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Restorative Practice Policy

Restorative Practice Policy to accompany article 'A city wide vision'.

At Collingwood Primary School we believe that every member of our school community should have an equal opportunity to achieve his or her full potential regardless of race, colour, gender, disability, special educational needs or socio economic background.

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Special Needs

A city-wide vision

16 Mar 2012

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      string(4601) "boxes with the strategies that you have available at your school.If  there are any omissions you should consider finding a way to fill it from the strategies suggested.Times when children can talk to an adultWays in which children can draw attention to a concernWorry boxesCircle timeLunchtime and breakfast clubDedicated spaces and quiet areas■■■■http://www.teachingtimes.comThis month’s Child FileTimes when children can influence school policyTimes when children can develop their understanding of  safeguardingSchool CouncilNurture groupsPupil surveysPSHEAssembliesWhole school eventsTimes when peers can help one anotherTimes when families can help one anotherLearning mentorsFamily supportCircle of  friendsBuddies■■■■■■■■■■http://www.teachingtimes.comThis month’s Child FileStrategies that are available to help groups of  pupilsStrategies that are available to help individual pupilsIndividual counsellingNurture groupFriendship groupsAnger management groupsRestorative approaches■■■■■http://www.teachingtimes.comThe Teaching TimesNew on the ProfessionalLearning CommunitySchool Leadership Today is part of an extended online Professional Learning Community providingarticles and pedagogic strategies from our best practice library, to develop the knowledge and skillsnecessary for the continued professional development of all school staff.For further information, or to subscribe to the Professional Learning Community, please contact Imaginative Minds, 309 Scott House, Gibb Street, Birmingham B9 4AATel: 0121 224 7578     Fax: 0121 224 7598 Email: enquiries@imaginativeminds.co.uk    www.teachingtimes.comArticles recently published on the ProfessionalLearning Community:Creative Teaching and LearningThe power of questionsAsking the right type of questions unlocks the door to a deeperlevel of thinking.The 100 word challengeInspiring young creative writers to flourish in a safe onlineenvironment.Cross Curriculum Project Plan: Contemporary SlaveryUnearthing a modern day evil to develop global awareness in thiscomprehensive project plan.Every Child JournalOperation safer schoolsInvestigating the impact of increased police involvement in day-to-day school life.A city-wide visionOne school’s efforts to break out of special measures prompted acity-wide restorative practice revolution.New Kids on the blockExamining the psychological minefield of early years’ groups andthe risk of parental ‘group-phobia’.Every Child UpdateParental engagement – what works!An overview of the recent DfE report on interventions that aim tosupport and improve parental engagement in education.Don’t let children with Autism lose out!Guidance on improving the levels of support offered to childrenwith autism and their parents.Fitter or fatter? Schools falling behind in PE and sportA look at the major research prompting concerns over youngpeoples’ fitness levels.Professional Development TodayProfessionals take control! – A series of articles dedicated tocoaching and mentoring to help teachers take greater controlof their professional development.How to…embed coaching and mentoring into the everyday lifeof schoolHow to…use tools and resources to build skills and capacityCoaching options for changee-Learning UpdateHow secure is your school’s data?With tough new penalties in place for breaching data protection laws,ensure your school is compliant with the aid of the latest technologies.Coping with an emergencyInvestigating the best methods of alerting parents to an emergencyat school.The use of social media by teachersGetting to grips with the advantages of social media whilst raisingawareness of its potential risks.Learning SpacesSustainable cities, sustainable minds, sustainable schoolsSchools take the lead on urban renewal by evolving into pop-up farms!Good design can survive in a cold climateThe death of BSF does not mean that good design has to cost more,plus its societal value is priceless.The fire next timeGuidance on producing an efficient, tailored-to-suit-all evacuation plan.Leadership BriefingsSummaries of the following reports keeping you up-to-datewith the latest educational developments:Children’s Care Monitor 2011What Kids Are Reading 2012Choice cuts: How choice has declined in higher education■■■■■■Button 26: Page 1: OffPage 2: Page 3: Page 4: Page 5: Page 6: Page 7: Page 8: Page 9: Button 27: Page 1: OffPage 2: Page 3: Page 4: Page 5: Page 6: Page 7: Page 8: Page 9: Button 29: Page 1: OffPage 2: Page 3: Page 4: Page 5: Page 6: Page 7: Page 8: Page 9:"
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Special Needs

Practice File: Practical Tips for Safeguarding

26 Nov 2012

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http://www.education.gov.uk/schools/teachingandlearning/curriculum/a0068102/early-years-foundation-stage-eyfs
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Four specific ..."
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http://www.education.gov.uk/schools/teachingandlearning/curriculum/a0068102/early-years-foundation-stage-eyfs
Child File 2 An overview of the new EYFS:
Three prime areas
Four specific areas
Characteristics of effective learning
Child File 3 The early learning goals are linked to each of the prime and specific areas. They represent the level of progress that children should be expected to
have attained by the end of EYFS.
Each one of the 17 goals is provided with a description. This Childfile checklist uses the description and itemises from it.
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      string(5685) "and differences in relation to places, objects,materials	and	living	things• Talk about the features of  their own immediate environment• Talk about how environments vary• Make observations of  animals and plants• Explain why some things happen• Talk about changesLearning Goal: Technology   Children exceeding Children meeting Children who havenot yet reached• Recognise that a range of  technology is used•	Select	and	use	technology	for	particular	purposeshttp://www.teachingtimes.comThis month’s Child FileSpecific area:  Expressive Arts and DesignLearning Goal: Exploring and using media and materials  Children exceeding Children meeting Children who havenot yet reached•	Sing	songs,	make	music	and	dance• Safely use and explore a variety of  materials, tools techniques• Experiment with colour, design, texture, form and functionLearning Goal: Being imaginative   Children exceeding Children meeting Children who havenot yet reached• Use what they have learnt about media and materials in original ways,thinking about uses and purposes• Represent their own ideas, thoughts and feelings through design andtechnology,	art,	music,	dance	and	role-play•	Storieshttp://www.teachingtimes.comThis month’s Child FileSafeguarding Checklist for providersRequirement In place/ in process CommentChild	protection	policy	including:• An explanation of  the action to be taken in the event of  an allegation beingmade against a member of  staff• Guidance on the use of  mobile phones and camerasA practitioner designed to take lead responsibility for safeguarding childrenStaff 	who	are	trained:• To identify signs of  abuse• How to respond where they have concerns•	To	understand	the	safeguarding	policy	of 	the	setting	and	procedures•	In	the	most	recent	safeguarding	issues	Enhanced criminal record disclosures for staff. A record should be kept of  theseincluding information about staff  qualifications, identity checks and the vettingprocessInduction	training	for	staff 	that	covers	emergency	evacuation,	safeguarding,child protection, the provider’s equality policy and health and safety.Setting managers with the correct level of  qualification recommendedA	named	deputy	for	the	setting	managerChild File 4http://www.teachingtimes.comThis month’s Child FileSetting staff  with the correct level of  qualification recommendedRecommended child ratiosA	policy	and	procedure	for	administering	medicinesA	written	record	for	each	time	a	medicine	is	administeredWritten permission for administering medicines from the child’s parent/ carerInformation about any special dietary requirements, special healthrequirements and information about food allergies.An	area	that	is	adequately	equipped	to	provide	healthy	meals,	snacks	anddrinksA first aid box is accessible at all timesA written record of  accidents or injuries and first aid treatmentBehaviour management policyA named practitioner responsible for behaviour managementA	record	of 	when	physical	intervention	is	usedHealth and safety policy that includes identifying and reporting and dealingwith	accidents,	hazards	and	faulty	equipment	http://www.teachingtimes.comThis month’s Child FileAn	emergency	evacuation	procedureAppropriate fire detection and control equipmentAn accessible quiet areaA	clear	and	well-understood	risk	management	policy	with	risk	assessmentsreviewed	regularlyAdequate insurance for vehicles in which children are being transportedAn	equal	opportunities	policy	covering:• How reasonable adjustments will be made•	Arrangements	for	reviewing	and	monitoring	the	effectiveness	of 	inclusivepractices• How inappropriate attitudes and practices will be challenge• How provision encourages children to value and respect othersThe following information must be made available to parents:• How the EYFS is being delivered•	The	range	and	types	of 	activities• How to help support through learning in the home• How children with SEN are supported•	The	range	of 	food	and	drinks	provided•	Details	of 	policies	and	procedures• Staffing in the setting including the name of  the key person for their childhttp://www.teachingtimes.comThe Teaching TimesNew on the ProfessionalLearning CommunitySchool Leadership Today is part of an extended online Professional Learning Community providingarticles and pedagogic strategies from our best practice library, to develop the knowledge and skillsnecessary for the continued professional development of all school staff.For further information, or to subscribe to the Professional Learning Community, please contact Imaginative Minds, 309 Scott House, Gibb Street, Birmingham B9 4AATel: 0121 224 7578     Fax: 0121 224 7598 Email: enquiries@imaginativeminds.co.uk    www.teachingtimes.comArticles recently published on the ProfessionalLearning Community:Creative Teaching and LearningThe power of questionsAsking the right type of questions unlocks the door to a deeperlevel of thinking.The 100 word challengeInspiring young creative writers to flourish in a safe onlineenvironment.Cross Curriculum Project Plan: Contemporary SlaveryUnearthing a modern day evil to develop global awareness in thiscomprehensive project plan.Every Child JournalOperation safer schoolsInvestigating the impact of increased police involvement in day-to-day school life.A city-wide visionOne school’s efforts to break out of special measures prompted acity-wide restorative practice revolution.New Kids on the blockExamining the psychological minefield of early years’ groups andthe risk of parental ‘group-phobia’.Every Child UpdateParental"
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Special Needs

The Early Years Foundation Stage (EYFS)

26 Apr 2012

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      string(4895) "repeated	incidents.	What	these	are	should	be	clearly	stated	in	the	school’s	behaviour/	anti-bullying	policy.	Pupilsand	parents	should	be	clear	about	the	hierarchy	of 	sanctions	and	what	to	expect	if 	the	bullying	behaviour	doesn’t	stop.	It	is	important	that	actions	taken	arecommunicated	clearly	to	both	pupils	and	parents.In	some	cases	it	might	be	appropriate	to	seek	further	advice	from	external agencies	and	support	services	such	as	the	educational	psychologist,	social	care	and	thehealth	service.	http://www.teachingtimes.comThis month’s Child FileResources and websites:Beatbullying:  www.beatbullying.orgR Time: www.rtime.infoKidscape: www.kidscape.org.ukCircle time: www.circle-time.co.ukCircles of  friends: www.inclusive-solutions.comBefriending: www.childline.org.ukPeer mediation: http://www.peermediationnetwork.org.uk/Children’s legal centre: www.childrenslegalcentre.comNSPCC: www.nspcc.org.ukAnti-bullying alliance:  www.anti-bullyingalliance.org.uk/BFZ: www.bullyfreezone.co.ukCybermentors: http://cybermentors.org.ukhttp://www.teachingtimes.comhttp://www.beatbullying.orghttp://www.rtime.infohttp://www.kidscape.org.ukhttp://www.circle-time.co.ukhttp://www.inclusive-solutions.comhttp://www.childline.org.ukhttp://www.nspcc.org.ukhttp://www.anti-bullyingalliance.org.uk/http://cybermentors.org.ukThe Teaching TimesNew on the ProfessionalLearning CommunitySchool Leadership Today is part of an extended online Professional Learning Community providingarticles and pedagogic strategies from our best practice library, to develop the knowledge and skillsnecessary for the continued professional development of all school staff.For further information, or to subscribe to the Professional Learning Community, please contact Imaginative Minds, 309 Scott House, Gibb Street, Birmingham B9 4AATel: 0121 224 7578     Fax: 0121 224 7598 Email: enquiries@imaginativeminds.co.uk    www.teachingtimes.comArticles recently published on the ProfessionalLearning Community:Creative Teaching and LearningThe power of questionsAsking the right type of questions unlocks the door to a deeperlevel of thinking.The 100 word challengeInspiring young creative writers to flourish in a safe onlineenvironment.Cross Curriculum Project Plan: Contemporary SlaveryUnearthing a modern day evil to develop global awareness in thiscomprehensive project plan.Every Child JournalOperation safer schoolsInvestigating the impact of increased police involvement in day-to-day school life.A city-wide visionOne school’s efforts to break out of special measures prompted acity-wide restorative practice revolution.New Kids on the blockExamining the psychological minefield of early years’ groups andthe risk of parental ‘group-phobia’.Every Child UpdateParental engagement – what works!An overview of the recent DfE report on interventions that aim tosupport and improve parental engagement in education.Don’t let children with Autism lose out!Guidance on improving the levels of support offered to childrenwith autism and their parents.Fitter or fatter? Schools falling behind in PE and sportA look at the major research prompting concerns over youngpeoples’ fitness levels.Professional Development TodayProfessionals take control! – A series of articles dedicated tocoaching and mentoring to help teachers take greater controlof their professional development.How to…embed coaching and mentoring into the everyday lifeof schoolHow to…use tools and resources to build skills and capacityCoaching options for changee-Learning UpdateHow secure is your school’s data?With tough new penalties in place for breaching data protection laws,ensure your school is compliant with the aid of the latest technologies.Coping with an emergencyInvestigating the best methods of alerting parents to an emergencyat school.The use of social media by teachersGetting to grips with the advantages of social media whilst raisingawareness of its potential risks.Learning SpacesSustainable cities, sustainable minds, sustainable schoolsSchools take the lead on urban renewal by evolving into pop-up farms!Good design can survive in a cold climateThe death of BSF does not mean that good design has to cost more,plus its societal value is priceless.The fire next timeGuidance on producing an efficient, tailored-to-suit-all evacuation plan.Leadership BriefingsSummaries of the following reports keeping you up-to-datewith the latest educational developments:Children’s Care Monitor 2011What Kids Are Reading 2012Choice cuts: How choice has declined in higher education■■■■■■Button 26: Page 1: OffPage 2: Page 3: Page 4: Page 5: Page 6: Page 7: Page 8: Page 9: Page 10: Button 27: Page 1: OffPage 2: Page 3: Page 4: Page 5: Page 6: Page 7: Page 8: Page 9: Page 10: Button 29: Page 1: OffPage 2: Page 3: Page 4: Page 5: Page 6: Page 7: Page 8: Page 9: Page 10:"
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Special Needs

Child Files Focus on bullying

15 Mar 2012

Cookie	Duration	Description
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