending buildings.
  • Domestic animals are also pests and must not be allowed access to any food room.
  • In addition to the use of a pest contractor the appointed Site Manager should have a working knowledge of pest prevention and property monitoring to be able to monitor the premises on a daily basis to ensure that there is no pest infestation.

Section L

POTABLE WATER

It is Jersey College for Girls Catering policy that all water used in the production of foods is to meet the following criteria:

  • All cold water to be mains fed where possible. If supplied via an intermediate tank then the water must be chlorinated annually.
  • The distribution system for cold water must not provide opportunities for contamination of the multiplication of micro-organisms. Responsibility in partnership with Jersey Property Holdings.
  • Water systems used for the supply of cold water should be subject to control and monitoring procedures determined by hazard analysis and, if necessary, include periodic microbiological and chemical analysis. (Note: that for Legionella purposes it is recommended that the risk assessment be carried out by a ‘competent person’) responsibility in partnership with Jersey Property Holdings.
  • Hot water should have a target temperature of 60˚C (with the exception of hot water supplied to hand wash sinks which should have a target temperature of 45˚C - 49˚C).

ICE

Ice that will either come into contact with foods or be consumed must meet the following criteria:

  • Be made from mains fed water.
  • Ice machines used for the production and storage of ice must not be exposed to the risk of contamination and be regularly cleaned and disinfected as part of a detailed planned cleaning programme.
  • Utensils used must not present either a ‘foreign body’ hazard or a contamination hazard. Ideally ice scoops are to be stored in sanitised water.
  • Ice that is to be consumed, or come into contact with consumable products must not be handled with bare hands.

Section M

ELECTRICAL/GAS SUPPLY

It is Jersey College for Girls Catering policy that all electrical supply and equipment shall meet the following criteria:

  • Sufficient numbers of power points to be available to negate the need for extension cables or the use of multi-point adapters for both hygienic and safety reasons.
  • Provision to be made for the replacement, maintenance and cleaning of equipment.
  • Cut out switches for power circuits are to be easily accessible and separate from lighting and ventilation power supplies to facilitate easy safe cleaning procedures.
  • Where and if appropriate, e.g. ‘wet areas’ such as production and wash up, sockets to be waterproofed and fitted flush to walls.
  • Electrical wiring to be protected by waterproof conduits in ‘wet areas’.
  • In partnership with Property Holdings PAT testing will be conducted annually by an approved contractor.
  • In accordance with the CYPER Department’s Health and Safety Management System visual checks and inspections of electrical equipment and supply will be conducted annually.

It is Jersey College for Girls Catering policy that all gas supplies shall meet the following criteria:

  • Gas supply pipes to be mounted clear of floors/walls and other supply pipes to facilitate easy cleaning.
  • Final supply to equipment to be through flexible hose to facilitate equipment movement for cleaning. (Note: equipment to be secured by cable to wall to prevent excess movement of equipment resulting in damage to gas service connections.

Section N

STAFF FACILITIES

It is Jersey College for Girls Catering policy that adequate staff sanitary accommodation shall be provided in line with the Workplace (Health, Safety and Welfare) Regulations 1992.

Accordingly appropriate and sufficient hand wash sinks with bactericidal soap and disposable paper towels will be provided along with sufficient sanitary conveniences

Section O

SELF AUDIT AND ASSESSMENT

It is Jersey College for Girls Catering policy that it shall self-evaluate its storage and production facilities at regular intervals.  A form to facilitate accurate auditing against constant points is provided below.

C STOCK ROTATION 1
1 Is all food dated with legible use by date 2
2 Is there evidence of poor stock rotation/out of date foods 3
3 Are all decanted foods dated K  
4 Are all foods re-dated when frozen ‘in-house’ 1
D UNFIT FOOD 2
1 Is there evidence of contaminated foods 3
2 Are there any rotting foods or blown/dented cans 4
E CHILLED/FROZEN FOOD 5
1 Are raw/cooked/high risk foods segregated L  
2 Are all foods covered/in sealed food grade containers 1
3 Is food stored on floor 2
4 Is frozen food stored colder that - 18˚C (with tolerance to -12˚C) 3
5 Is chilled food stored colder that 8˚C M  
F PERSONAL HYGIENE 1
1 No/insufficient/dirty hand wash basins 2
2 No/insufficient stock (hot water 45˚C - 49˚C), bactericidal  (JPH) soap/appropriate hand drying facilities 3
3 Are staff washing their hands when necessary 4
4 Are staff wearing correct protective clothing/PPE 5
5 Is there evidence of food safety signage 6
6 Staff cleanliness/appearance/jewellery/

other

7
7 Are staff not smoking on site N  
G EQUIPMENT 1
1 Evidence of leaking pipes/damage to drainage 2
2 Evidence of damaged/worn/mouldy door seals to refrigerators or freezers
3 Evidence of worn/damaged food contact surfaces to equipment/storage facilities

GOODS RECEIVED AREA

Q. NO. CRITERIA YES NO N/A
1 Segregated enclosed area for receipt of goods.
2 Area, to include equipment & structure, in good repair, hygienic and easily cleanable.
3 All ingredients deliveries checked for:

  • Compliance to specification
  • Packaging:  appropriate food grade material & integrity
  • Use by dates
  • Temperature
  • Quality
4 Access restricted to authorised personnel.

REFRIGERATED STORAGE

Q. NO. CRITERIA YES NO N/A
1 Appropriate segregation of storage facilities to reduce risk of cross contamination.
2 Area, to include equipment & structure, in good repair, hygienic and easily cleanable.
3 All products stored <5˚C.
4 All products stored off the floor.
5 All products labelled and date coded.
6 All products appropriately covered with a food grade material.
7 Documented records of temperature monitoring.
8 Access restricted to authorised personnel.

FROZEN STORAGE

Q. NO. CRITERIA YES NO N/A
1 Appropriate segregation of storage facilities to reduce risk of cross contamination.
2 Area, to include equipment & structure, in good repair, hygienic and easily cleanable.
3 All products stored colder than -18˚C.
4 All products stored off the floor.
5 All products labelled and date coded.
6 All products appropriately covered with a food grade material.
7 Documented records of temperature monitoring.
8 Access restricted to authorised personnel.

PROCESS & PACKING AREAS

Q. NO. CRITERIA YES NO N/A
1 Appropriate segregated areas for process and packaging.
2 Product flow to reduce danger of cross contamination by cross/back flow.
3 Temperature controlled environment.
4 Hand wash facilities available at entrances to areas.  Facilities to have:

  • Hot water between 45˚C and 49˚C.
  • Bactericidal soap.
  • Paper towels with a disposal unit.
5 Effective handling procedures to reduce risk of cross contamination.
6 Documented recipes.
7 Monitoring procedures for comparison of product quality against specification.
8 Monitoring of critical temperatures.
9 Appropriate waste disposal facilities.
10 Access restricted to authorised personnel.

STAFF FACILITIES

Q. NO. CRITERIA YES NO N/A
1 Appropriate segregated changing/toilet facilities.
2 Sufficient clean protective clothing available.
3 Separate storage of protective and personal clothing.
4 Are staff required to remove protective clothing prior to entry into toilets.
5 Segregated areas for eating & drinking.

PERSONAL HYGIENE

Q. NO. CRITERIA YES NO N/A
1 Documented food hygiene policy.

  • Issued to all staff.
2 Controls applied to cover the following:

  • Hair
  • Jewellery
  • Overalls
  • Smoking
  • Nails & nail polish
  • Sores & cuts
  • Hand washing
  • Personal belongings and their storage while on work premises
  • Eating & drinking
  • Illness

TRAINING

Q. NO. CRITERIA YES NO N/A
1 Hygiene and appropriate COSHH training given to new starters/seasonal staff.
2 Permanent staff trained to a recognised certificate/level commensurate with their duties.
3 Staff trained to operate quality system.
4 Process operatives trained in use of equipment.
5 Formal individual training records.

HEALTH AND HYGIENE

Q. NO. CRITERIA YES NO N/A
1 Documented cleaning schedules.
2 Procedures for hygiene audits.

PEST CONTROL

Q. NO. CRITERIA YES NO N/A
1 Current contract with a recognised pest control company.
2 Site plan detailing all baits and electronic fly killers.
3 All treatments and recommendations documented.
4 Documentation of completed actions to recommendations.

Section P

ONLINE INCIDENT REPORTING INCLUDING ACCIDENT, NEAR MISS AND MAINTENANCE REQUEST

All accidents and incidents to be reported to the Admin Office or Site Manager.

Accident, incident reporting forms can be found on the JCG website.  Click on “Forms” then click on “Incident Reporting. (Maintenance or IT issues can be chosen at this point).

You will be prompted to make choices for your report and on completing the form you must click on “Submit”. Your form will then automatically be emailed to the correct department.

Where required witnesses may be requested to complete a form and submit it.

Governing Body Policy for Appointing Invited Governors

Jersey College for Girls

Governing Body Policy for appointing Invited Governors

 

Authors: The Governance Sub-Committee

Date: November 2017

To be reviewed: Spring 2019

Introduction 

The Education (Jersey) Law 1999 (the “Law”) provides that Invited Governors are co-opted by the Parent Governors and the Staff Governors (each as defined in the Law).

For the purposes of this policy, any reference to the Governing Body shall mean the Governing Body as a whole (comprising the Parent Governors, the Staff Governors and the Invited Governors of JCG and JCP).

This policy is intended to support the Parent Governors and the Staff Governors (together the “Elected Governors”) and the other members of the Governing Body by providing guidelines for the process of appointing Invited Governors.

Principles

  1. The Board of Governors has delegated responsibility for the recruitment of Governors to the Board to the Governance Sub-Committee.
  2. The Term of Office for a Governor is three years to be renewed once with the term of the Chairman being repeated on election (to a maximum of twelve years).
  3. When deciding on the selection of the Chairman, it is to be borne in mind that the neutral role of the Chairman is an essential and necessary attribute for a strong and effective Governing Body.
  4. It is accepted that to be effective the Chairman needs to ideally have had a period as the Vice Chairman.
  5. It is the responsibility of the Governance Sub-Committee to ensure that effective succession planning is in place to achieve a smooth and supportive transition for the Governing Body and the College.
  6. The Law does not specify a maximum limitation on the number of Invited Governors as this number will be determined by the needs of the College from time to time.
  7. In considering the appointment of Invited Governors, the Governance Sub-Committee will:
  • consider the skills set of the Governing Body in supporting the current and future needs of the College;
  • consider the terms of office for Governors and succession planning strategies;
  • consider the views of the Governing Body on the basis that a united board will ensure effectiveness; and
  • acknowledge that all appointments are subject to the appointment by the Elected Governors as required by Law.
  1. It is accepted that there could be special circumstances where a Governor may be asked to stay on longer; an example could be a major project that is under way which requires the particular skills of a Governor.
  2. In considering the re-appointment of serving Invited Governors, regard should be given to the overall level of experience and expertise on the Board to avoid too many changes.
  3. It is accepted that many changes of Governors over a relatively short period may not ensure full support or governance of the College.
  4. Personal attributes which may be taken into account by the Governing Body in considering the appointment or re-appointment of Invited Governors might include the following:
·     Approachability

·     Empathy

·     Gravitas

·     Intelligence

·     Willingness to work as part of a team and build relationships of trust, respect and candour with fellow board members

·     Creativity

·     Enthusiasm for education and the College

·      Independence of thought and judgment

·      Openness and transparency

·      Willingness to play a full role in the life of the College

·      An understanding of  the difference between strategic direction and operational implementation

·      An understanding of the legal duties and responsibilities of governorship

·      Political insight without being political

 

Process for appointing Invited Governors

  1. At its meeting during the Summer Term, the Governance Sub-Committee will review the terms of office for Invited Governors; succession plans for Governors and the skill set of the Governing Body.
  2. Following such review, the Governance Sub-Committee will inform the Governing Body at its next meeting of the recruitment strategy to be implemented over the next year.
  3. The Governance Sub-Committee will agree an appropriate job description for the Invited Governor that clearly sets out the specific experience and skills that the Governing Body requires. (An exemplar attached at Appendix A).
  4. The Governance Sub-Committee will advertise the vacancy on the College website (see an example at Appendix B). The Sub-Committee will arrange for the link to the Governor vacancy to be circulated and advertised widely (see an example at Appendix C), via methods such as, but not limited to:-
  • Governors’ personal contacts;
  • the College Twitter and Facebook;
  • targeted organisations e.g. IOD; and
  • if deemed appropriate, advertised in the local media.
  1. The Governance Sub-Committee will agree which Governors will short-list and sit on the interview panel for each Governor vacancy (the “Panel”), ensuring that the Elected Governors and the Governance Sub-Committee are represented.
  2. Following the closing date, the Clerk to the Governing Body will circulate candidates’ CV and supporting statements to the Panel to enable them to short-list the candidates, copying the Chair of Governors, the Chair of the Governance Sub-Committee and Principal for their information.
  3. Once the short-list for the vacancy has been agreed, the Governance Sub-Committee will inform the full Board of the short-listed candidates for information.
  4. The Clerk to the Governing Body will invite the short-listed applicants for interview and will email the unsuccessful candidates thanking them for their interest.
  5. The Panel will interview the short-listed candidates following which the Panel will:-
  • inform the Governing Body of the intended Invited Governor, seeking prior ratification of the appointment from the Elected Governor;
  • invite the successful applicant to join the Governing Body; and
  • thank the unsuccessful applicants for their interest.

New Governor Induction

The Clerk to the Governing Body will arrange for the newly appointed Governor to be DBS checked and to complete any relevant training (such as on-line safeguarding).

All newly appointed Governors shall receive a full induction that will include:

  • a meeting with the Principal and Head Teacher;
  • a tour of the College;
  • accompanying a member of the College Senior Leadership Team on a learning walk at JCG and JCP;
  • attending one of each of the Governor sub-committee meetings; and
  • receiving an information pack containing:
    • the Governing Body’s Expectations for a Governor
    • the Law
    • the Education Department’s Governors’ Handbook
    • the Governing Body’s meeting reports and minutes for the last year
    • Information on the College (Prospectus, etc.)
    • Synopsis of all current Governors
    • Information about the Governing Body’s sub-committees

Appendix 1

Jersey College for Girls is keen to recruit a Governor, with financial acumen, to complement its existing cohort of Governors.  The successful applicant will ideally have a recognised financial qualification as well as significant experience of financial management and control in a financial, commercial or non-profit environment.  The term of office is for a minimum of three years, renewable by mutual agreement.

As well as attending the five full Governors’ meetings held during an academic year, the applicant will sit on the Governing Body’s Finance and Property Sub-Committee, which meets four times an academic year.

The specific responsibilities of the Finance sub-committee include:

  1. in accordance with the procedures established by and policies of the Minister, to assist in planning expenditure for the College to include the approving and monitoring of the College’s annual budget;
  2. in accordance with legislation and the Education Department’s policies, to establish formal procedures and timetables for planning the budget to ensure all relevant factors are considered;
  3. to consider and approve detailed estimates by the Principal of expenditure and income required in advance of each financial period;
  4. to ensure identifiable links between the College’s annual budget, the School Development Plan and the College’s 6 year strategy;
  5. to monitor planned expenditure against budget for the year;
  6. to monitor adherence to the financial directives issued from the States of Jersey Treasury, including those directives which relate to the limits of the Principal’s and Head Teacher’s delegated authority powers to authorise expenditure and to vire monies;
  7. to monitor each budget allocation in the light of known activity and to monitor and advise on correction of over or under spends;
  8. to consider and propose to the full Governing Body for approval the level of fees required for the provision of education in each school for the school year and then submit such proposal to the Minister of Education for his/her approval;
  9. to agree and review the Payment of Fees policy;
  10. to review the planned maintenance programme for the school;
  11. to monitor and advise on property matters involving Property Holdings, including matters relating to the tenancy agreement [and the service level agreement] between the College and Property Holdings;
  12. to review, agree and monitor any tenders for maintenance/repair/new work in excess of £20,000;
  13. to monitor and evaluate contractual works for repairs, maintenance/renewals and new building works in excess of £20,000;
  14. to liaise and consult with other sub- committees where necessary; and
  15. to periodically review the Terms of Reference for the Finance and Property Sub-Committee.

This is an honorary position and is unpaid.  In return for your time and commitment, you will gain experience of working on a board with other committed volunteers, the opportunity to help our devoted leadership team achieve the vision they are working towards, and see tangible outcomes in the form of a happy, thriving, and growing College for our students.


Appendix 2

Jersey College for Girls is keen to recruit a Governor, with financial acumen, to complement its existing cohort of Governors.  The successful applicant will ideally have a recognised financial qualification as well as significant experience of financial management and control in a financial, commercial or non-profit environment.  The term of office is for a minimum of three years, renewable by mutual agreement.  This is an honorary position and is unpaid.

As well as attending the five full Governors’ meetings held during an academic year, the applicant will sit on the Governing Body’s Finance and Property Sub-Committee, which meets four times an academic year.

The College has a number of exciting challenges ahead of it including the development of fields into a sports field and green space; fulfilling the international project that will culminate with admitting international students in to the senior school as well as improvements to the existing provision.

In return for your time and commitment, you will gain experience of working on a board with other committed volunteers, the opportunity to help our devoted leadership team achieve the vision they are working towards, and see tangible outcomes in the form of a happy, thriving and growing College for our students.

Applicants who wish to be considered for this role should submit a full CV, explaining their background and professional qualifications and why they believe they are particularly suited for the role, to Lisa Biddlecombe, Clerk to the Board of Governors, at [email protected].  All applications will be acknowledged and those candidates who are shortlisted will be invited in for more detailed discussions.  The closing date for applications is Wednesday 25 October 2017.


Appendix 3

Jersey College for Girls is keen to recruit a Governor, with [financial acumen], to complement its existing cohort of Governors.  The successful applicant will ideally have a [recognised financial qualification as well as significant experience of financial management and control in a financial, commercial or non-profit environment].  This is a voluntary position and is unpaid.

For further information on the role, how to apply and to view a copy of the job description please visit our website https://jerseycfg.wpengine.com/about-us/employment-opportunities/ or contact [Mrs Lisa Biddlecombe], Clerk to the Board of Governors, at [email address] or tel. [516208].  The closing date for applications is [ ].

Health and Safety Policy

Jersey College for Girls

Health and Safety Policy

 

Authors: June Fosse, Pierre Louw

Date: May 2019

To be reviewed: May 2020

Aims

Our aim is to ensure, so far as is reasonably practicable, the health and safety of all staff, students and members of public who come into contact with the college.  We will achieve this by working in partnership with Education and by implementing the adopted devolved Health and Safety management system, policies and procedures.

Objectives

It is everyone’s duty of care to ensure that health and safety is managed, monitored and adhered to in a positive and practical manner. The detailed code of practice for the JCG health and safety policy is supported by these general principles and should be applied with the following in mind:

How we will achieve this:

  1. By raising awareness – reporting near misses and minor events
  2. By reviewing and monitoring all current practices
  3. By making improvements where necessary
  4. By training staff (through relevant courses)
  5. By encouraging all staff to engage pro-actively in all aspects of health and safety

Management and the Health and Safety Committee

It is the responsibility of senior leaders to be vigilant and aware of health and safety risks arising from work related activities.  The Management and Health and Safety Committee have an important part to play in making Education Policies and Procedures effective and a reality. The ability to manage health and safety effectively is an important component within the skills required by professional managers operating within the College and the teams will ensure that the Colleges systems are regularly reviewed and performance measured against Education’s systems and procedures.

This is achieved through:

  • Updating and monitoring all Education Policies, Systems and Procedures.
  • Holding Health and Safety meetings once a term.
  • Managing risk through the development of risk assessments and risk reduction plans.
  • Conducting accident trends analysis and implementing corrective actions.
  • The examination of safety audit reports and development of action plans to implement improvements.
  • Development and implementation of safety rules and ‘safe systems of work’.
  • Carrying out Health and Safety inspections as agreed.
  • Monitoring the introduction of any measures in the workplace which may substantially affect the Health and Safety legislation and which are likely to have an impact on the College and Department.
  • Monitoring and implement the changes in Health and Safety legislation.
  • Monitoring the implementation of organisational procedures of the safety management system.
  • Monitoring the implementation of risk control measures identified by risk assessments and monitoring the allocation of resources for Health and Safety.

All staff must co-operate by:

  • Taking reasonable care for their own and others’ health and safety
  • Using materials and equipment in accordance with the manufacturers’ guidelines and training
  • Informing the Site Manager or the Facilities Department at once of any perceived hazard in the workplace or shortcoming in the protection for employees
  • Ensuring all possible control measures have be implemented before any work or activity takes place
  • Report and record all accidents and near misses

Health and Safety Committee

The Health, Safety and Security Committee at JCG comprises of the Site Manager (Chairman), Schools Sports and Facilities Manager Education, a Governor Representative, AVA Assistant, Technology Technician, Science Technician, and one member of staff.  The Committee will meet once a term.

Education Policies, Procedures and Systems

Accidents and Near Miss Reporting

This will also cover visitors who are members of the public and therefore not classed as ‘at work’ and for the purposes of this procedure, brief definitions and examples of an ‘accident’ and a ‘near miss’ are given below.

Accident :

An unplanned event that cause’s injury to persons, damage to property or a combination of both.  Examples include: a fall resulting in a fracture and impact injuries.

A Near Miss :

Is an unplanned event that does not cause injury or damage, but could do so. Examples include: articles falling near to people and short-circuits on electrical equipment.

The Senior Management Team shall be immediately notified of accidents resulting in injuries to employees, students, pupils, public and any contractor on the College’s premises which result:

  1. in a death or major injury;
  2. 24 hrs hospitalisation
  3. that prevent the injured person from continuing at his/her normal work, or absence for more than three (3) days, and;
  4. Accidents/incidents involving a student/pupil/contractor or a visitor (member of the public) (Lawful or unlawful) on any of the College’s premises requiring emergency service transfer to hospital.

Further internal and external notification by the Principal and Senior Management Team, will be undertaken depending upon the circumstances.

Staff must report all accidents and incidents in the workplace to the main office or Site Manager or in their absence a member of the SMT.

  • Accident/Incident Forms can be found on the JCG website, click of “Forms” then click on “Incident Reporting”. You will be prompted from then on to make choices before you “Submit” your report.
  • The office will inform parents/guardians if students are involved.

Emergency evacuations

The Health and Safety at Work (Jersey) Law 1989 requires every employer to establish suitable procedures to safeguard employees, so far as is reasonably practicable, in the event of imminent danger.

The College has:

  • Established procedures to follow in the event of serious and imminent danger to persons at work, including risks from non-occupational sources such as bomb alerts.
  • Nominated competent persons to implement the above as regards evacuation of premises.
  • Ensured that no employee has access to a restricted area unless that employee has been appropriately trained.

 

Staff, Students, Parents, Visitors and Contractors must:

  • Co-operate with management to meet the requirements of these arrangements.
  • Bring to their immediate managers’ attention any weaknesses or shortcomings in these arrangements so that additional control action can be implemented.
  • Students must be instructed to follow the same procedures as employees of the College and familiarise themselves with the actions to take in the event of an emergency.

Evacuation Co-ordinators and Fire Marshalls must:

  • Ensure that their areas are clear and correct procedures are followed during an emergency and report any shortfalls and non-compliance to appropriate officers.
  • Report the presence of disabled individuals located in disabled refuges.
  • Review all emergency activities regularly and if required put in remedial measures to ensure that the highest standard is maintained.
  • Regularly inspect the means of escape and inspect fire fighting equipment and fire warning signs.
  • Be familiar with the different types of emergencies and the action to take.
  • Locations of fire extinguishers on the work map.
  • Display the “fire routes” sheet in your classroom.
  • All appropriate kinds of extinguisher are in place.
  • There are arrangements for evacuation in every room.  Usually only one building will require to be evacuated at any time so it is important to know the whereabouts of students in your care at all times.
  • A guided system to the assembly area.
  • A fire practice every three months, this includes all false alarms, which are recorded by the Site Manager.

Fire and Emergency Evacuation Procedures

On Hearing the Fire Alarm you must leave the building immediately not to do so places you, other staff, students, members of the public, fire marshals’ and the emergency services in potential danger. Do not return to your office/department/classroom/desk or work areas to collect your coats or for any other reason.  Terminate all telephone calls immediately.

You must follow the instruction of Management, Staff or Fire Marshalls, If you are asked to leave the building then do so immediately.

Management, teaching staff, and Fire Marshalls will give you specific instructions as to what you should do and where you should go.  These are also displayed in all teaching, reception and resources areas.

  • When you leave the building, do so calmly but quickly. DO NOT return to your office/classroom to collect coats, bags etc. DO NOT carry drinks down the stairs.
  • Where appropriate, ensure that members of the public are directed to the fire exits.
  • Comply with the instructions of the Fire Marshalls, they are trained and appointed to ensure your safety.
  • If the alarm goes off during lesson time gather in a straight line with your subject teacher at the clearly marked points at the assembly area for your year groups.
  • If the alarm goes outside of lesson times please gather in your year tutor groups at the marked points and wait in silence.
  • You must wait to be instructed by a member of staff before you re-enter the building (staff must wait to be instructed by Facilities Staff that they must re-enter)
  • Please be aware that in the event of a fire you maybe guided by a member of staff via an alternative route to the same or different assembly point
  • If you are sitting an exam you will remain in the exam room and continue with the exam as normal until advised by the Exams Officer whether you leave the building or not.
  • Do NOT re-enter the building until you receive instructions from you’re the Facilities Team to do so.
  • Do NOT use the lifts.

Bomb Threat Warning Notice

As soon as this alarm sounds staff in charge will instruct the students to follow the appropriate procedures

  • Gather all the belongings you have with you in the room.
  • Do not touch anything unusual but report its presence to the staff in charge.
  • Leave the room door open.
  • Follow the route as for fire evacuation unless this is blocked when guidance to an alternative route will be given by staff in charge.
  • Assemble as for fire evacuation and listen in silence to instructions.

First Aid

  • First aid equipment can only be used by qualified staff - Office, PE, Science and HE are amongst members of staff holding First Aid at Work qualifications. An up-to-date list of all qualified staff can be obtained from the main office.
  • The equipment is checked and filled up at regular intervals by the office staff.
  • All equipment replacements and refills are ordered through the Office.

The handling, Storage and Management of Hazardous Materials

All Hazardous substances must be kept and managed in accordance with Education Policies and Procedures and the following guidelines will assist you in achieving this. Areas where hazardous substances can be located are, Design Technology, Science, Facilities Department, Ground Caretakers’ storage and the Kitchen.

  • A detailed register (inventory) of all hazardous substances used and stored on the schools premises must be kept up-to-date and maintained.
  • Obtain material safety data sheets for all identified and suspected hazardous substances.
  • Ensure that the containers of hazardous substances are correctly labelled.
  • Conduct a risk assessment on each hazardous substance and/or process that presents a significant’
  • Ensure that staff and students have received sufficient information, instruction and training to handle these substances.
  • Ensure that all staff working with chemicals can demonstrate competencies with regard to safe systems of work.
  • Monitor the implementation and effectiveness of control measures.

The Maintenance and Management of Contractors, Building and Equipment

  • All outside approved contractors have to report to the main office and sign in the Property Holdings (PH) log book.
  • All cyclical maintenance for mandatory and statutory works will be monitored and reported to PH by the Site Manager.
  • Outside contract work, all contractors to be aware of our Health, Safety and Security Policy.
  • Ensure the correct management of contractors onsite by following the guidance of the Management of Contractors Operational Policy, SofJ.
  • Contractors are not allowed the use any of the Colleges tools or equipment.
  • Should all have membership of trade bodies and be on the Property Holdings approved list.
  • Should be aware to health and safety and when necessary provide risk assessments and permits to work i.e. working at heights and hot metal works.
  • All key holders are responsible for the security of the premises, which includes the setting of Alarms.

Electrical Equipment and on Site Work

The Jersey Property Holdings (PHs) Department is responsible and accountable for monitoring electrical safety across all Education sites.
  • Routine inspections and PAT testing will be carried out at regular intervals by a designated approved contractor.
  • Electrical installations and equipment are installed in accordance with the current Institute of Electrical Engineers (IEE) Wiring Regulations (advice must be sought from the (PHs).
  • All work undertaken on electrical installations is undertaken by an organisation approved by the NICEIC (National Inspection Council for Electrical Installation Contractors).
  • All electrical work is undertaken by electricians approved by the NICEIC or Electricity Training Association (ETA).
  • The fixed installation is maintained in a safe condition by carrying out routine safety testing.
  • Portable and transportable equipment is visually inspected by the user on a regular basis (HSE guidelines regarding frequency shall be used as best practice) (see Appendix 4).
  • Contractors carrying out work, maintaining, inspecting or testing a system or equipment is undertaken using a safe system of work.
  • Electrical equipment is suitable for use by identifying and assessing operational needs prior to its purchase, obtaining advice and assistance from a competent person (the States of Jersey Property Holdings Department, Principal Maintenance Manager) (the Education Department’s Approved Contractor) where necessary.
  • Risk assessments relating to fixed and portable electrical equipment are undertaken
  • Work on live systems is undertaken only by approved contractors. Projects involving live working shall only be controlled and managed by the JPH.

All College staff shall:

  • Ensure that all electrical equipment and systems are treated reasonably and not misused in anyway.
  • Not attempt to repair electrical equipment and systems. All defects must be reported to the Site manager without delay.
  • Never use electrical equipment in damp surroundings or where flammable vapours may be present, unless you know that it is suitable for that purpose.
  • The Facilities and ICT departments will conduct yearly visual electrical inspection.
  • Portable and transportable equipment is visually inspected by the user on a regular basis.
  • All loose connections and faults have to be reported immediately to the site manager, where all Maintenance requests from staff will be followed up promptly.
  • Any leads/extensions have to be properly used with covers to prevent trips and falls.

Training

  • First aiders - current members of trained first aiders include Office staff, PE, HE and Science.  Individual members of staff.
  • Health and safety machinery – Craig Nicol.
  • Health and Safety on cleaning/caretaking – Site Manager, Caretakers.
  • Staff to go on courses where Health and Safety is relevant to their job.

Labs/Workshops/Practical Working Areas

  • Individual policy do’s and don’ts for users displayed and students informed by staff.
  • Correct Personal Protective Equipment (PPE) must be provided.
  • Safety signage and instruction must be displayed.

Machinery

  • All staff using machinery must have the correct training; no unauthorised staff to use any machines.
  • Staff to make sure they use the correct clothing and safety equipment.
  • All equipment to be used with the appropriate safety guards on at all times.
  • All equipment has to be serviced on a yearly basis.
  • Kitchen staff to follow hygiene procedures with regards to clothing and cleanliness.

Manual Handling

To comply with the requirements of the Manual Handling Regulations the College must undertake the following actions.

  • Avoid the need for hazardous manual handling as far as reasonably practicable.
  • Identify all manual-handling activities in the College that cannot be avoided.
  • Assess the risk of injury from any hazardous manual handling activity that cannot be avoided.
  • Reduce the risk of injury from hazardous manual handling as far as reasonably practicable.
  • Control the risk using the hierarchy of controls.
  • Provide information, training and instruction.
  • Review effectiveness of the risk control.
  • The hazard identification, risk assessment and control process should be undertaken in conjunction with the affected staff and where required, assistance from the safety representative.
  • Each step in the process must be documented.

VDU Equipment

To ensure the hazards and risks associated with the habitual use of DSE equipments is reduced and that the College is compliant with Education’s policies and procedures we will:

  • Identify Display Screen Equipment ‘Users’ in all areas of the College.
  • Identify the hazards associated with the equipment.
  • Assess and control the risk of an injury arising from each identified hazard.
  • Develop management plans to control the risk inclusive of training.
  • The hazard identification, risk assessment and control process will be undertaken in conjunction with ‘Users’ of the display screen equipment and with the safety representative.
  • Each step in the process will be documented.

Annex to the H&S Policy

Hot Drinks Guidance

We have a duty of care to maintain the safety and welfare of all children and adults who access our services and premises.  This includes the responsibility to ensure the health and safety of all those using and/or visiting the premises.

Rationale:

  • To eliminate the risk of students, staff and visitors sustaining burns and scalds as a result of hot drinks in school.
  • To recognise potential dangers.
  • To take action to avoid/remove the danger.
  • To reduce risk and eliminate accident and injury.

Guidance:

  • All staff, our students, our visitors, work experience students and volunteers must adhere to the Hot Drinks guidance.
  • Hot drinks in an open top cup or mug may be offered in a designated safe area, this includes all areas of the school out of school hours.
  • All hot drinks carried in any area where there may be others present must be in a cup with a sealed lid.
  • Students may have a hot drink before or after school and during break times provided it is consumed in the Dome or the Sixth form centre, that it is in a sealed drinking cup and is not left unattended.
  • Staff on duty at break time may have a hot drink provided that it is in a sealed drinking cup and is not left unattended.
  • All hot drinks transported from a kitchen area to a meeting room must be carried securely on a tray or transported on a trolley.

A practical common sense risk assessment should be applied to all situations however, there may be times in a very busy corridor where it would not be sensible to carry a drink even in a sealed cup.  Equally over short distances it may be deemed safe to carry an open topped cup provided that caution is exercised.

Risk Assessment:

A risk assessment has been carried out and control measures put in place.

The risk assessment will be reviewed from time to time against the effectiveness of this guidance.

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 nights 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: September 2018

Interim Review : September 2019

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

  • Achievement marks will be cumulative.(i)            Lower SchoolIn the Lower School students’ achievement marks will be rewarded by certificates, letters and vouchers once they reach a certain milestone:20 = Bronze certificate awarded by tutor40 = Silver certificate and letter from Head of School60 = Gold certificate and letter from Vice Principal

    80 = Platinum certificate and Amazon voucher presented in assembly and letter from Vice      Principal

    (ii)       Upper School

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

    20 = letter from Head of School

    40 = voucher for the canteen

    60 = letter from Vice Principal

    80 = Amazon voucher presented in assembly and letter from Vice Principal

    • 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
Individual Student Needs (ISN) Policy

Jersey College for Girls

Individual Student Needs (ISN) Policy

 

Authors: Caroline David

Date: July 2019

To be reviewed: July 2021

Principles

At Jersey College for Girls we aim to provide a challenging, academic and broad curriculum delivered by experienced staff, who have high expectations and who model excellence. All students are equally entitled to have their needs recognised, supported and stretched and this is the responsibility of all members of staff. We aim to reduce under-achievement and nurture and develop talent. We aim to promote best practice, not only within Jersey College for Girls but also in collaboration with the Department of Education. The College aims to provide equality of opportunity for all students to be inspired, motivated and enthused by an innovative curriculum that offers both enhancement and enrichment in order for them to excel. Students are encouraged to be both positive and proud of their abilities and to feel they belong. Jersey College for Girls aims to provide the opportunities and resources to ensure this occurs. Effectively meeting the individual needs of students will rely upon the College, the student and the parents working together. Although we are a selective school we do not exclude students purely based on their individual needs.

Definitions

Individual Student Needs (ISN)The term Individual Student Needs refers to the fact that every student will learn at different rates and in different ways, no two students are the same. They all have differing needs that have to be addressed to ensure they achieve academic success. There is no one definition as all students are individuals.

Special Educational Needs (SEND) – The term Special Educational Needs and Disability has a legal definition, referring to students who have learning difficulties or disabilities that make it harder for them to learn or access education than most children of the same age.

Aims

  • To sustain a whole school ethos that accepts that everyone has the duty to provide for the needs of all students no matter what their talents, skills or abilities.
  • To ensure the correct provision is available for students with individual needs.
  • To create well-established partnerships with parents, the community, primary schools and outside agencies to ensure appropriate provision is made for all students with individual needs.
  • To ensure the individual needs of the students on the JCG Inclusion register are identified and provision made to meet those needs.
  • To follow the Jersey SEND Code of Practice (2017) on the Identification and Assessment and Transition of Special Educational Needs, including the Disability and Children’s Acts.
  • To aspire for all students to have access to all aspects of the curriculum.
  • To identify any difficulty as early and as thoroughly as possible.
  • To provide a positive and active approach to ensure all learners emotional and mental health and well-being is valued and addressed.

Objectives

  • Identify students with individual needs and provide support mechanisms for them.
  • Identify students who require an enhanced curriculum and provide individual enrichment programmes and timetables to suit.
  • Ensure good teaching practice is shared to promote the personalisation of materials and tasks for students of all abilities.
  • Maximise the use of SIMS to increase the communication and understanding of student’s individual needs.
  • Ensure students are proud to discuss their achievements. Achievement is celebrated in assembly, during academic mentoring sessions, on the school website, in the local media and in school publications.
  • Identify students who are experiencing difficulties through assessment of written work or on-going classroom observation including the use of psychometric testing where appropriate.

Identifying Individual Student Needs

  • SEND students may be identified prior to admission during visits to primary schools, references or via the Education Welfare Service. Further assessments may take place on entry to the school and during their time at Jersey College for Girls.
  • Any student with a borderline Year 5 mean CAT score may be assessed by the ENCO during the transition phase to ascertain any support required.
  • Any student with a lower than expected Year 7 mean CAT score or diverse scores in differing areas will meet with the ENCO during Year 7 to assess their individual needs. Parents will attend this meeting.
  • Progress in Maths and English tests will be reviewed by the ENCO, during the autumn term of Year 7, in conjunction with the English and Maths Departments, to identify individual student needs.
  • The Head of Key Stage 3 will gather data on students’ skills and abilities from their primary school. Students from primary schools can be identified on transfer in relation to specific subject areas.
  • HoFs will be asked to share good practice with faculty members to promote personalised learning for all students.
  • The Head of Key Stage team will be formally invited to identify students who they believe have an individual need, based on evidence from tutors and or subject teachers.
  • Parents can identify that their daughter may have an individual need. This would be done through the student’s tutor, subject teacher, ENCO.
  • A student’s individual needs may vary depending on the subject and may change throughout their time at JCG. Their needs will be monitored by tutors and subject teachers in conjunction with the ENCO.
  • Group screening tests in Year 7 and 9 to identify students at risk of specific learning difficulties for referral of more detailed assessment of their learning needs.
  • Assessment of specific learning needs by a qualified member of the British Psychological Society (Certificate of Competence in Educational Testing).

The Curriculum

  • The school will aim to provide all students with full access to the Jersey Curriculum and, additionally, provide access to curriculum enhancement in other areas.
  • The school is structured to set students in Maths and French and Science to an extent to ensure a personalised curriculum is in place.
  • Subject teachers will be made aware of students who have individual needs and should monitor progress against published attainment data and where appropriate ILPs.
  • Heads of Faculty / Heads of Departments will advise colleagues within their subject area on strategies to challenge and support students with individual needs.
  • The school will utilise and continually update a range of strategies to improve the teaching and learning of all students with individual needs.
  • Students who are struggling with reading, spelling, mathematical language or gross/fine motor skills will, on occasions, be withdrawn to be given individual or group tuition by the ENCO, another member of staff, a voluntary teaching assistant, or 6th form student where appropriate.
  • Students may be offered 1:1 sessions, outside of lesson time, with a teaching assistant on a weekly basis where appropriate and when available.
  • Customised timetables, additional or reduced subject options and exam entries can be implemented dependent on individual student needs. Any changes to a student’s timetable would be recommended by the ENCO and would need to be approved by the Principal.
  • Specialist provision is available for other pervasive developmental conditions, e.g ASD, ADHD, or sensory disabilities, is provided by relevant outside agencies/INSET/School ENCO/ASCIT/SEMHIT, Primary Mental Health Team, Speech and Language.

Provision and Resources:

ENCO

Library

School Counsellor

SEND code of practice 2017

Teaching Assistants

Outside Agencies working with students with Individual Student Needs:

Speech and Language Therapy Service

Occupational Therapy Service

Education Support Team

Child and Adolescent Mental Health Service (CAMHS)

Children’s Services

Health Services

Other island secondary schools

The policy will be monitored and evaluated by:

The ENCO.

This policy should be read in conjunction with:

Examinations policy

Disability Policy

Teaching and Learning policy

Improving behaviour policy

Education (Jersey) Law 1999 Revised Edition (1 January 2017)

Assessment Policy


Appendix 1

Role of the ENCO

  • To co-ordinate the identification and provision of education for students with individual needs encompassing the Jersey Code of Practice where applicable. This will include assessing and raising awareness of the needs of individual students, to enable all teachers to differentiate class work and homework as necessary.
  • To maintain and update the JCG Inclusion register.
  • To maintain and update the access arrangements register in conjunction with the Exams Officer. To arrange, in conjunction with the Exams Officer and outside agencies, the access arrangement provision for all students who meet the various criteria.
  • To collate and retain all evidence for individual student needs.
  • To produce ILPs for students who have individual needs, where appropriate by liaising with students, parents, Heads of Key Stage, form tutors and subject teachers, in order to support students with individual needs.
  • To monitor the implementation and review of these plans in order to support student learning and to review and work to update the ILPs annually in conjunction with the subject teachers, tutor, Head of Key Stage, parents and students.
  • To ensure all subject staff have an up to date copy of a student’s ILP and gather feedback from subject staff on how the student is progressing with her targets.
  • To liaise with external agencies where appropriate.
  • To monitor the identification of students with individual student needs.
  • To run induction sessions on the individual student needs policy for new staff to explain JCG policies and procedures.
  • To closely monitor students who have a borderline CAT score and KS2 SATS score.
  • To contact parents of students who have an identified ISN following assessments.
  • To manage Teaching Assistants and to meet with them regularly to discuss the progress that individual students are making.
  • To liaise with Primary teachers and ENCOs to facilitate the transition of students with previously identified individual needs and to co-ordinate the support offered between Year 6 teachers and Year 7 tutors during the autumn term of Year 7.
  • To work closely with Prep colleagues, including the ENCO from Year 4 upwards to support with monitoring and identifying needs and transition.
  • To oversee the Assistant ENCO’s co-ordination of the G&T Secondary school Island wide programme.
  • To monitor the work of the Assistant ENCO.
  • To provide annual updates and refresher courses for all staff.

Role of the Assistant ENCO

  • To manage students’ involvement in the annual PeaceJam events.
  • To assist with the organisation and running of the Hawksford debate.
  • To deputise for the ENCO as appropriate.
  • To coordinate the G&T Secondary school Island wide programme.

Role of the Tutor

  • To take responsibility for ensuring whole student overview.
  • To monitor achievement, attainment and extra-curricular involvement of students identified as having individual student needs and record these during Academic Mentoring. Information should be used from periodics and reports.
  • To place particular focus on overseeing that all students with individual needs are meeting their target grades when periodics and reports are produced, informing the Head of Key Stage and ENCO if inconsistencies occur.
  • To liaise with the Head of Key Stage and all relevant subject teachers in order to make them aware of a student’s ability and any concerns which may be preventing the student from reaching their full potential.
  • To liaise with the ENCO to discuss tutees who have Individual Learning Plans.
  • To be involved, in conjunction with the ENCO in the review of any tutee’s ILPs and input any information gained from the student’s subject teachers.
  • To celebrate work of all students in their tutor group. This can be done in tutor groups, in assembly, in House or any relevant forum.
  • To inform the Head of Key Stage and ENCO of a tutee’s individual student need that has not previously been identified.
  • To encourage student participation in all activities on offer and all extra support classes.
  • To be aware of all tutees that are on the JCG Inclusion register and at what level their needs are defined as (see appendix 2).

Role of the Head of Key Stage

  • To be responsible for monitoring students with individual needs identified in their year group.
  • To track students with individual student needs within their year groups, using the data provided by subject staff and ENCO, giving feedback to the ENCO where appropriate.
  • To ensure SEND items are discussed at Year meetings when appropriate.
  • To liaise with the ENCO about students who have not previously been identified, or who have significant barriers to their learning which are preventing them from reaching their full potential.
  • To support the tutor with the monitoring of students with individual needs.

Role of the Head of Faculty / Head of Department

  • To have an awareness of the characteristics of SEND students in order to aid identification of possible difficulties within their subject area.
  • To request information on - and to monitor the progress of - students in each class who have been identified with ISN.
  • To set up activities with different ‘entry levels’ and elements of choice to accommodate all. This can include group work.
  • To monitor progress of students with individual needs using summative and formative assessment and own observations, contacting the tutor initially when issues arise.
  • To monitor and support teachers in their faculty in providing for students’ individual needs in their classes.
  • To ensure schemes of work and schemes of learning include personalised activities for topics / projects and ensure personalised home learning is included.

Role of the Subject Teacher

  • To personalise learning specifically for individual student needs, in lesson planning, homework, and the delivery of lessons. Teaching techniques and strategies within each class, including different resources and learning tasks, will accommodate those of differing abilities, including those with individual needs, wherever appropriate and necessary. This will enable all learning needs to be met and all students to maximize their potential in all areas of the curriculum.
  • To be accountable for planning for and accommodating students with individual needs within their lessons, by providing a range of teaching and learning strategies which extend (e.g. critical thinking, creative thinking and problem solving) and support students with individual needs.
  • To have an awareness of the characteristics of SEND students in order to aid identification of possible difficulties within their subject area.
  • To know which students in each class have been identified as having individual needs and for SEND students, the level of intervention (see appendix 2).
  • To set up activities with different ‘entry levels’ and elements of choice to accommodate all. This can include group work.
  • To monitor progress of students with individual needs using summative and formative assessment and own observations, contacting the tutor initially when issues arise.
  • To know which students in the class have an Individual Learning Plan and to assist them in meeting the specified targets relevant to their subjects.
  • To feed back to the ENCO regularly (upon request) on how the student with an ILP is progressing and whether they have met any of their targets.
  • To set new targets for students with individual needs when requested by the tutor or ENCO.

Role of the Link teacher

Each department has a Link teacher who has volunteered to work with the ENCO to ensure best practice in their department area for students with individual needs. Their role involves:

  • Raising department awareness of best practice inside and outside school.
  • Ensuring all members of the department are aware of which students have identified individual needs.
  • Arranging placement in an appropriate class/set to meet any individual student needs.
  • Monitoring effective personalisation when consideration of grouping policy, of extension, enrichment and support activities.
  • Arranging in conjunction with Subject teacher and HOF, additional support for students where appropriate.
  • Sharing Faculty watch lists with the ENCO.

Role of the Parent

Parents will be informed that their daughter has been identified as having an individual need.  They will be given details of the school’s support and any individual programme on offer.

  • To encourage their daughter to access support and extra-curricular programmes on offer at school.
  • To contribute to a student’s ILP where appropriate through meetings with the ENCO.
  • To support their daughter and JCG through regular meetings and attendance at parent evenings to discuss the progress of their daughter.
  • To develop a partnership where professionals and parents work together in the best interests of the student.
  • To ensure the ENCO is made aware of any individual needs that may become a barrier to a student’s learning.

Role of the Teaching Assistant

  • To work with students on a 1:1 or small group basis to assist them with a variety of literacy difficulties.
  • To complete various literacy tests with students.
  • To keep data on work completed with students during individual sessions.
  • To work with whole classes or sets to support students with individual needs where appropriate.

Role of Sixth Form Students / Student leadership team

  • To work with students in younger years in all subjects where needed. To go into classes and work on a 1:1 basis or to work with individuals who are withdrawn from lessons or have a reduced timetable.
  • To offer support to students during lunchtime and before and after school sessions in a variety of subjects.
  • To run workshops / sessions to encourage and inform students about career opportunities and to pass on knowledge to other year groups.

Appendix 2

Jersey College for Girls models its approach on the guidelines given in the SEN Code of Practice (2017). This is a graduated approach in the secondary phase.

Excerpt from Jersey SEND Code of practice 2017:

Special educational provision in schools

  • 36 Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.
  • 37  High quality teaching, personalised for individual pupils, is the first step in responding to pupils who have or may have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching. Schools should regularly and carefully review the quality of teaching for all pupils, including those at risk of underachievement. This includes reviewing, 
monitoring and evaluating and, where necessary, improving teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEN most frequently encountered. Training should take place at least annually. Class teachers should use the provision mapping process developed by their schools to use the identified strategies and approaches for each child/young people.
  • 38  In deciding whether to make special educational provision, the teacher and SENCo should consider all of the information gathered from within the school about the pupil’s progress, alongside national data and expectations of progress. This should include high quality and accurate formative assessment, using effective tools and early assessment materials. For higher levels of need, schools should have arrangements in place to draw on more specialised assessments from external agencies and professionals.
  • 39  This information gathering should include an early discussion with the pupil and their parents/carers. These early discussions with parents/carers should be structured in such a way that they develop a good understanding of the pupil’s areas of strength and difficulty, the parents’/carers’ concerns, the agreed outcomes sought for the child/young person and the next steps. A short report with agreed actions for the school and parents/carers of these early discussions should be added to the pupil’s record on the school information system and a copy given to the parents/carers. Schools should also advise children/young people and their parents/carers about available information on additional school support, additional agencies and support groups.
  • 40  Consideration of whether special educational provision is required should start with the desired outcomes, including the progress and attainment and the views and wishes of the pupil and their parents/carers. This should then help determine the support that is needed and whether it can be provided by adapting the school’s core offer or whether something different or additional is required.
  • 41  More detailed information on what constitutes good outcome setting is given in Chapter 7, Exceptional Action assessments (paragraphs 7.64 to 7.69). These principles should be applied to planning for all children/young people with SEN. From Year 9 onwards, the nature of the outcomes will reflect the need to ensure young people are preparing for adulthood.
  • 42  The outcomes considered should include those needed to make successful transitions between each year group, phases of education and to prepare for adult life. Schools should make provision for class teachers to liaise and engage with secondary schools or the further education provider as necessary to help plan for these transitions. The agreed actions may also include those taken to make sure the school meets its responsibility to ensure that pupils with SEN engage in school activities together with those who do not have SEN.
  • 43 However support is provided, a clear date for reviewing progress should be agreed and the parent/carer, pupil and teaching staff should each be clear about how they will help the pupil reach the expected outcomes. The overriding purpose of this early action is to help the pupil achieve the identified outcomes and remove any barriers to learning. Where it is decided that a pupil does have SEN, the decision should be recorded in the school records and the pupil’s parents/carers must be formally informed that special educational provision is being made. Arrangements for appropriate support should be made through the school’s approach to SEN support.

Special educational need support in schools

4.44 Where a pupil is identified as having SEN, schools should take action to remove barriers to learning and put effective special educational provision in place. This SEN support should take the form of a four-part cycle through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes. This is known as the graduated approach. It draws on more detailed approaches, more frequent reviews and more specialist expertise in successive cycles in order to match interventions to the SEN of children/young people in a more tightly structured way. There is no longer a requirement to register at School Action and School Action Plus as these will be collapsed under SEN support with appropriate information about additional support (see the Reference chapter for useful links).

Assess

  • 45  In identifying a child/young person as needing SEN support, the class or subject teacher, working with the SENCo, should carry out a clear analysis of the pupil’s needs. This should draw on the teacher’s assessment and experience of the pupil, their previous progress and attainment, as well as information from the school’s core approach to pupil progress, attainment, and behaviour. It should also draw on other subject teachers’ assessments and accredited assessments where relevant, the individual’s development in comparison to their peers, island and national data, the views and experience of parents/carers, the pupil’s own views and, if relevant, advice from external support services. Schools should take seriously any concerns raised by a parent/carer. These should be recorded and compared to the setting’s own assessment and information on how the pupil is developing.
  • 46  This assessment should be reviewed regularly, at least half-termly if not more frequently. This will help ensure that support and intervention are matched to need, barriers to learning are identified and overcome, and that a clear picture of the interventions put in place and their effect is developed. For some types of SEN, the way in which a pupil responds to an intervention can be the most reliable method of developing a more accurate picture of need.
  • 47  In some cases, outside professionals from Health and Social Services may already be involved with the child/young person. These professionals should liaise with the school to help inform the assessments. Where professionals are not already working with school staff, the SENCo should contact them if the parents/carers agree.

Plan

  • 48  Where it is decided to provide a pupil with SEN support, the parents/carers must be formally notified, although parents/carers should have already been involved in forming the assessment of needs as outlined above. The teacher and the SENCo should agree in consultation with the parent/carer and the pupil the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review.
  • 49  All teachers and support staff who work with the pupil should be made aware of their needs, the outcomes sought, the support provided and any teaching strategies or approaches that are required. This should also be recorded on the school’s information system. Such support must be monitored and evaluated as to its effectiveness and value for money.
  • 50  The support and intervention provided should be selected to meet the outcomes identified for the pupil, based on reliable evidence of effectiveness, and should be provided by staff with sufficient skills and knowledge.
  • 51  Parents/carers should be fully aware of the planned support and interventions and, where appropriate, plans should seek parental/carer involvement to reinforce or contribute to progress at home. The information set out in chapter 6.39 should be readily available and discussed with the pupil’s parents/carers.

Do

4.52  The class or subject teacher should remain responsible for working with the child/young person on a daily basis. Where the interventions involve group or one-to-one teaching away from the main class or subject teacher, they should still retain responsibility for the pupil. They should work closely with any teaching assistants or specialist staff involved, to plan and assess the impact of support and interventions and how they can be linked to classroom teaching. The SENCo should support the class or subject teacher in the further assessment of the child/young person’s particular strengths and weaknesses, in problem solving and advising on the effective implementation of support.

Review

  • 53  The effectiveness of the support and interventions and their impact on the pupil’s progress should be reviewed in line with the agreed date.
  • 54  The impact and quality of the support and interventions should be evaluated, along with the views of the pupil and their parents/carers. This should feed back into the analysis of the pupil’s needs. The class or subject teacher, working with the SENCo, should revise the support in light of the pupil’s progress and development, deciding on any changes to the support and outcomes in consultation with the parent/carer and the pupil.
  • 55  Parents/carers should have clear information about the impact of the support and interventions provided, enabling them to be involved in planning next steps.
  • 56  Where a pupil has a RoN, the Education Department must review that plan, as a minimum, every 12 months. Schools must co-operate with the Education Department in the review process and, as part of the review, the Education Department requires schools to convene and hold annual review meetings on its behalf. Further information about RoN annual reviews is given in Chapter 7.

Appendix 3

Access Arrangements

Rationale

The Examination Access Arrangements Appendix explains the actions taken to ensure inclusion throughout the college for all students with individual student needs (ISN), including those with formally diagnosed Special Educational Needs or Disabilities (SEND). The appendix forms an integral part of our teaching and learning philosophy, which seeks to create a learning environment whereby every individual student may fulfil her full potential.

Definitions

The term Individual Student Need is used as an umbrella term to incorporate ALL students known to be receiving intervention, learning support provision and access arrangements including those pupils identified as having SEND.

Education Law

The Education (Jersey) Law 1999, reviewed 2017,(as amended, referred to as “The Law") is the primary legislation governing the legal requirements and duties for all areas of Jersey education, including Special Educational Needs (SEN). Part 1, Article 4 of the Law defines the term “special educational needs” in Jersey, as well as the defined meaning of “learning difficulty”, “special educational provision” and “special school”. Part 5 of the Law, Articles 28 to 32 precisely define the duty of the Education Minister in relation to a child/young person with SEN; the power of the Education Minister to require assessment; parental/carer’s rights in relation to SEN, and other powers.  In addition, children/young people with SEN have rights defined in other parts of the Law, for example, in accessing the Jersey Curriculum (Article 16).

What are Access Arrangements?

Access arrangements are agreed before an assessment/exam. They allow students to demonstrate their skills, knowledge and understanding without changing the demands of the assessment. The intention behind access arrangements is to meet the particular needs of a candidate without affecting the integrity of the assessment. Access arrangements are the principal way in which awarding bodies comply with the duty under the Equality Act 2010 (UK) to make ‘reasonable adjustments.’

Reasonable Adjustments

The Discrimination Law states that we must make reasonable adjustments where a disabled person would be at a substantial disadvantage in undertaking an assessment. A reasonable adjustment for a particular person may be unique to that individual and may not be included in the list of available Access Arrangements. How reasonable the adjustment is will depend on a number of factors including the needs of the disabled candidate/learner. An adjustment may not be considered reasonable if it involves unreasonable costs, timeframes or affects the security or integrity of the assessment. There is no duty on the Awarding Bodies to make any adjustment to the assessment objectives being tested in an assessment.

Special Consideration

Special Consideration is a post examination adjustment to a candidate's mark or grade to reflect temporary injury, illness or other indisposition at the time of the examination/assessment.

Access Arrangements at Jersey College for Girls

Jersey College for Girls aims to ensure that all students have equal access to examinations and are neither advantaged nor disadvantaged over their peers by any long term, substantial SEND/or ISN which fall into the following four categories: -

  1. Communication and interaction.
  2. Cognition and learning.
  3. Social, emotional and mental health
  4. Sensory and/ or physical needs.

We will do this by applying the rules for Access Arrangements as set out in the most recent Joint Council for Qualifications.  We believe it is important to abide by the JCQ regulations, so that there is parity in how access arrangements are awarded throughout a student’s secondary schooling. We will use every opportunity to identify students’ needs from their first contact with the school. Professional reports are requested that demonstrate a SEND/ISN and a recommendation for a reasonable adjustment to be made to meet the student’s needs and the type of access arrangements that are appropriate. Access arrangements reflect the support that is usually given to the student in the classroom, internal exams and mock examinations. This is commonly referred to as ‘normal way of working.’

When might students need to be given Exam Access Arrangements?

An Exam Access Arrangement (EAA) is a provision or type of support given to a student (subject to exam board approval) in an exam, where a particular need has been identified (through psychometric testing by a competent test user by the British Psychological Society (BPS) Verified Assessor or other psychologist reports) and is provided so that the student has appropriate access to the exam.

Access Arrangements What is it? Criteria
 

 

 

Scribe

 

 

A trained adult writes for the student. The student would dictate their answers. The scribe would write exactly what they say. A student has a physical disability; where her writing is illegible and may hamper her ability to be understood; writing speed is too slow to be able to complete the exam in the allotted time.

 

In MFL, the student must dictate every word in the target language and must do so letter by letter.

 

 

 

 

Reader

 

A trained adult who would read the question and any relevant text (with the exception of Section A of an English GCSE Exam) for the student. The student would then write the answer/s themselves.

 

A student has a standardised score – (LUCID, WIAT II or CTOPP 2) of 84 or below in a test delivered by Specialist Teacher (100 is the average).
A reader can read instructions and questions to the student, read the whole paper if necessary or the student may prefer to just ask for some specific words to be read to them.

 

 

Prompter

 

 

 

A trained adult can prompt student with a few permitted phrases to refocus, move the student on to the next question or indicate how much time is left. A student who persistently loses concentration/focus, and is not aware of time and this can also be put in place for students who are affected by OCD (Obsessive Compulsive Disorder). Students with OCD often focus on one question in particular rather than moving on to look at other questions in the exam paper.

 

 

 

Transcript

 

An exact copy of a student’s exam script made after the exam without the participation of the student.

 

Only to be used where a student’s handwriting or spelling is difficult to decipher for those not familiar with it. This can also be put in place for students with a temporary injury where the use of a laptop is not appropriate.

 

 

Read Aloud

 

 

 

Where a candidate is reading difficult text she may work more effectively if she can hear herself read A student who persistently struggles to understand what they have read, but who does not qualify for a reader, to read aloud.
The arrangement must reflect the candidate’s normal way of working in internal school tests and mock examinations.

 

A candidate who reads aloud to herself must be accommodated separately within the centre

 

 

 

Separate Room

 

A student with a medical condition such as epilepsy/diabetes where it isn’t appropriate for them to sit an exam in the main exam hall. Students who are agoraphobic/have a psychological condition may also need to sit an exam in a separate room.

 

Medical evidence must be provided in advance to support this arrangement and then be approved by the ENCo

 

 

Modified Papers

 

 

 

Individually prepared papers for candidates.

 

The modification of papers involves additional resources. Therefore centres are required to provide the awarding bodies with early notification that a candidate will require a modified paper

Students for whom other access arrangements are unsuitable, for example, large print
Modified papers must be ordered in advance of a specific examination series. Centres must not order papers for candidates unless they intend to enter them for the relevant examination series.

 

Access arrangements online allows centres to place orders for GCSE and GCE modified papers.

 

 

Laptop

 

Access to a laptop for an exam (if appropriate – not for subjects such as Maths) so the student would word process their answers. Spelling and grammar checks would be disabled and a special exam account would be used with no internet access. The provision to use a laptop is put in place to address an underlying difficulty such as: speed of handwriting; medical condition; physical disability; sensory impairment; planning and organisational difficulties or poor legibility.
The use of a laptop in exams reflects the student’s normal way of working at the school and has been agreed as appropriate to the student’s needs. The use of a laptop cannot be granted to a student simply because this is their preferred way of working.

 

Centres are allowed to provide a word processor with the spelling and grammar check facility/predictive text disabled (switched off) to a candidate where it is their normal way of working within the centre and is appropriate to their needs. For example, the quality of language significantly improves as a result of using a word processor due to problems with planning and organisation when writing by hand. (This also extends to the use of electronic braillers and tablets.)

 

 

Rest Breaks

 

 

 

Students are permitted to stop for short break/s during the exam and the time stopped is added to the finish time, with the effect of elongating the exam but not actually using any extra time. Students are not permitted to have exam materials with them during rest breaks. A student has a physical disability which prevents them from concentrating for long periods of time.
This is now the recommended option from the exam boards before considering extra time.

 

Rest breaks are not included in any Extra Time allowance that the student may have.

 

The amount of time awarded is granted at the discretion of the ENCo.

 

 

Extra Time

 

Students may be entitled to an allowance of 25% depending on the history of evidence of need  and the recommendation of the Designated Specialist Teacher and 2 standardised scores of 69 or below from Psychometric Testing are evident.

 

Extra time between 25 and 50% can be granted in extraordinary circumstances.

Students will have an assessment to determine their speed of processing. A standardised score of 84 or below (100 being average) can qualify for extra time.

 

In exceptional circumstances, a candidate may require more than 50% extra time in order to manage a very substantial impairment.

There are cases where students get a score of more than 84. In these cases more evidence is needed to prove that a student should receive extra time. This could be in the form of an extensive history of need, formal diagnosis of a significant learning difficulty, or evidence of a substantial long term adverse effect on the performance of a child’s speed of a working.

 

The amount of time that students should receive is decided by the Specialist Tester and based upon their processing speeds

 

Live speaker

 

 

 

A live speaker for pre-recorded examination components, e.g. MFL listening examinations, to a candidate where it is their normal way of working within the centre. The live speaker will speak or read aloud the contents of the CD or tape in a Listening examination. Students who have persistent and significant difficulties in following speech at normal speed.
 

 

Oral Language Modifier

 

A responsible adult who may clarify the carrier language used in the examination paper when requested to do so by a candidate. The Oral Language Modifier must not explain technical terms or subject specific terms. The ability to understand these terms is part of the assessment. If such terms are explained to the candidate then the demands of the question will have been compromised and may constitute malpractice. Students whose disability has a very substantial and long term adverse effect resulting in very persistent and significant difficulties in accessing and processing information.
An Oral Language Modifier must be seen as a rare and exceptional arrangement.

 

An Oral Language Modifier is an adjustment of last resort so an application must only be made once all other relevant access arrangements have been considered and found to be unsuitable or unworkable. There must be a very strong justification as to why an Oral Language Modifier is required. An Oral Language Modifier may also act as a reader. An Oral Language Modifier will not be allowed to read questions or text in a paper (or a section of a paper) testing reading.

 

A candidate who would normally be eligible for an Oral Language Modifier, but is not permitted this arrangement in a paper (or a section of a paper) testing reading may be granted up to a maximum of 50% extra time. An approved application for an Oral Language Modifier will allow the centre to grant the candidate up to a maximum of 50% extra time in a paper (or a section of a paper) testing reading.

 

Bilingual translation dictionaries (with up to a maximum of 25% extra time)

 

 

 

Only to be used by student’s whose first language is not English.

 

The bilingual dictionary must be held in the centre to ensure no unauthorised information e.g. notes/revision is enclosed or written inside.

Should reflect the student’s normal way of working.
Such dictionaries must not be used in English Language, Irish Language or Welsh Language examinations or Modern Foreign Language examinations testing one of the languages of the dictionary or a similar language, for example, a Portuguese dictionary in a Spanish examination.

 

Exceptions to these rules are: The Writing Test in GCSE Arabic, GCSE Bengali, GCSE Dutch, GCSE Greek, GCSE Gujarati, GCSE Japanese, GCSE Modern Hebrew, GCSE Panjabi, GCSE Persian, GCSE Polish, GCSE Portuguese, GCSE Russian and GCSE Turkish where the specification states that all candidates must have access to a bilingual dictionary. Candidates who are permitted to use bilingual translation dictionaries may also be allowed up to a maximum of 25% extra time, depending on need, if they have been resident in the UK for less than two years at the time of the examination, the candidate still has a very limited knowledge of the English language, extra time reflects the candidates normal way of working.

 

Aural Tests For aural tests, clear amplification may be necessary to improve the candidate’s ability to hear, or a transcript of a listening test may be read to enable the candidate to also lip/speech-read.

 

The centre must consult a specialist teacher, i.e. a qualified Teacher of the Deaf, to identify the most appropriate arrangement for a candidate with hearing loss. The live speaker will speak or read aloud the contents of the CD or tape in a Listening examination.

 

Extra time of 25% should always be considered on account of the additional repetition which may be required. Additionally, 25% extra time may also be required in light of the candidate’s persistent and significant difficulties in following speech at normal speed. In very rare and exceptional circumstances the candidate may require up to 50% extra time.

 

Sign language interpreter

 

 

A trained adult who presents the questions in a different language without: changing the meaning; providing any additional information; or providing an explanation as to what the question requires of the candidate Students whose ‘normal way of working’ requires sign language interpretation.
A Sign Language Interpreter is not a reader. However, the same person may act as a reader and a Sign Language Interpreter. Permission must have been given for the use of a reader and a Sign Language Interpreter.

 

The Sign Language Interpreter can sign the instructions and questions to candidates taking written papers except in Modern Foreign Languages or English examinations.

 

The Sign Language Interpreter may repeat the translation if requested to do so by the candidate. An alternative translation of the carrier language may be provided.

 

However, under no circumstances may an explanation of the question or clarification of the carrier language be given. These actions would be deemed as giving the candidate an unfair advantage and may constitute malpractice. Candidates may only sign their answers in question papers or in controlled assessment/coursework where it is possible to finger spell the answers or where the answers involve single words. Sign Language interpretation is done ‘live’ in the presence of the candidate during the examination in order to allow for the candidate’s regional variations in BSL/ISL signs. Consequently, sign language interpretation cannot be checked by the awarding body for accuracy. Great care must be taken not to disadvantage or advantage the candidate.

 

Candidates requiring the use of a Sign Language Interpreter may need to be accommodated separately in which case a separate invigilator will be required.

 

Alternative site

 

 

The candidate will be sitting his/her examination(s) at a residential address or at a hospital which is a non-registered centre due to, for example:

·        a medical condition which prevents the candidate from taking examinations in the centre; or

·       Social, Mental and Emotional Needs.

The candidate has:

·       an impairment which has a substantial and long term adverse effect giving rise to

·       persistent and significant difficulties; or

·       a temporary illness or injury at the time of the examination(s).

The centre must be satisfied that the candidate is able to take examinations.

 

The ENCo, or a senior member of staff with pastoral responsibilities, must produce written evidence confirming the need for an alternative site arrangement to a JCQ Centre Inspector upon request.

 

Practical Assistant Practical assistants must perform practical tasks according to the candidate’s instructions, unless the skill to be performed is the focus of the assessment.

Is not a reader or a scribe. The same person may act as a practical assistant, a reader and/or a scribe as long as permission has been given for these arrangements.

 

The regulations for the use of each arrangement must be strictly adhered to.

Students with: poor motor co-ordination or/and severe vision impairment.
A practical assistant must not be allowed to carry out physical tasks or demonstrate physical abilities where they form part of the assessment objectives. A practical assistant will not normally be permitted in subjects such as Art & Design, Design & Technology and Music.

 

Candidates using a practical assistant in externally set practical or written examinations may need to be accommodated separately, in which case a separate invigilator will be required.

 

The invigilator must be made aware, prior to the examination, of the particular task(s) the practical assistant will be performing.

 

 

Other Arrangements

 

 

·       Amplification equipment

·       Braillers

·       Closed circuit television (CCTV)

·       Colour naming by the invigilator for candidates who are Colour Blind

·       Coloured Overlays (this would also include reading rulers, virtual overlays and virtual x reading rulers)

·       Low vision aid/magnifier

·       Optical Character Reader (OCR) scanners

·       Separate invigilation within the centre

 

Centres must note that candidates are only entitled to arrangements

if they are disabled within the meaning of the Equality Act.

 

The candidate is at a substantial disadvantage when compared with other non-disabled candidates undertaking the assessment and it would be reasonable in all the circumstances to provide the arrangement.

In the case of separate invigilation, the candidate’s difficulties are established within the centre and known to a Form Tutor, a Head of Year, the ENCo or a senior member of staff with pastoral responsibilities.

 

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 long term social, mental or emotional needs.

Exemptions An exemption is an agreement reached by an awarding body, before the examination, for a disabled candidate to miss a component or components. An indication will be placed on the candidate’s certificate to show that not all of the assessment objectives were accessible.

 

An exemption will not be granted if an alternative and accessible route through a qualification is available to the candidate.

 

The centre in the first instance should select ‘Other’. This will result in an automatic rejection. The centre must then make a referral to the relevant awarding body.

 

The centre must indicate the candidate’s disability in order that an awarding body has the necessary information to hand when considering an application for an exemption. The awarding body must be assured that the exemption is an arrangement of the last resort.

 

In Functional Skills English where barriers to access remain, candidates can be exempted from up to two of the three assessed components. Such an arrangement does not apply to Functional Skills ICT and Mathematics qualifications, as these qualifications consist of only one component.

Examination Reading Pen A candidate may work more effectively if they can hear themselves read. JCQ approved.

What evidence is needed to apply for EAA?

There are a number of pieces of evidence that can be used to apply for EAA to Joint Council for Qualifications (JCQ):

  • Form 8 report from Specialist Teacher or Specialist Teaching Assistant
  • Previous EAA from Primary Schools/ other Education Providers
  • Subject teachers – examples of work as appropriate
  • Results of baseline tests e.g. reading/comprehension age, writing tests

Private Educational Psychologists Reports

A growing number of parents are having their children assessed by private educational psychologists and submitting the reports to the ENCo as evidence that their child should be awarded extra time, or EAA. Private educational psychologist’s reports cost a significant amount of money. This therefore means that parents who are unable to obtain a private report through their financial circumstances are put at a disadvantage. As an exam centre we must be consistent in our decisions and ensure that no student is either given an unfair advantage or disadvantaged by any arrangements put in place. Often private educational psychologists, recommend that children should receive EAA which may be in conflict with what the centre tester (Specialist Teacher) recommends. Testing will be undertaken by the centre and we will also look for evidence of a history of need before any access arrangement is applied for.

KS2 SAT EAA

Students who have EAA at KS2 are screened for EAA at KS3 and KS4. Although they may have received EAA at KS2, it doesn’t necessarily mean that they automatically receive it at KS3 or KS4 because their needs may have changed. For example, a student who had a Reader for KS2 may not qualify for a Reader at KS4 because their reading has improved to the extent it does not meet the exam board criteria.

Baseline Testing in Year 7

All students in Year 7 are tested on the CATs Days in September. We use the Cognitive Ability Tests (CATs), Reading and Comprehension, and a spelling test. These tests can help identify learning difficulties such as dyslexia. The ENCo will contact parents where this is the case, do further testing, and if necessary put an appropriate intervention into place.

Parent Referral

Parents can contact the school to ask for advice about testing if they have concerns with the progress and learning of their child. Once contact has been made with the parent, the ENCO will investigate their concerns by sending a “round robin” to the child’s teachers to gain information. Following this, a decision will be made as to whether it is appropriate to test a student.

Teacher Referral

As with Parent Referrals, teachers can refer a student to the ENCo where they have concerns about the learning and progress of a student in their class. All of the students current teachers will be asked to give feedback to gain information, and following this a decision will be made as to whether to test a student for EAA. Where a teacher thinks that a student requires extra time, they are asked to get the student to change the colour of the pen that they are using once the allotted time is up, and continue writing until they are finished. This is then used as proof to JCQ and the exam boards of a history of need. Teachers are asked to refer students to the ENCo initially if they feel that a child may be dyslexic rather than contacting parents about their concerns. The ENCo will then contact the parents if the concerns are founded.

How do staff and parents know whether a student has Exam Access Arrangements?

  • Teaching and support staff can access the list on Staff Shared Area. It is updated on a monthly basis or whenever students become entitled to it. The information about results of assessments for EAA are kept confidentially in line with school policy and shared on a need to know basis.
  • Staff will be informed of any changes to the EAA list via email.
  • Parents will be informed of any tests results via a letter home which states what they are entitled to, why and when.

How are Exam Access Arrangements applied for?

Students need to be tested at each Key Stage for EAA. Just because they were entitled to EAA at KS2 does not automatically entitle them to it at KS3 or KS4. Therefore the Specialist Teacher tests students who are referred to us, or who have had EAA in earlier Key Stages.

The Specialist Teacher will assess students using a variety of nationally recognised tests such as:

  • Detailed Assessment of Speed of Handwriting (DASH)
  • Wechsler Individual Achievement Test (WIAT II)
  • Comprehensive Test of Phonological Processing 2 (CTOPP)
  • LUCID Exact – A comprehensive assessment of literacy from age 11-24 years and 11 months

The tests that the Specialist Tester uses are replaced/upgraded periodically in line with current practice. The test that the Specialist Tester uses depends very much upon the type of barrier to learning that the student may have. Should the student need further testing to assess for other learning issues or further EAA, the Specialist Tester will arrange this. Following a report produced by the Specialist Tester an application is made to the Exam Boards for permission to implement the specified arrangement/s. Students are tested formally in April/May of Year 9 in order to comply with the 26 month rule; so that any permitted exam access arrangements are in place for the full GCSE period of both Year 10 and 11.

What support is given to students with EAA?

Students with EAA take part in small group sessions to show them how to effectively use EAA. In addition, students with EAA are encouraged to use their EAA during internal assessments and exams so that they gain practice at using it effectively.

Students who have access to a reader or scribe are shown how to use them appropriately in exam situations, and it is explained to them what they can and can’t do with the reader/scribe during the exam, and how much support the adult is allowed to give. Students with extra time are given sessions with a teaching assistant on how to use the additional time allowance effectively. They then need to apply the techniques and strategies given to them in internal exams and assessments.

All teachers are given access to the list of students with EAA monthly, and they are asked to give the ENCO at least two weeks’ notice before they assess students so that support can be provided for students who require it during the tests/exams. Students who have a reader can be supported by the Teaching Assistant supervising the test. The ENCO/Exams Officer can provide a separate room, access to ICT and a scribe with the required amount of notice. The ENCO require two weeks’ notice so that teaching assistants can be redeployed if necessary to other students.

Students with EAA are monitored regularly through the use of ‘The Watch List’/link teacher.

In the event that a student does not wish to make use of their EAA in any given exam, they will be required to sign a form to indicate that they were aware that EAA was available to them, but it was their choice not to use them. However, where a student is deemed under the Mental Health Act (Code of Practice 2017 - Jersey) to be unable to make this decision the use of EAA will actively be encouraged.

What are the procedures for processing an application?

Once the tests have been conducted and there is a recommendation from the tester for EAA, the ENCO or Exams officer then applies to the exam boards. The feedback is instant and at this point the EAA is added to the list of students and the parents are informed of the EAA by letter.

The application will require evidence of need, and the centre needs to hold evidence in its files that can be inspected at short notice. This can include:

  • Recommendations by teachers
  • Educational psychologist reports
  • Letters from outside agencies such as CAMHS (Children and Adolescent Mental Health Services), hospitals or doctors
  • Information from Speech and Language Team
  • Statement of Educational Need (Record of Need) or Education, health & Care Plans (EHCP) Permission from the exam boards for the arrangement/s
  • A signed copy of the Form 8 report by the designated tester
  • A data protection form signed by the student
  • For Extra Time – history of evidence of need in the form of copies of work where a student has regularly used more than the allotted time.

Deadlines for submitting applications for access arrangements and modified papers on-line for GCSE and GCE qualification.

Access arrangements may cover the entire course and for GCSE and GCE qualifications must be processed using access arrangements online as early as possible.

Arrangements must be processed and approved before an examination or controlled assessment/coursework as per JCQ deadlines (to be calendarised annually by the ENCO and Examinations Officer).

The dates are set by the JCQ and we will endeavour to test students after the dates above but they will not receive dispensation for that period. This is due to allocation of time to test late entries.

The deadline set by the JCQ is final, late entries will incur further inspections by the JCQ.

The decision to apply for access arrangements is based on evidence of a history of need, history of provision and a specialist teacher access arrangements report.

JCG Voice Policy

Jersey College for Girls

JCG Voice Policy

 

Author: Toni Rollo

Date: June 2019

To be reviewed: June 2021

Principles:

We want our students to be at the forefront of all we do. Our students are confident exponents of their opinions; they see things with a unique perspective and have fantastic ideas about how to improve our College and the world around them.

We encourage all our young people to participate fully in the life of their College and to facilitate this we offer numerous opportunities to ensure that their voices are clearly heard. Through JCG Voice, which is overseen by the Head Girl Team and the Vice Principal, students will make significant contributions to the decision making, development and direction of the College in order to feel a real sense of belonging in our community.

Below is a non-exhaustive list of student voice opportunities:

  • Student Council
  • Aspiring Women events
  • Discussion groups
  • Changing Perspectives assemblies
  • Thought for the week
  • Contributing to the Jersey Student Council Network
  • Debating
  • Student surveys (subject, year group, topic specific, annual College survey)
  • Tours of the College for new and prospective parents
  • Musica and drama performances
  • Contributing to the recruitment of new staff
  • Contributing to JCG Life

Procedures

Students should be encouraged to take responsibility for:

  • Exploiting opportunities to express their opinions and ideas in a positive and constructive way.
  • Contributing to the voice of students as part of assemblies, publications and events.
  • Being ambassadors for the College.
  • Offering tours for visitors, new students and staff.
  • Considering peers’ views to provide feedback in a positive and constructive way.

Parents have responsibility for:

  • Encouraging students to take an active part in the running of the College.

Head and Deputy Head Girls have responsibility for:

  • Contributing to JCG Voice opportunities.
  • Coordinating meetings of the Prefect Team.
  • Leading Thought for the week in assembly.
  • Overseeing student contributions to College publications.
  • Participating in the recruitment process of new staff to the College.

Tutors have responsibility for:

  • Encouraging students to exploit opportunities to convey their opinions and ideas in the most positive, fair and constructive way possible.
  • Informing their tutees of the opportunities to contribute to student voice.

Vice Principal has responsibility for:

  • Ensuring that Student Voice remains a priority across the College.
  • Liaising with the Head and Deputy Head Girls to discuss Student Voice.
  • Monitoring the impact of Student Voice across the College.

Principal has responsibility for:

  • Overseeing the application of this policy.

Appendix 1 – Student Council

Student Council has been set up in order to develop ways for our students to understand and consider issues affecting them and express their views on them. The Student Council gives students a means by which they can discuss and share opinions, contribute ideas and be consulted on policy decisions, problem solving and other matters related to their learning, our school environment and the running of JCG. The Student Council comprises of a representative from each form group and is led by the Deputy Head Girl - Pastoral. The meetings are held separately for Lower School, Upper School and for Year 12. Year 13 contribute their views to the agenda through the weekly Prefect Meeting (for any Year 13 student who is not a member of the Prefect team they can communicate their views through the Prefects).

Aims

  • To give students a forum in which they can convey their views in a positive and constructive way regarding their College experience.
  • To enable students to take an active part in decisions about learning and the running of the College.
  • To increase engagement of students in their learning experience at the College.
  • To enable good communication and consultation regarding decisions taken in the College and the rationale behind them.
  • To give students the opportunity to become aware of the workings of democracy, elections and running committees so that they can aspire to take such leadership roles as active citizens in adult life, fulfilling our vision for a student leaving the College.

Procedures

Students should be encouraged to take responsibility for:

  • Electing representatives for their forms.
  • Giving feedback and ideas to their form representatives prior to meetings.
  • Contributing to consultation groups as and when required.
  • Giving feedback as part of the self-evaluation process.

Deputy Head Girl – Pastoral has responsibility for:

  • Coordinating meetings of Student Council.
  • Chairing Student Council and encouraging the contribution of all Form Representatives in discussions.
  • Keeping and sharing minutes taken at Student Council meetings.
  • Providing minutes to the Vice Principal in order to seek responses.
  • Liaising with the Vice Principal regarding agendas for meetings and feedback.
  • Forming consultation groups (using students with different profiles and interests) when needed.

Student Council Representatives have responsibility for:

  • Attending the appropriate Student Council Meetings.
  • Seeking the views of their tutor groups and contributing those at Student Council Meetings.
  • Feeding back to their Form group following the meetings.

Tutors have responsibility for:

  • Ensuring that Student Council Representatives are elected in a democratic way following the Terms of Reference.
  • Providing the name of their Student Council representative to the Vice Principal.
  • Conveying messages regarding Student Council to their Form.
  • Encouraging students to engage directly with the Student Council by using the dedicated email address. ([email protected])

Vice Principal has responsibility for:

  • Liaising with the Deputy Head Girl - Pastoral to coordinate the Student Council Meetings.
  • Organising the response to minutes from Student Council Meetings.
  • Ensuring that tutors oversee election of representatives from their form and that tutors follow Terms of Reference for the Student Council.
  • Meeting with the Deputy Head Girl - Pastoral regularly to seek her feedback from meetings.
  • Monitoring the impact of Student Council across the College.
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).
Payment of Fees Policy

Jersey College for Girls

&

Jersey College Preparatory School

Payment of Fees Policy

In consultation with the Board of Governors and the States of Jersey Education Department, the fees for Jersey College for Girls (JCG) and Jersey College Preparatory School (JCP) are subject to an annual review each Spring Term in advance of the start of the next academic year.

Fees are paid a term in advance by direct debit and payment is either taken in full on the first day of term or monthly, commencing 1 June, 1 October and 1 February for the Autumn, Spring and Summer terms respectively.   Parents who do not settle their accounts in full on or before the first day of term will be given a further opportunity to do so, including agreeing a repayment plan.  All applications for entry, and continuing attendance, are subject to the ability of parents to meet the fees.

JCG operates a limited means tested bursary scheme and may be able to offer temporary financial assistance to those unable to meet their commitment in the short term because of a change of circumstances e.g. due to unemployment, bereavement or illness. Bursary application forms are available from the Principal’s PA. It is vital that parents seeking short-term assistance get their bursary forms completed, validated by the Income Tax Department and returned to JCG swiftly, together with any supporting evidence required.

At JCG, longer term financial assistance is available from the College and a number of charitable trusts on a means tested basis.  Long-term awards are made in the Spring Term for the following September.  They are subject to annual review and may be adjusted according to changes in income and circumstances.  Where a parent’s financial circumstances remain unchanged, the College or charitable trust would normally expect to continue supporting a student half way through a public examination course i.e. a student offered support in Year 10 would normally continue to be supported in Year 11.  Application forms for long-term bursaries are available from the Principal’s PA.

Whilst each case is considered on an individual basis, we set out below Treasury’s usual process for the collection of JCG and JCP’s fees.

  1. Treasury raises invoices 4 months ahead of the start of term using data supplied by JCG and JCP.
  2. Treasury runs payments check 7 working days after the start of term and sends a reminder to any parent whose account remains unpaid in full or in part enclosing a copy of the fees policy.
  3. Treasury runs a payment check 21 working days after the first check. A second reminder letter is sent warning the parent that their child’s place will be forfeit at the end of the term unless they (i) settle the debt; (ii) agree a repayment plan for the outstanding balance and adhere to the commitments entered into; or (iii) a bursary is agreed with and put in place by JCG.  The schools are provided with a list of all late payers on a monthly basis.
  4. The schools send a follow up letter to the parent reinforcing the original letter from Treasury.
  5. If fees remain outstanding and no payment plan (or bursary with JCG) have been agreed and are in place by the half term, then the parent will be notified that the student’s name will be removed from the school roll at the end of term and any debt will be referred to the Petty Debts Court. In these circumstances parents are responsible for contacting the Education Department to arrange alternative schooling for their child.
  6. The Principal will contact the Department for Education to effect the removal. This is obviously the last resort and JCG and JCP will take all reasonable steps to avoid this situation occurring.

A full term’s notice of the intention to withdraw a pupil from the school must be given in writing to the Principal or Head Teacher failing which a full term’s fees will be charged in lieu.  Accordingly, notice must be given:-

  1. on or before the last day of the Summer Term to withdraw a pupil at the end of the following Autumn Term;
  2. on or before the last day of the Autumn Term to withdraw a pupil at the end of the following Spring Term; or
  3. on or before the last day of the Spring Term to withdraw a pupil at the end of the following Summer term.
Professional Learning Policy

Jersey College for Girls

Professional Learning Policy

 

Author: Andrew McGarva

Date: June 2019

To be reviewed: June 2021

“Every teacher needs to improve, not because they are not good enough, but because they can be even better”

Dylan Wiliam 

“When teachers stop learning, so do students”

Jim Knight

“Investing in yourself is the best investment you will ever make. It will not only improve your life,

it will improve the lives of all those around you.”

Robin Sharma


Our vision for a member of staff states that staff members feel their career aspirations are known, valued and supported; that their professional learning is recognised, nurtured and tailored to them as an individual.

At JCG we aim to continually develop our staff to facilitate and encourage opportunities for them to share new ideas and foster a culture of excellence. We believe that a staff body invested in their own learning will be excellent role models who will inspire our students and one another, ensuring that JCG is a constantly evolving and reflective organisation. Investing in staff development assists in staff feeling valued and motivated. We are fully committed to supporting all members of staff in their learning and, as such, Professional Learning is a key aspect of the development of the College. Our staff seek to excel in everything they do and have a positive impact on our students, our colleagues and our community. For the purposes of this policy, every time we refer to ‘teachers’, this is short-hand for educators and all staff whose work has an impact on our students i.e. all staff at JCG.

Our philosophy of Staff learning

Professional learning has 5 key areas:

  1. Pedagogical – reflecting on our craft and the methodology of teaching and learning.
  2. Subject Specific – keeping up to date with exam specifications and course content.
  3. Individual – gaining new qualifications to aid career progression.
  4. Mandatory – studying courses essential to our duties as teachers e.g. Safeguarding, Health & Safety.
  5. Staff Wellbeing – equipping staff with resilience and the ability to ensure a work/life balance.

Aims

  • To promote the Professional learning of all staff.
  • To ensure all staff learning activities have a positive impact on our organisation.
  • To create an environment which enables everyone to perform at their best.
  • To support individual needs and improve professional practice.
  • To encourage reflective activity, designed to improve an individual’s knowledge, understanding and skills.
  • To reflect and support the development of the key priorities in the SDP.
  • To continually improve the learning experience for our students

Individual members of staff have responsibility for:

  • Being proactive in identifying any professional learning needs and discussing these with their line manager.
  • Keeping their Personal Learning Log up to date.
  • Participating in, and contributing to, whole school Professional Learning sessions and the annual appraisal programme.
  • Constantly evaluating their practice and discussing their needs with their line manager.
  • Sharing learning with other colleagues as appropriate.
  • Being an active member of forums and discussion groups.
  • Observing other staff and sharing good practice.
  • Ensuring that any new skills learned and knowledge gained has an impact on their practice.
  • Keeping up to date with current educational thinking; and completing at least 30 hours of Professional Learning per academic year.

 Line Managers have responsibility for:

  • Ensuring all staff within their area are trained and developed appropriately;
  • Conducting a formal appraisal on an annual basis and ensuring that regular conversations continue throughout the year to sustain the appraisal process;
  • Helping staff develop their performance and effectiveness by identifying areas for development in line with departmental and College priorities, and considering the career progression of the individual;
  • Supporting staff in identifying suitable training;
  • Identifying any additional training needs within the department in response to organisational change or curriculum developments;
  • Taking a leading role in forums, discussion groups and Professional Learning sessions to ensure that Professional Learning is shared amongst and discussed with relevant staff.
  • Observing colleagues and assisting with the development of their teaching, including Learning Walks and formal and non-judgemental observations.

Assistant Head Teacher Staffing has responsibility for:

  • Creating a culture that encourages the development of all staff;
  • Considering staff requests for Professional Learning and allocating resources accordingly;
  • Supporting Middle leaders in the development of their knowledge, skills and professional qualities;
  • Evaluating the quality and effectiveness of any training undertaken;
  • Identifying appropriate dates for whole College Professional Learning training and ensuring that these are included in the annual calendar;
  • Discussing College needs for training with SLT and allocating these as required to the identified dates throughout the year and at Professional Learning days;
  • Reviewing and evaluating the effectiveness of the Staff Development Policy on a regular basis to ensure that it meets its objectives and is in line with College priorities as identified in the SDP;
  • Managing the annual appraisal system for all staff;
  • Identifying areas for staff learning and creating an annual training plan with associated costs;
  • Managing and monitoring the school Professional Learning budget;
  • Discussing individual needs and aspirations with staff members as required and advising where appropriate;
  • Creating a personalised progression plan for all staff following discussions with individual members of staff and Line Managers;
  • Providing information for the Governors’ report on Professional Learning undertaken by staff;
  • Liaising with Education regarding training courses delivered on-island;
  • Encouraging staff to take a proactive approach to their own personal professional development;
  • Ensuring that provision is made to support the induction of NQT and GTTP members of staff;
  • Ensuring that a thorough induction programme is in place for all newly appointed staff and for members of staff taking on new positions of responsibility;
  • Working with AHT Curriculum to develop a staff resources area in the Library and promote its use
  • Managing the JCG Professional Learning Subsidy scheme.

The Principal has responsibility for:

  • Deciding the budget for whole school Professional Learning following discussion with relevant personnel in relation to the SDP priorities and the constraints of the overall College budget;
  • Accounting to the Governing body for the expenditure of the Professional Learning budget;
  • Ensuring that staff possess the skills required to meet the aspirations of the College
  • Monitoring and reviewing the effectiveness of the Staff Development Policy.

Appendices

Appendix 1 - CPD Overview

Appendix 2 - Appraisal templates

Appendix 3 - Teachers Standards

Appendix 4 - Personal  Learning Log

Appendix 5 - Booking and attending a course procedures

Appendix 6 - Professional Learning Subsidy scheme

Appendix 7 - JCG Leadership Profiles: Section 2 Professional Learning

Appendix 8 - Your Professional Development Pathway as a Teacher in Jersey


Appendix 1 - JCG Staff Development Overview

 


Appendix 2 - The Appraisal Report

Teacher Appraisal

Non-Teaching Appraisal


Appendix 3 - Teachers' Standards

Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils.

A teacher must:

  1. Set high expectations which inspire, motivate and challenge pupils
    • establish a safe and stimulating environment for pupils, rooted in mutual respect
    • set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
    • demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
  1. Promote good progress and outcomes by pupils
    • be accountable for pupils’ attainment, progress and outcomes
    • be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
    • guide pupils to reflect on the progress they have made and their emerging needs
    • demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
    • encourage pupils to take a responsible and conscientious attitude to their own work and study.
  1. Demonstrate good subject and curriculum knowledge
    • have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings
    • demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
    • demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject
    • if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
    • if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies.
  1. Plan and teach well-structured lessons
    • impart knowledge and develop understanding through effective use of lesson time
    • promote a love of learning and children’s intellectual curiosity
    • set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired
    • reflect systematically on the effectiveness of lessons and approaches to teaching
    • contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
  1. Adapt teaching to respond to the strengths and needs of all pupils
    • know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
    • have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these
    • demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development
    • have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.
  1. Make accurate and productive use of assessment
    • know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements
    • make use of formative and summative assessment to secure pupils’ progress
    • use relevant data to monitor progress, set targets, and plan subsequent lessons
    • give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.
  1. Manage behaviour effectively to ensure a good and safe learning environment
    • have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
    • manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
    • maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.
  1. Fulfil wider professional responsibilities
    • make a positive contribution to the wider life and ethos of the school
    • develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support
    • deploy support staff effectively
    • take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues
    • communicate effectively with parents with regard to pupils’ achievements and well-being.

Part Two: Personal and Professional conduct

A teacher is expected to demonstrate consistently high standards of personal and professional conduct.  The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.

Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by:

  • treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
  • having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
  • showing tolerance of and respect of those with different faiths and beliefs
  • ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law
  • Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality
  • Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities

Appendix 4 - Personal Learning Log

Each staff member has their own page on Sharepoint found in:

 JCG/Staff Shared/Staff Development Tracking

  • To assist you in collating any training completed or courses attended or delivered please ensure the Personal Learning Log is maintained. It is stored centrally on Sharepoint and regularly add information about any on-line training, courses in the UK or on island, voluntary in-house sessions attended or delivered, attending the learning forums, visiting other schools, becoming an examiner for your subject, lesson observations, private reading and independent research, amongst many other things.
  • Please print the Personal Learning Log and take it to your appraisal as it should form part of your appraisal conversation. This will assist your line manager in acknowledging the Professional Learning that you have completed and in suggesting further opportunities which would be beneficial to your professional development.

Appendix 5 - Booking and Attending a Course

When you have identified a course that you would like to attend please check with AHT Staffing to confirm the date is appropriate and cover is available.

Please discuss the course with your line manager and complete the Professional Learning Request before submitting to AHT Staffing.

Once agreed, please book your place on the course with the training provider and ask them to send you an invoice.  As soon as you have booked your place, please provide details to finance so that they can record this in Supply Jersey.

Information to provide to finance is:

Name of course provider

Name of course

Course dates

Cost of course excluding VAT.

If the course is with AQA please speak to finance as AQA require the course to be entered online and need a purchase order number.

Please forward the invoice to finance as soon as received.  If payment needs to be made BEFORE attending the course, please inform finance immediately and at least 10 days before payment is required to be made because States payments are only released once per week.

If your course is off-island, travel and hotel accommodation will be booked by Finance, and all must be booked through the States corporate contract with HRG.  The States of Jersey Financial Direction: Travel and Accommodation (FD) must be complied with for all staff travel, including taxis, trains and London Underground, and a copy of this Directive is included in Sharepoint (JCG Staff Shared/ JCG Admin / Finance Reference)

The FD requires that pre-authorisation should be sought as soon as reasonably practical after identifying the need to travel.  Travel should be booked at least 14 days before the date of travel where practical (section 4.5).  Guidance is also provided on the purchase of flexible/ fixed tickets (section 4.6), booking of train travel (section 4.11) and extended travel for leisure (section 4.13).

Finance will help with the completion of the pre-approval form online. When asked for a business unit, please quote EFSJ05 if booking the travel to Staff training (inset). All travel must be pre-authorised by the budgetholder (ie for Inset will be approved by AHT Staffing) and nobody can authorise their own travel.

Please complete the form called ‘Details for Booking of Travel and Accommodation ’ and forward it to Finance: [email protected] and AHT Staffing. This should contain all the information required by Finance to make the booking for you through HRG.

When you are on the course, receipts must be obtained to support all expense claims.  For food this would be a payment receipt plus itemised restaurant bill. (section 4.19)

You may reclaim the cost of parking if you use your own car to travel to and from the airport.  You may reclaim the cost of parking provided the cost of doing so is cheaper than using a taxi. (section 4.20)

As part of a claim for taxi fares you must document the reason for the journey and why public transport was not used. (section 4.19 and 5.5-5.7)

Subsistence allowances are to provide for meals and light refreshments not included in any charge for accommodation or an event while a member of staff is away on business for one night or more.  If breakfast is included in the room rate no claim may be made for breakfast.  Where breakfast and/or dinner are not included you may claim up to £10 for breakfast and £30 for lunch/dinner (combined) per day.  It is not permitted to claim for alcohol.  Claims must be supported by receipts. (section 4.23 and 5.9)

Additional hours worked away and travelling time are not claimable.

When you return please see finance to request a claim form.  Once you have completed this, ask AHT Staffing to sign it off, and pass to finance for it to be processed and you will be reimbursed.  Payment will come from Treasury either as a cheque or BACS payment direct into your bank account, depending upon what information you have given finance.

Please ensure that you speak with your line manager regarding your absence and that suitable cover work is arranged for any classes that you are missing.

Emergency assistance contact

The following numbers are available if you get into difficulties with Travel arrangements whilst away:

Who Description of Service Number Policy Ref
HRG 24 hour travel emergencies 44 (0)1252 881010
First Assist 24 hour employee medical 44 (0)20 8763 3155 RTT220281
First Assist 24 hour student trip medical 44 (0)20 8763 3155 RKJ344578
First Assist 24 hour motor insurance 44 (0)20 8763 3155 RKK885196

Pre Authorisation Travel-Form


Appendix 6 - JCG Professional Learning Subsidy Scheme

JCG is committed to the professional learning of staff and seeks to support this financially where possible.  JCG recognises that, in addition to the time spent studying, some courses can be expensive and, in recognition of the sacrifices being made each year a portion of the CPD budget will be allocated to help staff attend courses relating to their personal development.

This fund will be called the JCG Professional Learning Subsidy scheme.  Subsidies of up to £2000 per school year will be available and staff can apply for this subsidy by completing the Professional Learning Subsidy Scheme application form.  This will be followed by an invitation to attend an interview with the Vice Principal, AHT Staffing and Bursar where the applicant will be given the opportunity to highlight the benefits to them as an individual but also to the College.

We accept that there will be a benefit to the College while you are undertaking the training but we are keen to ensure that JCG benefits in the long term from this financial commitment. If a successful applicant decides to leave the College within three years of completing their course, JCG reserves the right to reclaim the financial support given on the following reducing scale:

Within 1 year of completing the course           100% of the school contribution

Within 2 years of completing the course          65% of the school contribution

Within 3 years of completing the course          30% of the school contribution

If the staff member is unsuccessful in attaining the qualification they will be liable for repayment of the full amount, and this will also apply if they withdraw from the course before completion.


Appendix 7 - JCG Leadership Profiles Section 2 : Professional Learning

Area

 

2

TEACHERS

Year Two

(post-NQT)

Classroom Teachers and

KS co-ordinators

MIDDLE LEADERS

 HoDs, HoFs, HoYs

SENIOR LEADERS

Senior Leadership Team

 

 

 

P

R

O

F

E

S

S

I

O

N

A

L

 

L

E

A

R

N

I

N

G

 

Be actively involved in the identification of your learning and development needs.

 

Ensure the learning and development needs of your staff are met.

Be actively involved in the identification of your learning and development needs.

 

Know and understand the

development needs of staff and the organisation and how these link to the SDP.

Be actively involved in the identification of your learning and development needs.

 

Attend appropriate induction and training. Ensure all staff within your area are trained and developed appropriately.

 

Create a culture that encourages the development of all staff.
Continually develop your academic expertise and knowledge of pedagogy. Develop your academic expertise and create a culture of academic excellence amongst their staff.

 

Foster a climate of academic excellence.
Keep up to date with current educational thinking. Ensure your staff are familiar with current thinking and practice in their subject.

 

Remain up-to-date with current educational thinking and policy and use this to inform policy decisions in the College.
Contribute to the development of other staff where appropriate, including through coaching/mentoring. Effectively manage the staff in your team, recognising achievement. Providing inspirational and motivational leadership for staff, praising the success of others.
Constantly evaluate and reflect on your practice and how it might improve. Review your own practice with your line manager. Constantly evaluate your practice and lead others in your teams in reflecting on their own practice, resulting in improvement. Review performance, taking action to address unsatisfactory aspects and praising positive features.

 

Recognise how effective support and investment in people can lead to improvement.

Lead others in reflecting upon and developing their own practice. Review performance across the College, taking action to address unsatisfactory aspects and praising positive features.

Seek career advice and be proactive in planning your own professional development. Provide career advice and inform line managers of successes and difficulties within their areas of responsibility. Provide support for middle leaders in the development of their knowledge, skills and professional qualities.
Observe colleagues, including non-judgemental learning reviews. Observe colleagues and assist with the development of their teaching, including formal and non-judgemental observations. Lead leaders in the development of their colleagues’ teaching, including formal and non-judgemental observations.
Lead discussions on aspects of Teaching & Learning.

 

Lead effective T&L in your areas of responsibility. Manage effective T&L across subject areas.  Model and disseminate good practice in T&L by mentoring and coaching others.
Are active members of forums and discussion groups. Take a leading role in forums and discussion groups. Establish forums and discussion groups, linked to the College Development Plan.
Effectively manage your own workload. Effectively manage your own workload and model work-life balance and support colleagues where necessary. Effectively manage your own workload and model work-life balance and concern yourself with that of others.
Set challenging appraisals targets.

 

Set and review challenging targets for team members. Set, review and monitor challenging targets for all staff.
Observe other staff and share good practice. Observe lessons and set developmental targets for your staff. Observe lessons of staff at all levels, setting developmental targets.

Appendix 8 - Professional Development Pathway as a Teacher in Jersey

This is a comprehensive document outlining development pathways for teachers and is stored in Sharepoint.

 

SafeGuarding Policy

Jersey College for Girls

Safeguarding Policy (Students)

 

Authors: Emma Silvestri-Fox

Date: June 2019

To be reviewed: June 2021

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 - https://jerseycfg.wpengine.com/jc-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
  • Safer 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: - http://www.gov.je/Government/Departments/EducationSportCulture/Pages/Policies.aspx

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 raise are dealt with in accordance with the appropriate College policy and procedures

Heads of School 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
  • Reporting to the Wellbeing Governors’ Sub-committee on Safeguarding issues, including an update on training
  • Liaising with CYPES 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 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 safer 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 policies 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.

 

 

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.

Work Experience Policy

Jersey College for Girls

Work Experience Policy

 

Authors: Emma Silvestri-Fox, Adam Sykes

Date: December 2018

To be reviewed: December 2020


Link to our vision

A student 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.

Aims

The purpose of this policy is to ensure that the organisation of these activities is compliant with the Children, Young People, Education and Skills (CYPES) Department’s policy on Work Experience.

Objectives

The detailed code of practice for the JCG Work Experience (WE) policy is informed by these general principles and should be applied with these clearly in mind:

  1. All WE will be monitored to ensure it complies with the Health and Safety and Insurance Policies.
  2. All WE will be planned, organised and monitored to ensure that it complies with the Children, Young People, Education and Skills (CYPES) Department’s Work Experience Policy, Standards and Guidance.
  3. All procedures for enabling a WE placement outside of school (as outlined below) will be completed prior to the student taking part.
  4. The staff responsibilities and procedures with regard to the WE policy are clearly defined. (see accompanying documentation).

Relationship to other policies

  1. External Policies:
    • Post-16 work experience as a part of 16 to 19 study programmes and traineeships (DfE March 2015).
    • Work experience readiness checklist (DfE 2013).
    • Child Protection (CYPES Department Updated June 2016).
  1. Internal Policies:
    • Health and Safety.
    • Individual Student Needs (ISN) Policy.
    • Child Protection.
    • Learning and Teaching Policy.
    • Careers Education, Information, Advice and Guidance (CEIAG) Policy.

GENERAL PROCEDURES FOR WE

The Employability Coordinator (EC) is responsible for this area, although at some time many staff may be involved in encouraging students to take part in the opportunities offered by WE.

The EC takes responsibility for overseeing the entire process if carried out by another member of staff.

The general procedures are as follows:-

  • The placements will be checked for suitability by the EC and, if required, by one of the Institute of Safety and Health (IOSH) trained staff.
  • The EC will ensure that all students complete the appropriate Placement Form.
  • The EC will check the suitability of the placement through consultation with Careers Jersey or by site visits and inspection by IOSH trained personnel.
  • Should an individual student or member of staff wish to include a placement not previously Health and Safety checked, this should be referred to the EC who may ask one of the IOSH trained members of staff to complete the Employer Visit Form.
  • No placement should take place until all documentation and approval has been completed.
  • The placement provider will ensure that a health and safety briefing is carried out on commencement of the placement.

Procedures for off island placements:

  • The College is supportive of off-island placements and parents should write to the Principal requesting authorised absence.
  • The responsibility for off-island placements rests with parents / guardians.
  • The EC can provide parents with the JCG work experience policy and forms in preparation for off-island work experience.

Placement Form

Employer Visit Form and Risk Assessment

Employer Letter

CYPES Child Protection Principles for Work Related Learning Activites