Policies

 

 


1.         Background

Social media (e.g. Facebook, Twitter, LinkedIn) is a broad term for any kind of online platform which enables people to directly interact with each other.
The school recognises the numerous benefits and opportunities which a social media presence offers. Staff, parents/carers and pupils/students are actively encouraged to find creative ways to use social media. However, there are some risks associated with social media use, especially around the issues of safeguarding, bullying and personal reputation. This policy aims to encourage the safe use of social media by the school, its staff, parents, carers and children.

            1.1       This policy:

    • Applies to all staff and to all online communications which directly or indirectly, represent the school.
    • Applies to such online communications posted at any time and from anywhere.
    • Encourages the safe and responsible use of social media through training and education
    • Defines the monitoring of public social media activity pertaining to the school

The school respects privacy and understands that staff and pupils/students may use social media forums in their private lives. However, personal communications likely to have a negative impact on professional standards and/or the school’s reputation are within the scope of this policy.

            1.2       Professional communications are those made through official channels, posted on a school                         account or using the school name. All professional communications are within the scope of                         this policy.
1.3       Personal communications are those made via a personal social media accounts. In all cases,                         where a personal account is used which associates itself with the school or impacts on the                         school, it must be made clear that the member of staff is not communicating on behalf of                         the school with an appropriate disclaimer. Such personal communications are within the                         scope of this policy.
1.4       Personal communications which do not refer to or impact upon the school are outside the                         scope of this policy.
1.5       Digital communications with pupils/students are also considered. Staff may use social media                         to communicate with learners via a school social media account for teaching and learning                         purposes but must consider whether this is appropriate and consider the potential                                  implications.

2.         Roles & Responsibilities

            2.1       Management Team

      Facilitating training and guidance on Social Media use.

      • Developing and implementing the Social Media policy
      • Taking a lead role in investigating any reported incidents.
      • Making an initial assessment when an incident is reported and involving appropriate staff and external agencies as required.
      • Receive completed applications for Social Media accounts
      • Approve account creation
      • School Administrator
      • Create the account following SLT approval
      • Store account details, including passwords securely
      • Be involved in monitoring and contributing to the account

 

            2.2       Staff

      • Know the contents of and ensure that any use of social media is carried out in line with this and other relevant policies
      • Attending appropriate training
      • Regularly monitoring, updating and managing content he/she has posted via school accounts
      • Adding an appropriate disclaimer to personal accounts when naming the school

3.         Process for creating new accounts

The school community is encouraged to consider if a social media account will help them in their work, e.g. a local history Twitter account, or a “Friends of the school” Facebook page. Anyone wishing to create such an account must present a business case to the School Management Team (SMT) which covers the following points:-
The aim of the account
The intended audience
How the account will be promoted
Who will run the account (at least two staff members should be named)
Will the account be open or private/closed

Following consideration by the SMT an application will be approved or rejected. In all cases, the SLT must be satisfied that anyone running a social media account on behalf of the school has read and understood this policy and received appropriate training. This also applies to anyone who is not directly employed by the school, including volunteers or parents.

4.         Monitoring

School accounts must be monitored regularly and frequently. Any comments, queries or complaints made through those accounts must receive prompt attention in line with school expectations even if the response is only to acknowledge receipt. Regular monitoring and intervention is essential in case a situation arises where bullying or any other inappropriate behaviour arises on a school social media account.

5.         Behaviour

The school requires that all users using social media adhere to the standard of behaviour as set out in this policy and other relevant policies.
Digital communications by staff must be professional and respectful at all times and in accordance with this policy. Staff will not use social media to infringe on the rights and privacy of others or make ill-considered comments or judgments about staff. School social media accounts must not be used for personal gain. Staff must ensure that confidentiality is maintained on social media even after they leave the employment of the school.
Users must declare who they are in social media posts or accounts. Anonymous posts are discouraged in relation to school activity.
If a journalist makes contact about posts made using social media staff must bring this to the immediate attention of a member of the SMT and only respond following advice.
Unacceptable conduct, (e.g. defamatory, discriminatory, offensive, harassing content or a breach of data protection, confidentiality, copyright) will be considered extremely seriously by the school and will be reported as soon as possible to a relevant senior member of staff, and escalated where appropriate.

The use of social media by staff while at work may be monitored, in line with school policies. The school permits reasonable and appropriate access to private social media sites. However, where excessive use is suspected, and considered to be interfering with relevant duties, disciplinary action may be taken
The school will take appropriate action in the event of breaches of the social media policy. Where conduct is found to be unacceptable, the school will deal with the matter internally. Where conduct is considered illegal, the school will report the matter to the police and other relevant external agencies, and may take action according to the disciplinary policy.

6.         Legal considerations

Users of social media should consider the copyright of the content they are sharing and, where necessary, should seek permission from the copyright holder before sharing.
Users must ensure that their use of social media does not infringe upon relevant data protection laws, or breach confidentiality.

7.         Handling abuse

When acting on behalf of the school, handle offensive comments swiftly and with sensitivity.
If a conversation turns and becomes offensive or unacceptable, school users should bring this to the immediate attention of the SMT.
If you feel that you or someone else is subject to abuse by colleagues through use of a social networking site, then this action must be reported using the agreed school protocols.

8.         Tone

The tone of content published on social media should be appropriate to the audience, whilst retaining appropriate levels of professional standards. Key words to consider when composing messages are:
Engaging
Conversational
Informative
Friendly (on certain platforms, e.g. Facebook)

9.         Use of images

School use of images can be assumed to be acceptable, providing the following guidelines are strictly adhered to:

  • Permission to use any photos or video recordings should be sought in line with the school’s digital and video images policy. If anyone, for any reason, asks not to be filmed or photographed then their wishes should be respected.
  • Under no circumstances should staff share or upload student pictures online other than via school owned social media accounts
  • Staff should exercise their professional judgement about whether an image is appropriate to share on school social media accounts. Students should be appropriately dressed, not be subject to ridicule and must not be on any school list of children whose images must not be published.

10.       Personal use

            10.1     Staff
Personal communications are those made via a personal social media accounts. In all cases, where  a personal account is used which associates itself with the school or impacts on the school, it must be made clear that the member of staff is not communicating on behalf of the school with an appropriate disclaimer. Such personal communications are within the scope of this policy.
Personal communications which do not refer to or impact upon the school are outside the scope of this policy.
Where excessive personal use of social media in school is suspected, and considered to be interfering with relevant duties, disciplinary action may be taken.
The school permits reasonable and appropriate access to private social media sites. Staff, however,  should not access social media sites or leave these running in the background during working time, for personal use, on any devices within their control.

            10.2     Pupil/Students
Staff are not permitted to follow or engage with current pupils/students of the school on any personal social media network account.
The school’s education programme should enable the pupils/students to be safe and responsible users of social media.
Pupils/students are encouraged to comment or post appropriately about the school. Any offensive or inappropriate comments will be resolved by the use of the school’s behaviour policy

            10.3     Parents/Carers
If parents/carers have access to a school learning platform where posting or commenting is enabled, parents/carers will be informed about acceptable use.
The school has an active parent/carer education programme which supports the safe and positive use of social media. This includes information on the school website. Parents/Carers are encouraged to comment or post appropriately about the school. In the event of any offensive or inappropriate comments being made, a member of the SMT will ask the parent/carer to remove the post and invite them to discuss the issues in person. If necessary, parents will be referred to the school’s complaints procedures.

11.       Monitoring posts about the school

As part of active social media engagement, it is considered good practice to pro-actively monitor the Internet for public postings about the school.
The school should effectively respond to social media comments made by others according to a defined process. (Appendix 4)

 

APPENDIX 1

STAFF:     Managing your personal use of Social Media:

  • “Nothing” on social media is truly private;
  • Social media can blur the lines between your professional and private life. Don’t use the school logo and/or branding on personal accounts;
  • When setting up your profile online consider whether it is appropriate and prudent for you to include a photograph, or provide occupation, employer or work location details;
  • Check your settings regularly and test your privacy;
  • Keep an eye on your digital footprint;
  • Do not under any circumstances accept friend requests from a person you believe could conflict with your employment;
  • Keep your personal information private;
  • Regularly review your connections – keep them to those you want to be connected to;
  • When posting online consider; Scale, Audience and Permanency of what you post;
  • If you want to criticise, do it politely;
  • Take control of your images – do you want to be tagged in an image? What would children or parents say about you if they could see your images?
  • Know how to report a problem.

Be aware that other users may access your profile and if they find the information and/or images it contains offensive, make a complaint about you your employer.
You can take action if you find yourself the target of complaints or abuse on social networking sites. Most sites will include mechanisms to report abusive activity and provide support for users who are subject to abuse by others.


APPENDIX 2

SCHOOL:         Managing school social media accounts

The Do’s:

  • Check with a senior manager before publishing content that may have controversial implications for the school;
  • Use a disclaimer when expressing personal views;
  • Make it clear who is posting content;
  • Use an appropriate and professional tone;
  • Be respectful to all parties;
  • Ensure you have permission to ‘share’ other peoples’ materials and acknowledge the author;
  • Express opinions but do so in a balanced and measured manner;
  • Think before responding to comments and, when in doubt, get a second opinion;
  • Seek advice and report any mistakes using the school’s reporting process, and
  • Consider turning off tagging people in images where possible.

The Don’ts:

  • Don’t make comments, post content or link to materials that will bring the school into disrepute;
  • Don’t publish confidential or commercially sensitive material;
  • Don’t breach copyright, data protection or other relevant legislation;
  • Consider the appropriateness of content for any audience of school accounts, and don’t link to, embed or add potentially inappropriate content;
  • Don’t post derogatory, defamatory, offensive, harassing or discriminatory content, and
  • Don’t use social media to air internal grievances.


APPENDIX 3

Inappropriate Use of Social Media as regards school staff and pupils If directly related to the school.

The governing body need to ensure: 

that they have adopted and up-dated several policies linked to ‘Internet safety’ and policies on ‘Unsuitable behaviour towards school staff’ and ‘Handling Complaints’ to jointly refer to with the Social Networks policy
Disseminate all the policies to parents, staff and school governors


APPENDIX 4

INAPPROPRIATE USE OF SOCIAL MEDIA - INTERNAL PROTOCOL FOR STAFF

This Protocol sets out the procedure the school must follow in the event of inappropriate or illegal comments / posts being made on social media in connection with the school. Furthermore, it contains a checklist for staff in relation to their personal and professional use of social media.

What constitutes inappropriate comments / posts?  In accordance with the School Social Media Policy, inappropriate comments are those which are directly or indirectly related to the School which have the effect of negatively impacting the School, its staff, governors and /or pupils.

When inappropriate use is suspected or reports are made: When inappropriate use of social media is suspected or reports are made e.g. by parents, the following steps should be taken:

Step 1:
Obtain ‘screen-shots’ of the comments / posts, along with the date and time when they were made and URL address.
You can assure the person making the report that they will remain anonymous.
It is extremely important that no attempt is made to take revenge or comment / post in response to the incident, or contact the author of the comments at this stage.

Step 2:
Report the matter, along with a copy of the evidence (step 1) to the Head Teacher.

Step 3:
The Head Teacher must then decide the appropriate course of action depending on the nature of the comments / posts:

            Police Involvement: the Head Teacher must inform the Police and await further instructions from             them if the content of the post / comments is of an illegal nature (e.g. contains threats of assault or             a racially motivated offence). The Head Teacher must also inform the Council’s Health and Safety             Unit if there are any concerns in relation to staff or pupil safety. The School may also wish to             consider to use their rights to exclude the individual from School grounds (if this is appropriate in the circumstances).

            Internal procedure: If Police action is not deemed necessary or if the Police advise, the matter             should be dealt with internally by following the procedure set out below.

Internal Procedure

1.         Contacting the author
The Head Teacher should invite the author of the comments to a meeting at the School in order to discuss the matter. This invitation can be made in person, by telephone or by letter (records should be kept of any communication which took place verbally). A template letter is attached to this Protocol at Annex A.

Where there are health and safety risks involved, the Head Teacher may decide to discuss the matter in writing with the author.
Where the comments / posts were made directly against the Head Teacher and it is felt that it would not appropriate for the Head Teacher to attempt to resolve the matter, it should be dealt with my the Deputy Head Teacher, or if there is no such position within the School, the Chair of the Governing Body.

2.         The Meeting

            2.1       Preliminaries:
Before meeting the individual concerned, the Head Teacher is expected to gather all the evidence  and cross-reference it against the School’s policies, highlighting the concerns and underlying rationale. A witness who is also a minute taker should attend the meeting.

            2.2       During the meeting:
The Head Teacher is required to note the expectations regarding a successful meeting as well as how it is held from the outset. 
It should be explained that inappropriate use of social networks can have a detrimental impact on the School as well as on the pupils’ education, through not allowing the school to directly address any problems/concerns through the grievance procedure.
The point should be made that there is nothing wholly confidential when using Social Media as even private comments can be shared. 

The individual should be made aware of the law, through quoting the following:

            Section 1 Defamation Act 2013: An individual is guilty of an offence where he/she publishes a             statement that causes, or is likely to cause, serious harm to the reputation of the Claimant.
Section 1 Malicious Communications Act 1988: An individual is guilty of an offence if he sends to             another person: A letter, electronic communication or article of any description which conveys a             message which is indecent, grossly offensive, a threat or information which is false and known or             believed to be false by the sender…and causes distress or anxiety to the recipient.

            Ask the individual to delete the comments following the meeting (a time-limit can be given in order             to establish the individuals compliance as soon as possible).
Note (if relevant) that the member of staff affected will directly contact his/her union to receive  their advice and support to consider taking further action (which include legal action) unless the comments are immediately deleted.
The individual should be invited to discuss any of his/her concerns regarding the School. The individual should receive a copy of the School’s complaints procedure for further consideration.

            2.3       Behaviour
If the individual does not comply with the expectation to courteously discuss the case, the Head Teacher is required to remind him that he is expected to behave courteously whilst on the school premises.  If there is non-compliance, the Head Teacher is expected to bring the meeting to an end and ask the individual to leave.  If the individual is unwilling to leave, the police should be summoned immediately.

            2.4       After the meeting
Summarized minutes of the main points for discussion and what was agreed on as well as any expected action will be shared with the individual following the meeting.

 

3.         The Letter

If it is decided, for health and safety reasons that it is not appropriate to invite the individual to the School for discussion, a letter should be sent instead.
The letter should contain the same information as would be given in a meeting. The letter should note the School’s dissatisfaction with the incident, refer to the relevant background papers and invite the individual to delete the comments / posts within a certain time-limit. It is advised that the letter should be sent via Recorded Delivery to ensure that the letter is received and to avoid any dispute by the individual at a later point. A template letter is attached to this Protocol at Annex B.

4.         Further Action

If the meeting was unsuccessful, or that the individual has failed to remove the comments / posts made within the time-limit given, the next option available is to report the comments to the website administrators. In order to do this, you will need the URL address, date(s) and time(s) of the comment(s) and refer to the websites’ terms of use and specify which ones have been breached. This process may take a few weeks, depending on the website itself. It is suggested that the school uses its own account to report the matter, as opposed to using a staff members’ personal account.

5.         Legal Action

If all other options have been exhausted, and the comments continue to be a cause for concern for individual members of staff, the option of last resort would be to take legal action. Any legal measure would have to be taken by the staff member with a recognised union’s support and guidance. Due to legal constraints, the Local Education Authority cannot take any legal action against other individuals on behalf of a member of staff. Any legal representation would have to be sought in a personal capacity. However, the LEA solicitor may be able to provide initial guidance.

Checklist for Staff in Managing Personal Use of Social Media

  • “Nothing” on social media is truly private;
  • Social media can blur the lines between your professional and private life. Don’t use the school logo and/or branding on personal accounts;
  • When setting up your profile online consider whether it is appropriate and prudent for you to include a photograph, or provide occupation, employer or work location details;
  • Check your settings regularly and test your privacy;
  • Keep an eye on your digital footprint;
  • Do not under any circumstances accept friend requests from a person you believe could conflict with your employment;
  • Keep your personal information private;
  • Regularly review your connections – keep them to those you want to be connected to;
  • When posting online consider; Scale, Audience and Permanency of what you post;
  • If you want to criticise, do it politely;
  • Take control of your images – do you want to be tagged in an image? What would children or parents say about you if they could see your images?;
  • Know how to report a problem;
  • Be aware that other users may access your profile and if they find the information and/or images it contains offensive, make a complaint about you your employer.

ANNEX A
TEMPLATE LETTER (INVITATION TO MEET WITH HEAD TEACHER)

Dear Parent,

It has come to my attention that inappropriate comments have been made on ******* website by yourself in relation the school and /or pupils / staff. Comments such as these are contrary to the school’s social media policy, which was circulated to all parents on *********.
I am therefore inviting you to meet with me at the school on ********, to discuss this matter further, resolve any issues / concerns you may have and agree a way forward.
If the above date /time is not convenient for you, please contact the school on  ******* to arrange an alternative date or time. If you do not attend this meeting, I will have no option but to take further action in relation to these comments.

Yours sincerely,

ANNEX B

TEMPLATE LETTER (STEP 1 LETTER IF OPTION OF MEETING IS NOT APPROPRIATE OR IF PARENT FAILS TO TURN UP FOR THE ARRANGED MEETING)

Dear Parent,

It has been brought to my attention that inappropriate comments have been made on ******* website by yourself in relation the school and /or pupils / staff. A copy of the these comments are enclosed [COPY OF SCREEN-SHOT IF INFORMER OR ACCOUNT HOLDER’S IDENTITY CAN BE KEPT ANONYMOUS] with this letter for ease of reference, and I specifically refer to the following comment(s) made:
[INSERT THE RELEVANT EXTRACTS WITH DATE AND TIME THEY WERE MADE]
Comments such as these are contrary to the school’s social media policy, which was circulated to all parents on *********, and which is also enclosed with this letter. Inappropriate comments in relation to the school / pupils / staff [ADAPT AS APPROPRIATE] on social media can have a detrimental impact on the school as well as on pupils’ education by not allowing the school to directly address any problems / concerns you may have through the appropriate channels.
Furthermore, anyone who posts inappropriate comments about schools / staff / pupils could face legal action when their comments harms reputations or causes distress to individuals.
In light of the above, and in accordance with the school policy, I therefore request that you delete the comments referred to above by 6pm on ………………….. [ENSURE THAT THE DATE / TIME PROPOSED ARE REALISTIC I.E. ALLOW 48HOURS AFTER POSTING).
If you fail to remove the comments, further action will have to be taken by the school and legal advice will be sought. [IF RELEVANT] Please note that the member(s) of staff affected will also directly contact his/her/their union to receive their advice and support and consider taking further action (which includes legal action) if you fail to remove the comments.
In relation to the issues / concerns which you refer to in your comments, I would strongly encourage you to use the school’s complaints procedure so that this matter can be formally considered and resolved in an appropriate manner. I enclose the school’s complaints procedure leaflet for your information and consideration.

I hope this matter can be brought to a swift conclusion, and that we can work together to resolve any concerns you may have.

 

To download the policy - click here


Many pupils own mobile phones and this presents numerous challenges to the school. It is not practical to ban mobile phones completely, and it is not possible for us to collect phones at the beginning of the day and return them at the end of the day.

This policy allows pupils to bring mobile phones to school subject to the following guidelines.

1. Mobile phones may not be used for any purposes (including phoning, sending text messages, using the internet, taking photos or filming videos) in any lessons.
2. Inappropriate use of mobile phones is not permitted during school breaks / lunch breaks.
3. Mobile phones should be switched off and kept out of sight in all lessons.
4. If a pupil breaks the above rules the teacher may confiscate the mobile phone and keep it in a secure place until the end of the lesson (if it was a minor disturbance) or keep it in the main school office until the end of the day. Phones will be returned to the individual at the end of the school day if the incident was a one-off incident.
5. If a pupil regularly breaks the rules the school (through the Head of Year) will contact the home and ask the parent / guardian to come to the school to discuss the matter and collect the phone.
6. Mobile phones are banned from examination rooms.

The Law:
Under Section 1 of the Malicious Communications Act 1998, it is an offence to send a suspicious, indecent or threatening message to any person, whether it is a written letter or an electronic message. It is also an offence to send such messages by phone.
The penalty for such an offence is up to 6 months in prison, and/or a fine of up to £5,000.
Furthermore, if a message implies that violence will be used against the defendant, the penalty can be up to 5 years in prison. If the message is racist the penalty can be up to 7 years.

Emergencies:
If pupils need to contact a parent / guardian they may use the school telephone free of charge. (Pupils should not contact parents / guardians directly by mobile phone to say that they are unwell and need to come home. The pupil must always see the Head of Year or someone in the office before phoning home.)
If a parent / guardian needed to contact a pupil urgently he / she may contact the school office and leave a message. The office staff will ensure that the pupil receives the message.

Responsibility for mobile phones:
The school does not accept any responsibility for incidents of theft, loss or damage to mobile phones while on the site and during usual school hours. It is the parent / guardian’s responsibility to ensure that the equipment is insured.

To download the policy - click here


1. Aims and Objectives of the policy

Aims
Ysgol Glan y Môr is committed to ensuring that standards of assessment are consistent, transparent and in line with the requirements of our awarding bodies. The way students’ work is assessed must serve the stated learning objectives of the programmes we offer and facilitate the achievement and wider development of our students.

Objectives
a) To assess students’ work with integrity by being consistent and transparent in our assessment judgments and processes so that the outcomes are fair, reliable and valid.
b) To ensure that assessment standards and specifications are implemented fully (both in spirit and in letter), so that no risk is posed to the reputation of the awarding bodies or the qualifications we offer.
c) To establish quality control and recording mechanisms for assignments and their assessment through a system of sampling, moderation, internal verification and cross-departmental co-ordination as appropriate to the requirements of the programmes we offer.
d) To provide learner-centred approaches to assessment, which provide opportunities for students to achieve at levels commensurate with the demands of their course.

2. Range and scope of the policy
The range of the policy covers all BTEC/OCR courses offered at Ysgol Glan y Môr but may well apply to other assignment-based courses should they become a part of the curriculum in the future.

3. Assessment
Internal Assessment is defined as the process where staff make judgments on evidence produced by students against required criteria for the BTEC /OCR qualification. All school devised assessment materials must be internally and/or externally verified before being issued to students.
a) Completed student assignments will be assessed internally, be subject to internal verification and external moderation by the awarding body.
b) Students must be left in no doubt that any grade awarded will be subject to internal and/or external scrutiny, (moderation) and that ultimately the final decision rests with the awarding body.
c) The Assessor is responsible for ensuring that assessment processes are consistent and transparent, that evidence is valid, sufficient, and authentic and that judgment of evidence is valid and reliable.
d) Students will be given an interim deadline for each assignment. Following feedback, a new deadline will be set after which the work is assessed and the outcome entered on the student study sheet. The assessment decisions are then internally verified according to the procedure outlined above. There will be another opportunity to improve assignments before the final deadline if the specification rules permit.
e) All coursework must be handed in on the stated date. If work is handed in late, a decision about whether it should be marked will be taken by the Subject Teacher in accordance with the policy on coursework.

3.1 Role of the Assessor (subject teacher): The role of the Assessor is to
a) Set tasks which allow students to demonstrate what they know, understand and can do so that they have opportunities to achieve the highest possible grades on their BTEC/OCR courses.
b) Ensure that learners are clear about the criteria they are expected to meet in their assignments and that they are fully briefed on the skills which need to be demonstrated in the coursework / portfolio components of a subject.
c) Encourage students by giving detailed feedback and guidance on how to improve work.
d) Set interim deadlines for coursework and advice students on the appropriate amount of time to spend on the work, ensuring it is commensurate with the credit available.
e) Mark and return drafts within two weeks of submission.
f) Adhere to the Awarding Body’s specification in the assessment of student assignments.
g) Record outcomes of assessment using appropriate documentation. Outcomes will be held secure for three years, measured from the point of certification. Associated IV records should also be kept, to support and verify the decisions that were made for the
cohort.
h) Ensure each candidate signs to confirm that the work is their own and that it is endorsed by the teacher after marking the work. A completed original document must be securely attached to the work of each candidate and to that of each sample request.
i) Provide accurate records of internally assessed coursework marks to the Exams Office in a timely manner for transfer to the awarding body.

3.2 Internal Verification
a) The Lead Internal Verifier is at the heart of quality assurance on BTEC programmes. The role is to ensure that internally assessed work consistently meets national standards but can also lead to staff development and quality improvement.
b) Each course will have an identified Lead IV who is also involved in the assessing or setting of work for the course.
c) The Lead IV will have the knowledge and qualifications relevant to the qualification(s) and other competence-based award(s) for which they are responsible to enable accurate judgments to be made regarding candidate performance in relation to competence criteria.
d) Provision will be made for communication between subject teachers / assessors to share ‘best practice’ and areas of concern. Typically, this will be achieved through an annual meeting of Lead IVs at which standards and processes are discussed to maximise consistency between courses.

The role of the Lead IV: The internal verifier should
Planning:

• Monitor that the IV schedule covers all units and all assessors on a programme.
• Advise on the interpretation of national statistics.
• Co-ordinate assessment arrangements, including multi-sites and consortia as appropriate.
• IV all assignment briefs before issue to learners.
Implementation:
• Ensure an effective system of recording learner achievement is in place.
• Advise on opportunities for evidence generation and collection.
• Keep records of the verification process for 3 years after certification.
• Liaise with external verifiers.
Assessment / Internal verification:
• Provide advice and support to assessors on a regular basis.
• Advise on the appropriateness of assessment evidence with regard to level, sufficiency, authenticity, validity and consistency.
• Use subject specialism to sample assessed work to verify assessors’ judgements.
• Check the quality of assessment to ensure that it is consistent, fair and reliable.
• Ensure own assessment decisions are internally verified by another person.
• Give feedback to assessors and identify action to be taken where appropriate.
Follow up:
• Ensure appropriate corrective action is taken when assignment briefs are not fit for purpose or when assessment decisions are not accurate.
• Take part in the formal stages of any appeal.
• Advise the programme team on any training needs.
• Provide feedback on aspects of the assessment system to the programme team, senior management and Edexcel.
Standardisation:
• Standardisation of assessment must take place when there is more than one assessor engaged in delivery and assessment of an assignment or unit.
• Standardisation meetings can be used to develop quality and consistency of assessment across assessors involved in different units across a BTEC programme or across different BTEC programmes.

Internal verification of assignment briefs
All centre devised assignment briefs must be internally verified, prior to issue to the learner. This is to verify the brief is fit for purpose by ensuring:
• The tasks and evidence will allow the learner to address the targeted criteria.
• It is written in a clear and accessible language.
• Learners’ roles and tasks are vocationally relevant and appropriate to the level of the qualification.
• Equal opportunities are incorporated.
Internal verification of the assignment briefs should be carried out ideally by a staff member who is familiar with BTEC assessment and has subject knowledge of the programme area. A template is available on the Edexcel website. It is not mandatory, but it is strongly recommended that any internally devised form considers whether the assignment brief:
• Has accurate unit details.
• Has accurate programme details.
• Has clear deadlines for assessment.
• Shows all relevant grading criteria for the unit(s) covered in the assignment.
• Indicates relevant grading criteria targeted against each task.
• Clearly states what evidence the learner needs to provide.
• Is likely to generate evidence which is appropriate and sufficient.
• Is set at the appropriate level.
• Has a time period of appropriate duration.
• Uses suitable vocational language.
• Has a clear presentation format.
The outcome of Internal verification should be recorded on the form and if action is identified by the internal verifier, the assessor should complete this and return it to the internal verifier for sign off. Once the assignment is verified as fit for purpose, it may be issued to the learners. The form should be signed and dated for audit purposes by the external verifier.

Internal verification of assessment decisions
A sample of assessed work in every unit and every assignment must be internally verified to check the accuracy of assessment.
As above, internal verification of assessment decisions is carried out ideally by a staff member who is familiar with BTEC assessment and has subject knowledge of the programme area, but staff who are familiar with BTEC assessment but have no specific subject knowledge can carry out internal verification. Again, internal verification of assessed work should be recorded. If action is required, the assessor should complete this and return it to the internal verifier for sign off.
Internal verification of assessment decisions should not be end-loaded. It is important that it is undertaken as soon as possible after assessment as this will improve the quality of assessment and not disadvantage learners.
A template is available on the Pearson website.

It is not mandatory, but it is strongly recommended that any internally devised form has an accurate record of programme, unit and assignment title, assessor and learner names, and includes the following questions:
• Which criteria has the assessor awarded?
• Do they match the criteria targeted by the assignment brief?
• Has the work been assessed accurately?
• Is there constructive feedback on the assessment?
• Is feedback linked to relevant grading criteria?
• Are there identified opportunities for improving performance?
The outcome of Internal verification should be recorded on the form and if action is identified by the internal verifier, the assessor should complete this and return it to the internal verifier for sign off. The form should be signed and dated for audit purposes by the external verifier. Here is a link to the form: Internal Verification - Assignment Briefs.

The Internal verification sample
During the course of the programme, every assessor, every unit and work from every assignment should be sampled. The sample should be constructed in a way that assures the entire assessment process rigorously. There is no algebraic formula to determine sample size but a well-constructed sample should consider:
• The full range of assessment decisions made: work meeting distinction criteria, merit criteria, pass criteria, and no criteria, should all be included in the sample if possible.
• The experience of the assessor: new or inexperienced assessors should have more work IV’d than an experienced assessor.
• New BTEC programme: when a unit or programme is first introduced, the sample should be increased.
• The size of the group of learners.
• Issues identified at previous external verification or centre risk assessment may affect the sample size.
Please note that all assignment briefs should be internally verified before being distributed to learners.

3.3 Authentication of Candidate’s Work
a) On each assignment students must sign that the work submitted is their own and teachers / assessors should confirm that the work assessed is solely that of the candidate concerned and was conducted under required conditions.
b) If the student hands in an assignment and teachers suspect it is not the student’s own work, the matter should be reported to the Quality Nominee, who must proceed in accordance with the School’s coursework policy.

4 Responsibility
a)Responsible for Policy: Quality Nominee
b) Responsible for implementation: Course Assessors / subject teachers, Lead IVs

4.1 It is the responsibility of teachers to:
a) Provide assessment processes that are fair and meet the requirements of students and of the qualifications;
b) Provide students with a schedule of assessment;
c) Provide accurate, timely and informative assessment feedback to inform students of their individual progress and tell them what they need to do to improve where the specification permits.
d) Record assessment decisions regularly, accurately and systematically, using agreed documentation;
e) Comply with the School and Awarding Body guidelines regarding work that is submitted after the submission date and work that is re-submitted following a referral decision;
f) Familiarise themselves and learners with the School’s Assessment Appeals procedure(s);
g) Be aware of and keep up-to-date with Awarding Body guidance in respect of assessment, standardisation, moderation and verification;
h) Ensure that the quality of assessment is assured by carrying out internal standardisation, moderation or verification as required by the School and Awarding Body.
i) Record internal standardisation, moderation and verification decisions accurately and systematically using agreed documentations;
j) Provide special arrangements for learners with learning difficulties and/or disabilities according to the regulations of the awarding body.

4.2 Lead Internal Verifiers are responsible for:
a) Verifying assignment briefs prior to distribution to learners;
b) Verifying a sample of assessment decisions;
c) Developing the skills of assessors, especially those new to assessment;
d) Maintaining the consistency of assessment decisions by holding standardisation meeting of assessors.

4.3 It is the responsibility of the Exams Office:
a) To facilitate the IV process;
b) To meet the deadlines for registering learners with the awarding body;
c) To ensure that awarding body data is kept up to date with timely withdrawal or transfer of learners;
d) To claim learners’ certificates as soon as appropriate;
e) To claim unit certification when a learner has not been able to complete the full programme of study.

4.4 It is the responsibility of the Quality Nominee for the School to act as a conduit for information from awarding bodies to course teams, and to ensure standardisation of process and documentation across the programmes.

Reviewed: March 2016
Adopted: March 2016
Signed: ______________ W. Bryn Williams

 

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YSGOL GLAN Y MÔR CONTROLLED ASSESSMENTS POLICY

Outlining staff responsibilities – controlled assessments and external examinations for GCSE


At Ysgol Glan y Môr:
Senior Management Team

• Accountable for the safe and secure conduct of controlled assessments. Ensure assessments comply with JCQ guidelines and awarding bodies’ subject-specific instructions.

• At the start of the academic year, begin coordinating with heads of departments/subjects to schedule controlled assessments.

• Map overall resource management requirements for the year. As part of this, resolve:

• clashes/problems over the timing or operation of controlled assessments.
• issues arising from the need for particular facilities (rooms, IT networks, time out of school etc.).

• Ensure that all relevant staff have a calendar of events.

• Create, publish and update an internal appeals policy for controlled assessments.


Heads of department/faculty
• Decide on the awarding body and specification for a particular GCSE.

• Inform the exams officer within the agreed timescale which units/exams the pupils will be sitting.

• Ensure that at least 40 per cent of the overall assessment (controlled and/or external assessment) is taken in the exam series in which the qualification is certificated, to satisfy the terminal assessment requirement in accordance with the awarding body specification.

• Standardise internally the marking of all teachers involved in assessing an internally assessed component.

• Ensure that individual teachers understand their responsibilities with regard to controlled assessment.

• Ensure that individual teachers understand the requirements of the awarding body’s specification and are familiar with the relevant teachers’ notes, and any other subject-specific instructions.

• Where appropriate, develop new assessment tasks or contextualize sample awarding body assessment tasks to meet local circumstances, in line with awarding body specifications and control requirements.


Teaching staff
• Understand and comply with the general guidelines contained in the JCQ publication Instructions for conducting controlled assessments.

• Understand and comply with the awarding body specification for conducting controlled assessments, including any subject-specific instructions, teachers’ notes or additional information on the awarding body’s website.

• Supply to the exams office details of all unit codes for controlled assessments.

• Obtain confidential materials/tasks set by awarding bodies in sufficient time to prepare for the assessment(s) and ensure that such materials are stored securely at all times.

• Supervise assessments (at the specified level of control). Undertake the tasks required under the regulations, only permitting assistance to students as the specification allows.

• Ensure that students and supervising teachers sign authentication forms on completion of an assessment.

• Mark internally assessed components using the mark schemes provided by the awarding body. Submit marks through the awarding body’s examinations office, keeping a record of the marks awarded.

• Retain candidates’ work securely between assessment sessions (if more than one).

• Post-completion, retain candidates’ work securely until the closing date for enquiries about results. In the event that an enquiry is submitted, retain candidates’ work securely until the outcome of the enquiry and until any subsequent appeal has been conveyed to the centre.

• Ask the appropriate special educational needs co-ordinator (SENCO) for any assistance required for the administration and management of access arrangements.


Exams officer / Administrative officer
• Enter students for individual units, whether assessed by controlled assessments, external exam or on-screen test, before the deadline for final entries.

• Enter students’ ‘cash-in’ codes for the terminal exam series.

• Where confidential materials are directly received by the exams office, to be responsible for receipt, safe storage and safe transmission, whether in CD or hard copy format.

• Assist staff to download and distribute mark sheets, input marks on-line and send mark sheets to awarding bodies before deadlines.

• On the few occasions where controlled assessment cannot be conducted in the classroom arrange suitable accommodation where controlled assessment can be carried out, at the direction of the senior leadership team.


Special educational needs co-ordinator/additional learning support
• Ensure access arrangements have been applied for.

• Work with teaching staff to ensure requirements for support staff are met.

Reviewed: March 2016

Adopted by the Governors: March 2016

Signed: W. Bryn Williams

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Ysgol Glan y Môr Staff Malpractice Policy (Exams/assessment)

Ysgol Glan y Môr has procedures and documentation to minimise the risk of any staff malpractice relating to assessment. The following are examples of malpractice:

• Failure to keep awarding body/organisation mark schemes secure.

• Alteration of awarding body / organisation assessment and grading criteria.

• Assisting learners in the production of work for assessment where there is disproportionate support or a member of staff has produced work for a learner.

• Producing falsified witness statements, for example to evidence criteria for which the learner has not generated evidence.

• Allowing evidence which is known by the staff member to be a result of plagiarism.

• Facilitating or allowing impersonation.

• Misusing the conditions for special requirements.

• Failing to keep learner computer records secure.

• Falsifying assessment records.

• Fraudulent certificate claims.

Reviewed: March 2016

Adopted: March 2016

Signed: W. Bryn Williams

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EXAMINATIONS – APPEALS
Ysgol Glan y Môr
APPEALS AGAINST INTERNAL ASSESSMENT OF WORK FOR EXTERNAL QUALIFICATIONS

Ysgol Glan y Môr is committed to ensuring that whenever the teachers assess students’ work for external qualifications, this is done fairly, consistently and in accordance with the specification for the qualification concerned. Assessments are conducted by staff who have appropriate knowledge, understanding and skills, and who have been trained in this activity. Students’ work will be produced and authenticated according to the requirements of the examination board. Where a piece of work is divided between teachers, internal moderation and standardisation will ensure consistency.


If a student feels that this may not have happened in relation to his/her work, he/she may make use of this appeals procedure. Note that appeals may only be made against the process that led to the assessment and not against the mark or grade.


Students and their parents are informed about this procedure in the school handbook.

This procedure is available from all teachers, and is displayed on notice-boards in the school.
1. Appeals should be made as early as possible and at least two weeks before the end of the last externally assessed paper in the examination series. (The appeal must therefore be made before a particular date in mid-June for the summer series as currently scheduled.)
2. Appeals should be made in writing to the exams officer, who will investigate the appeal. If the exams officer was directly involved in the assessment in question, the Headteacher will appoint another member of staff to conduct the investigation. Likewise, if the exams officer is not able to conduct the investigation for some other reason.
3. The exams officer or another member of staff will decide whether the process used for the internal assessment conformed to the requirements of the awarding body and the examinations code of practice of the JCQ. This will be done before the end of the series. (Currently, the end of June for the summer series.)
4. The teachers who were responsible for the assessment which is the subject of the appeal will have an opportunity to see a copy of the appeal and to respond to it in writing, and a copy will be sent to the applicant.
5. You will receive written confirmation of the outcome of the appeal, including any changes made to the assessment of your work, and any changes made in order to improve issues in the future.
6. The outcome of the appeal will be made known to the Headteacher. A written record will be kept and made available to the awarding body upon request. Should the appeal bring any significant irregularity to light, the awarding body will be informed.
After work has been assessed internally, it is moderated by the awarding body (examination board) to ensure consistency between centres. Such moderation frequently changes the marks awarded for internally assessed work. That is outside the control of Ysgol Glan y Môr and it is not covered by this procedure. If you have concerns about it, please ask the exams officer for a copy of the appeals procedure of the relevant awarding body.

For BTEC courses
In the event of a student wishing to make an appeal against an assessment decision, the following steps outlined below must be followed:
• Within 5 days the student must contact the assessor to arrange an informal meeting to discuss the assessment decision.
• If the student is still dissatisfied, then an appeal must be made to the Quality Nominee.
• This will allow the student to put forward reasons why his/her assignment should be re-assessed. This should be done within 5 days of meeting with the assessor.
• The assignment will be reassessed by an Internal Verifier who will provide the student with feedback within one working week.
• If the student is still dissatisfied, then he/she may appeal to the External Verifier via the Quality Nominee.

Grounds for Appeal
Appeals may be made under the following circumstances:
• If the student is dissatisfied with individual assessment outcomes for a unit element or individual performance criteria.
• If the student is dissatisfied with their assessment outcome at the end of the course.
• If the student has any personal circumstances which may have affected his/her ability to complete assignments and meet deadlines.

Reviewed: March 2016
Adopted: March 2016
Signed: W. Bryn Williams

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YSGOL GLAN Y MÔR ADDITIONAL LEARNING NEEDS POLICY

Principles and Objectives

Principles
• This school aims to ensure equal curricular and social opportunities for pupils with additional learning needs (ALN).
• This school aims to co-operate effectively with statutory agencies and others in relation to the child and his/her difficulties.
• This school aims to work closely with parents to secure an effective partnership to help the pupil.
• This school places an emphasis on the pupil’s contribution and takes full account of his/her opinion.
• This school aims to ensure a whole school response to help the pupil.


Objectives
• To ensure that the school has a system in place for the early identification of children with difficulties that could be hampering their education.
• To gather information from teachers, parents, the pupil and others, thus ensuring the best understanding of the nature of the child’s difficulties.
• To ensure that the necessary provision is made for any pupil who has special educational needs.
• To seek the co-operation and support of parents and others in order to identify needs and provide a service.


The ALN Co-ordinator
The ALN Co-ordinator is Mrs Siwan Ll Roberts and the Designated Governor is Mrs Eleri Ll Owen.

1. Information on the ALN provision

Arrangements for co-ordinating the provision
The Co-ordinator is responsible for co-ordinating the service in the school and for:
• Implementing the policy from day to day
• Liaising with teachers, working with them and offering advice on the provision
• Liaising with parents of ALN pupils
• Co-ordinating the provision for ALN pupils
• Keeping the school’s ALN records and regularly overseeing the records of all ALN pupils
• Liaising with other support agencies e.g. education, health, social services and voluntary organisations
• Ensuring that the procedures are reviewed regularly
• Feeding training needs into the school development plan.

Admission Arrangements
When admitting ALN pupils the school will:
• Work in collaboration with support agencies
• Attend official meetings, such as statement reviews e.g. during the transition from primary to secondary school, or when transferring from a special school
• Take part in discussions and receive information e.g. when moving from one school to another
• Discuss issues with parents
• Take a positive view of the request, bearing in mind the school’s circumstances at that particular time
• Provide sensitive and appropriate support to ensure that the pupil is included in all the school’s activities in accordance with the Disability Act.


SEN expertise and special units
The school staff attend all possible courses relating to SEN. The SENCO has SEN qualifications – Mrs G. McAteer MEd.


2 .Information on identifying, assessing and providing for ALN pupils

In this school we identify educational needs early by:
• Obtaining evidence from teachers’ observations and assessments bearing in mind that every teacher is a teacher of ALN pupils
• Looking at pupils’ performance against the National Curriculum descriptions
• Ensuring that every teacher is familiar with the standardised screening and assessment tools. National standardised tests are used.
• Being open and responsive to concerns expressed by parents, the pupil or other professional workers.

Arrangements for providing ALN pupils with access to a broad and balanced curriculum, including the National Curriculum
Every ALN pupil will be fully integrated with other pupils in all aspects of the curriculum. If difficulties arise:
• ALN pupils will be given one-to-one attention in the class
• The class teachers and the ALN teacher will prepare individual work for the ALN pupils
• Arrangements will be made for ALN pupils to work with other children
• Support agencies will be consulted
• Issues will be discussed with parents
• An individual education plan will be developed for pupils in the School Action and School Action Plus stages, and for 3* and Statemented pupils.

How are pupils with additional educational needs included?
In respect of “inclusion”, the school will provide sensitive and appropriate support to ensure that the pupil is included in all the school’s activities, as far as possible. The school follows the Disability Rights Commission Code of Practice (Schools) and the Special Educational Needs and Disability Act 2001.

Resources
There will be adequate funding in the school’s budget to meet the educational needs of ALN pupils in terms of:
• Specialist equipment
• Books for teachers
• Specialist furniture
• Adaptations to the building, inside and outside
• Specific rooms within the school
• Specialist teacher support for some pupils

ALN support will be given mainly through ‘Brain Gym’ sessions for literacy skills e.g. reading, writing, spelling and numeracy. Most of the Maths support will be given through differentiation in the classroom. The school will review pupils’ progress through termly reviews and detailed discussions between parents and teachers with particular emphasis on the pupil’s contribution.


Arrangements for considering complaints about the ALN provision

Any parent who has a complaint may contact the following initially:
• The ALN Co-ordinator
• The Headteacher
• The parents’ representatives on the Governing Body
• The designated Governor for ALN

If the complaint cannot be resolved by these procedures, then the parent may follow the following channels:
The local arrangements document for the consideration of complaints made under Section 23 of the Education Reform Act which is available in all schools.


3. Information on staffing policies and partnerships with external organisations

The school’s arrangements for ALN in-service training
• The Co-ordinator to identify staff training needs and feed them into the school development process e.g. the School Development Plan
• Request training assistance using school funds or grants such as Eradicating the Difference.

The support service in the Authority is available through the Joint Committee and through Cynnal. Services are provided by:
• The Educational Psychology Service – Mrs Iona Rees
• Specialist advisory teachers – visual impairment, hearing impairment, physical impairment

Arrangements for partnerships with parents
This school recognises the important influence that parents have on the educational progress of their children. To ensure an effective partnership this school will encourage parents to co-operate by:
• considering parents’ concerns in a professional manner, ensuring that the school discusses the concerns with the parent for a reasonable amount of time and at the earliest convenient opportunity
• contacting the parents when registering children on any of the stages – School Action or School Action Plus – and asking for their opinion and comments
• ensuring that support for parents is given due regard where appropriate
• considering parents’ opinions in a professional manner when developing individual education plans
• sharing information on sources of help
• ensuring that this policy is available for parents to read in its entirety
• including the parents in regular reviews of their child
• including a section on ALN in the School Handbook


Contact with other mainstream schools and special schools, including arrangements when pupils change or leave schools
The school has close connections with other schools in the catchment and meets representatives when a pupil is:
 - moving from one mainstream school to another – to obtain details, to contact the Special Needs Joint Committee
- transferring from primary to secondary school – type of contact, transferring information, attending review meetings
 - transferring to a special school or back to mainstream education – type of contact, discussions between the schools and the Special Needs Joint Committee
- leaving school – type of contact, meetings with the Careers Service
- We work in collaboration with other schools and have meetings and training sessions at catchment/county level.

Contact with other mainstream schools and special schools, including arrangements when pupils change or leave schools

The school has close connections with other schools in the catchment and meets representatives when a pupil is:

• moving from one mainstream school to another – to obtain details, to contact the Special Needs Joint Committee
• transferring from primary to secondary school – type of contact, transferring information, attending review meetings
• transferring to a special school or back to mainstream education – type of contact, discussions between the schools and the Special Needs Joint Committee
• leaving school – type of contact, meetings with the Careers Service
• We work in collaboration with other schools and have meetings and training sessions at catchment/county level.

Contact with health and social services, the education welfare service and voluntary organisations

i. Health Service
A referral may be made to the School Nurse – a regular visitor and a point of contact with other personnel. The School Doctor visits at least once a year as well, and cases may be discussed with the doctor. The doctor may also be contacted formally, with the parents’ permission, to ask for any information relevant to the child’s education.
ii. Social Services
The first point of contact is the Education Welfare Service in order to refer the school to the appropriate service. Schools may have individual contacts with members of the service, which have developed over many years. The Social Services may be contacted at any time if there is concern regarding a child.
iii. Education Welfare Service
The Welfare Officer is often a regular visitor to the school and the officer is used to visit homes where necessary. The service also offers guidance and support by referring the school to other agencies.
iv. Voluntary Organisations
A list of sources of help is included at the back of the SEN Code of Practice for Wales 2002 file.

v. Child and Adolescent Mental Health Services (CAMHS)

vi. Gyrfa Cymru

vii. National Council for Education and Training for Wales

The criteria used to measure the success of this ALN policy
In their Annual Report to Parents the Governors of this school will consider the following questions:
• Does the policy provide clear guidance for the school’s teachers?
• Have there been any changes to the policy during the year? If so, what?
• What was the school’s budgetary allocation for ALN and how was the money used?
• Are the arrangements effective?
• How many children are at a special needs stage?
• How many children receive extra attention?
• How have these pupils developed? Is it possible to measure progress in their skills?
• Have any teachers attended ALN courses?
• Have any meetings been organised between teachers?
• Were any comments received from parents?
• What were the conclusions of any external review of the ALN provision?

Policy adopted: May 2016

Signed: Chair: W Bryn Williams

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Introduction to the Policy
Ysgol Glan Y Môr.has committed to being a part of the Gwynedd Healthy Schools Scheme and are revising the Sex and Relationships Education (SRE) Policy for Key Stage 3 and 4 as a developmental undertaking of the Scheme.
The school believes that their Sex and Relationships programme supports pupils through their physical, emotional, moral and spiritual development and facilitates them to make informed choices relating to their health and wellbeing

The Personal and Social Education Framework (DCELLS) 2008 within the health & wellbeing section states:-

“Learners can be helped to maintain their emotional and physical health and well-being, sustain their growth and development, and know how to keep themselves safe. As children and young people develop sexually they need to understand bodily changes, manage sexual feelings and enjoy safe, responsible and happy relationships. Learners can also be enabled to explore their feelings, develop self-awareness and self-respect and develop their self-esteem”

“Sex and relationships education is required to be placed within a clear framework of values and an awareness of the law on sexual behaviour. Features such as family life in all its different forms, including marriage, sexual behaviours, parenthood and sensitive issues such as abortion need to be presented in a balanced way and ethical issues discussed objectively. However, it is equally important to equip learners to take responsibility for their behaviour in their personal relationships and how to recognise inappropriate behaviour. Learners should know where and how to access personal information and support.”

In accordance with the 2002 Education Act Ysgol Glan Y Môr. protects and promotes the health and wellbeing of all young people.

In accordance with the Equal Opportunity Legislation the school ensures that the education provided is inclusive and promotes equal opportunities for all pupils and encourages pupils to participate in all aspects of school life.

Sex and Relationships Education at Ysgol Glan Y Môr. will be taught within the context of the PSE Framework 2008 and the specific objectives of SRE at the school will be to help and support pupils through their physical, emotional, moral and spiritual development.

As a school we believe that SRE is essential if young people are to make sensible and well informed decisions about their lives and we also endorse that: ‘SRE is about understanding the importance of stable and loving personal relationships, respect, love, care and the building of successful relationships with friendship groups and the wider community’.
WAG Circular No. 11/02. March 2002.

The Governing Body and staff of Ysgol Glan Y Môr. is fully committed to the aims and objectives stated the Sex and Relationships Policy 2009. The policy will be reviewed annually within this policy.

The school will consult with the Governing Body, teachers who will be presenting the subject, parents, school nurse, Healthy Schools Co-ordinator and Education Advisors.

The school will give pupils the opportunity to evaluate Sex and Relationships sessions on completion of the programme in order for them to provide feedback on lesson content.
The school will make the necessary amendments to the programme in accordance with the expressed needs of the pupils if needed.

Parental/Guardians right to withdraw
Parents/guardians have the right to withdraw their child from SRE lessons with the exception of the elements which are part of the statutory National Curriculum. Parents/guardians must inform the school it they wish to exercise this right.

The school believes that Sex and Relationships Education should be a shared responsibility. The school will therefore provide parents/guardians with information regarding the policy, the programme of study and the resources used if requested. If parents/guardians have any concerns regarding the subject they are welcome to make arrangements to see the Headteacher. These arrangements are specified within the school handbook.

Child Protection
All school staff should be reminded that they have a duty to follow the All Wales Child Protection Procedures. If there are any suspicion that a child or young person may have suffered or is at risk of suffering significant harm this information will be dealt with in accordance with the Procedures . Staff must not agree to keep information of a child protection nature confidential and should follow up any concerns through instigating
Child Protection Procedures immediately.

Role of the Sex and Relationships Education Subject Leader

  • Co-ordinate the formulation of the school’s SRE policy by involving all relevant stakeholders.
  • Inform all staff and adults involved with the delivery of SRE within the school, of the contents of the policy and its implications to them as providers.
  • Monitor and evaluate the scheme of work in order to ensure that all statutory requirements are met.
  • Liaise with representatives from relevant Key Stages to ensure appropriate coverage, continuity and progression.
  • Monitor and evaluate the policy and scheme of work regularly and provide a written statement for the Governing Body at the end of each academic year.
  • Review the policy and make appropriate changes and amendments at least every two years.
  • Assess training needs of school staff involved with the programme and seek to respond to these needs.
  • Review and update the resources used in the SRE programme at least annually and evaluate their effectiveness and suitability for the pupils involved.
  • Liase with outside agencies and co-ordinate their involvement with the SRE programme.
  • Work with parents/guardians

    Liaison Between Key Stages
    The school makes appropriate links and liaises with its feeder primary schools to ensure continuity and development from Key Stage 2 to Key Stage 3 and ensure effectiveness of the provision.

    Role of External Providers
    The school recognises the value of involving appropriate outside agencies and visiting speakers within the SRE programme. However, all visiting speakers need to be made aware of the contents of the school policy and the guidelines it has produced with respect to its delivery. If outside agencies or individuals are used to deliver parts of the SRE programme a member of staff should always be present throughout the sessions

    Methodology and Approach
    The school aims to provide a well co-ordinated programme of Sex and Relationships Education lessons taught by members of staff trained in the delivery of Sex and Relationships Education i.e. within PSE, Science, RE, History, Drama and Language lessons, as well as cross-curricular and extra-curricular activities. Outside speakers may also be used to enhance the programme.

    Learning Outcomes Key Stage 3 (PSE Framework 2008)
    Health & Wellbeing
  • Display a responsible attitude towards keeping the mind and body safe and healthy
  • Develop positive attitudes towards themselves and others
  • The law relating to aspects of sexual behaviour
  • Contraception, sexually transmitted infections and HIV within the context of relationships
  • The features of safe and potentially abusive relationships
  • The role of marriage, the importance of stable family relationships and the responsibilities of parents
  • The range of emotions they experience and how to develop strategies for coping with negative feelings
  • The benefits of accessing different sources of information, support and advice

    Moral and spiritual development
  • What they believe to be right and wrong actions and the moral dilemmas involved in life situations
  • Their beliefs in the context of those in society

    Learning Outcomes Key Stage 4

    Health & Wellbeing
  • Accept personal responsibility for keeping the mind and body safe and healthy
  • Develop a responsible attitude towards personal relationships
  • The short and longer term consequences when making decisions about personal health
  • The range of sexual attitudes, relationships and behaviours in society
  • The importance of sexual health and the risks involved in sexual activity including potential
  • The features of effective parenthood and the effect of loss and change in relationships
  • The statutory and voluntary organizations which support health and emotional well-being
  • How to access professional health advice and personal support with confidence

    Moral and spiritual development
  • How beliefs and values affect personal identity and lifestyle
  • The factors involved in making moral Judgements
  • The range of values and principles by which people live

 

Responding to sensitive issues
Personal beliefs and attitudes of teachers should not influence the teaching of Sex and Relationships Education. Teachers should set clear ground rules and pupils should be encouraged to respect the views and lifestyles of others. Teachers should try to deal with questions of a sensitive nature in a sensitive, honest and non-discriminatory way.
SRE deliverers should make it clear that the ground rules apply not only to the members of the group, but also to the teacher/group leader and any visitors who may attend.
Staff will endeavour to meet the needs of all pupils and deal with matters of a sensitive nature. The following issues will be dealt with at KS3 and 4.

Puberty

  • Boys and girls need to be prepared for puberty so that they have the knowledge and confidence to manage the physical and emotional changes.

    Menstruation
  • Both boys and girls should learn about menstruation. Sensitive and adequate arrangements will be made to help girls cope with menstruation.

    Contraception
  • Effective Sex and Relationships Education in Secondary schools has an important role to play in reducing teenage pregnancies. Pupils will be given full information about different types of contraception, including emergency contraception, and their effectiveness. Additional guidance will be given on how to obtain confidential advice, counselling and, where necessary, treatment. A balance should be struck between observing the law and the need for sensitive counselling and treatment.
    The school Nurse and the school’s Youth Worker will hold a weekly clinic where pupils are able to get advice regarding contraception.
    The school supports the Gwynedd and Môn C-Card scheme. The Gwynedd and Môn C-CARD Scheme is a confidential ,coordinated ,free condom distribution network. It aims to increase the accessibility of condoms
    and sexual health support, information and advice to young people. It also aims to ensure that when young people access the scheme they receive a good quality standardised service at various outlets across Gwynedd and Mon.

    Abortion or Termination
  • The SRE programme should enable pupils to know and understand abortion, appreciate the validity of opposing views, and develop the communication skills to discuss it with parents and health professionals. The religious convictions of pupils and their parents should be respected.

    Safer Sex and Sexually Transmitted Infections including HIV/AIDS
  • Pupils will be given factual information and knowledge about safer sex and STIs including HIV/AIDS which will enable them to become effective users of services that help prevent/treat STIs and HIV/AIDS, understand risky
    behaviour and develop assertiveness skills for negotiating relationships and avoiding being pressured into unwanted or unprotected sex.

    Sexual orientation
  • Pupils are encouraged to develop an understanding and respect for others regardless of their developing sexual orientation. They should be encouraged to respect and recognise diversity and differences in human life.


    Procedures for monitoring and evaluation
    Implementation of this policy will be monitored by the Headteacher, PSE Co-ordinator and Subject Leader.

    The following people will be consulted when the policy is reviewed:
  • Pupils
  • School council
  • Staff
  • Governors
  • Health Professionals
  • Outside Agencies
  • Parents/Guardians/Carers

    This policy will be reviewed annually.

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Ysgol Glan y Môr School Child Protection Policy

Introduction

1.1 Ysgol Glan y Môr fully recognizes its contribution to child protection.

Our policy comprises three principal elements:-

a. prevention through the teaching and pastoral support provided for pupils;

b. procedures to identify instances or suspicions of abuse and report on them. Due to our daily contact with children, school staff are well-placed to observe any external signs of abuse; and

c. support pupils who may have been abused.

1.2 Our policy is of relevance to all staff and volunteers who work at the school, and to the management board. It may be the case that teaching support assistants, mid-day supervisors, carers as well as teachers, will be the first persons to whom a child divulges information.

Prevention

2.1 We recognize that high self-esteem, confidence, supportive friends and good lines of communication between pupils and an adult whom they can trust assist to protect pupils.

The school therefore:-

a. establishes and maintains an ethos where children feel secure and are encouraged to converse, and where their voice is heard;

b. ensures that the children are aware that there are adults at the school to whom they can turn if they are concerned or are in difficulties;

c. includes, in the curriculum, Personal Education activities and opportunities to provide the children with the necessary skills to safeguard themselves from abuse and know who to turn to for support; and

d. includes, in the curriculum, material to assist children to develop realistic aspects towards life’s responsibilities as an adult, especially child care and parental skills.

Procedures

3.1 We adhere to All Wales Child Protection Procedures that have been confirmed by the Local Safeguarding Children’s Board.

3.2 The school:-
a. ensures that it has a senior member of designated staff who have received the appropriate training;

b. recognizes the role of the designated person and organizes support and training. Schools may wish to mention the additional training provided by their designated person;

c. ensure that every staff member and every governor is aware of:-
- the name of the designated person and his role;
- that they have individual responsibility for referring child protection concerns using the correct channels and within the time frame agreed upon with the Local Safeguarding Children’s Board; and
- how to act on those concerns in the absence of the designated person;

d. ensure that staff members are aware of the need to watch out for signs of abuse and know how to respond to a pupil who may provide disclosure of abuse;
e. ensure that parents understand the school and staff’s responsibility for child protection noting their commitments in the school prospectus;

f. provide training for the entire staff so that they are aware of:-
i. their personal responsibilities;
ii. what are the locally agreed procedures;
iii. the need to watch out for cases of abuse; and
iv. how to support a child who divulges that abuse has occurred.

g. notify the local social services team if:-
- a pupil on the protection register is excluded either for a prescribed period or permanently;
- if a pupil on the child protection register is absent from school without an explanation for more than two days (or for a day following a weekend);

h. work towards developing effective contacts with relevant agencies and co-operate, as required, with their enquiries into child protection matters, including attending the initial review with core groups and child protection conferences and present written reports to the conferences;

i. keep written records of concerns about children (specifying the date, the incident and what steps have been taken), even when the matter does not need to be immediately referred to social services;

j. ensure that all records are securely kept and under lock and key;

k. comply with the procedures mentioned in the Welsh Assembly Government’s guidance circular;

l. ensure that recruitment and selection procedures are drawn up in compliance with the Welsh Assembly Government guidelines contained in the circular 34/2002 “Child Protection: Preventing Inappropriate People from Working with Children and Young People in the Education Service”; and

m. designate child protection governors to monitor the school’s child protection policy and practices.

Supporting the At Risk Pupil

4.1 We recognize that children at risk, who face abuse or who witness violence, may be deeply impacted by this.

4.2 The school may be the only stable, secure element in the lives of at risk children. However, when they attend school, they may display challenging and unruly behaviour, or may become withdrawn.

4.3 The school will seek to support the pupil through:-

a. including aspects in the curriculum that encourage self-value and self-motivation (see section 2 on Prevention);

b. school’s ethos:-
i. promotes positive, supportive and secure environment; and
ii. provides pupils with a sense of self-esteem (see section 2 on Prevention);

c. supporting at risk pupils at the school is one of the school’s behavioural policy aims. All staff members will agree on a regular implementation method that focusses on the behaviour of a child who has transgressed but without harming the pupil’s self-esteem. The school will try and ensure that the pupil is aware that certain types of behaviour are unacceptable, but that she or he is appreciated and are not to blame for any abuse that has occurred;

d. maintain close links with other agencies who support the pupil, such as Social Services, the Children and Young People Mental Health Services, the Education Psychology Service, the Behavioural Support Services and Educational Welfare Service, and through keeping minutes and notifying Social Services as soon as any concerns are again raised.

4.4 When a pupil placed on the child protection register moves from the school, the information will be immediately transferred to the new school and Social Services will be notified.

Bullying

4.5 Our policy on bullying is noted in (separate document/school’s policy on behaviour) and is annually reviewed by the governing body.

Physical Intervention

4.6 Our physical intervention policy is noted in (separate document) and is annually reviewed by the governing body.

Children with Statements of Special Educational Needs

4.7 We recognize in statistical terms that disabled children and with behavioural difficulties are at greatest risk of abuse. School staff who deal with children who have serious and multiple disabilities, sensory impairment and/or behavioural and emotional problems, need to show particular sensitivity towards signs of abuse.

The designated child protection person in this school is Mrs Menai Jones. In her absence matters should be referred to the Deputy : Mr Guto Wyn

The designated governor is the Chairman : Mr Iolo Jones

The designated Protection Manager in the education department is : Ffion Rhisiart. Phone number: 01286 682794

Policy reviewed: November 2016
Policy adopted : November 2016
Signed: Iolo Jones


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Ysgol Glan y Môr Anti-bullying Policy

Policy Statement

The Education Department of Gwynedd Council has an anti-bullying policy that is based on the Welsh Government guidance document No: 050/2011 – Respecting Others: Anti-bullying overview.

Every learner in every school has the right to learn, free from the fear of bullying, whatever form that bullying may take. Everyone involved in a learner’s education needs to work together to ensure that this is the case.

Schools need to take an active approach to tackle all forms of bullying, and should be taking action to prevent bullying behaviour as well as responding to incidents when they occur.

The Education Department of Gwynedd Council defines bullying, in line with the Welsh Government’s definition, ac an act that is:
• deliberately hurtful (including aggression)
• repeated often over a period of time, while recognising that even a one-off incident can leave a learner traumatised and nervous of future recurrence
• difficult for learners to defend themselves against.

Individual learners’ perspectives on what constitutes bullying is also a key element to take into account.

Research shows that bullying can have a devastating effect on the lives of young people. For some, it can cause distress and have long term effects on social and emotional development.

It is recognized that educational attainment, school attendance and the emotional well-being of children and young people are interrelated. The school stresses the importance of ensuring that pupils feel safe in school for educational and moral reasons.

The school recognises that everyone in the school has the right to be respected and to be happy and confident. Bullying in any form is wrong.

Bullying is usually a recurrent behaviour that makes someone feel uncomfortable or threatened. The behaviour can be deliberate but not necessarily.
Bullying can be -

• physical - hitting, pushing, or threatening to do so;
• verbal - threatening, swearing, name-calling, spreading rumours;
• emotional or psychological - mocking, excluding from groups or activities, graffiti;
• racial – name-calling, graffiti;
• sexual - insinuations, inappropriate touching;
• related to any special needs that a pupil has;
• technological – using modern technology (internet, mobile phone);
• between pupils, other children, parents or staff.

Bullying is unacceptable in any form – it can cause great harm and the school will do everything possible to prevent it; the 1998 Human Rights Act underlines the importance of this. The school will take every opportunity to stress that we will not tolerate any kind of bullying. All allegations of bullying will be taken seriously.

Racial bullying is obviously contrary to the school’s anti-racism policy and is unlawful under the 2000 Race Relations Act.

Definition of responsibilities:

The Governing Body:

• to adopt an anti-bullying policy and review its effectiveness regularly;
• to delegate the day-to-day operation of the policy to the Headteacher.

The Headteacher:
• to advise the Governing Body as they formulate their anti-bullying policy and subsequently report on its implementation;
• to consult with both pupils (through the School Council) and parents when formulating the policy;
• to ensure that every head of year is responsible for the day to day operation of the policy;
• to arrange staff-training to raise awareness of bullying and strategies to respond to it and offer guidance in the Staff Handbook;
• to ensure that staff and pupils are aware that bullying in any form is unacceptable;
• to ensure that the pupils’ Personal and Social Education programme advises on how to respond to bullying;
• to promote anti-bullying activities in the school, allowing bodies such as ChildLine and the NSPCC to come and work with pupils;
• to arrange support for pupils who are bullied, and those responsible for bullying e.g. meeting the Education Welfare Officer;
• to be prepared to meet the parents of children that are being bullied and to arrange to see the parents of those responsible for serious bullying;
• to arrange to punish pupils found responsible for bullying according to the school’s Disciplinary Guidelines. This may include suspension in very serious instances involving violence and/or reporting the matter to the police;
• to ensure that the Education Authority’s Child Protection Policy is followed in relevant cases;
• to keep a record of serious cases of bullying in a file. The parents of any named pupil have the right to see a copy of the record on their child.

Head of Year:
• to be responsible for the day-to-day implementation of the policy;
• to offer pupils advice and support;
• to contact parents and to arrange to meet the parents of children who are bullied or children who are responsible for serious bullying;
• to refer pupils who have been bullied to the Education Welfare Officer and/or other relevant agencies;
• to punish those found to be responsible for bullying;
• to keep records of cases of bullying.

Teachers:
• to be aware that bullying in all forms is unacceptable;
• not to ignore cases of bullying;
• to refer cases of bullying or suspected bullying to the Head of Year and/or the Senior Management Team;
• to receive training on how to respond to bullying and how to support pupils.

Ancillary staff:
• to be aware that bullying in all forms is unacceptable;
• to refer cases of bullying or suspected bullying to the Head of Year and/or the Senior Management Team.

Parents:
• to inform the school about incidents of bullying;
• to report subsequently on the situation noting if there has been any improvement/deterioration;
• to encourage the child to tell the staff about incidents of bullying;
• to support the school by not encouraging their children to retaliate.

Pupils:
• to inform staff of any instances of bullying (being bullied themselves or seeing someone else being bullied);
• to report subsequently on the situation noting if there has been an improvement/deterioration;
• not to respond by retaliation;
• to take advantage of any opportunity to discuss bullying with other pupils;
• to realise that making false accusations of bullying is a serious disciplinary matter;
• to discuss the policy in a meeting of the School Council.

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POLICY ON CHARGING FOR EDUCATIONAL ACTIVITIES

Any charges levied by the School will be in accordance with the requirements of the
Education Act 1996. The school Governors support the general ideology of the Act, in particular the principle that charges should not prevent pupils from taking advantage of curricular opportunities.

1. THE FULLCHARGE WILL BE LEVIED (by the School or the Authority) ON PUPILS’ PARENTS FOR THE FOLLOWING ITEMS:

(i) Raw materials for subjects such as Technology, Art and Catering, where the
parents have stated that they wish to keep the finished product.

(ii) Examination fees:
a) where the pupil has NOT been prepared for the examination at the school;
b) where the school does not recommend that a pupil needs to re-sit an
examination;
c) where the pupil has failed without good reason to complete the course;
d) where the pupil fails to attend an examination (without good reason).
(iii) All activities that take place outside school hours unless they are necessary in
relation to external examinations, the National Curriculum, or the statutory
requirements for religious education.
(iv) Board and lodging costs for residential activities organised by the school or the
Education Authority.
(v) Transport costs from the home to a work experience location (except in the case
of pupils who are entitled to free school meals).

2. THE SCHOOL, OR THE AUTHORITY, WILL LEVY A PARTIAL CHARGE FOR:

(i) Musical instrument tuition (in accordance with the school plan);
(ii) Damage to school windows, doors or fittings, or on the buses resulting from
pupils’ misbehaviour;
(iii) Damage to textbooks or educational equipment resulting from pupils’
misbehaviour.

3. NO CHARGE WILL BE LEVIED FOR:

(i) Board and lodging of pupils attending residential field courses associated with
external examinations or the National Curriculum.

4. Schools are no longer allowed to charge for optional activities during school hours, but in order to ensure that such activities continue we may ask for voluntary contributions from parents. No pupil should fail to take advantage of opportunities/visits due to his/her inability to pay.

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THE LANGUAGE POLICY AT YSGOL GLAN Y MÔR, PWLLHELI

The school’s aim is to promote the bilingual development of all pupils, as much as possible, to enable them to become well-rounded members of the community. The school is classed as a Category 2A school in line with the Welsh Assembly Government guidelines.

As well as the emphasis on developing the bilingualism of Welsh learners, the school also aims to reinforce the bilingualism of pupils from Welsh speaking homes.

THE LINGUISTIC ETHOS OF THE SCHOOL

In order to maintain the general balance between both languages, the school has a Welsh ethos. The natural language of communication in school is Welsh, and the morning assemblies and school activities are held mainly in Welsh. Similarly, the school’s administration language is Welsh. Pupils are encouraged to consider the Welsh language as a natural language in the classroom and outside.

PASTORAL PERIODS

These are mixed linguistic groups. Pastoral periods and class assemblies etc. are conducted through the medium of Welsh. Welsh is also used with basic learners / latecomers in these classes and they are encouraged to make increasing use of the language as their proficiency and their ability to communicate in Welsh improves.

WELSH AS A SUBJECT

Welsh and English are both taught as subjects to all pupils up to year 11. In years 7 to 9, the vast majority of the pupils, both native Welsh speakers and good learners, follow the first language programme of study.

In years 10 and 11, pupils whose first language is Welsh and second language pupils who have mastered the Welsh language, follow a Welsh First Language GCSE course. Latecomers follow the Basic Welsh GCSE course. Similarly, the school provides Welsh First Language and Welsh Second Language ELC courses as required.

THE MEDIUM OF TEACHING – KS3

The school aims to ensure that both languages are used as the medium of teaching for all pupils to various extents and that this provision is an appropriate progression from the bilingual education in the primary schools.

Cohort A pupils (pupils with equal age-related proficiency in Welsh and English), cohort B pupils (pupils with appropriate proficiency in Welsh but with a need to reinforce some aspects of their language skills in English) and cohort C1 pupils (pupils with appropriate proficiency in English but with a need to reinforce some aspects of their language skills in Welsh) will study at least 70% of the curriculum through the medium of Welsh. The following subjects will be taught through the medium of Welsh to these cohorts.

History, Geography, Religious Education, Art, Technology, Maths, Physical Education and French. Cohort B pupils will follow Personal Education through the medium of English while cohort C1 pupils will follow it through the medium of Welsh. Science and IT will be taught bilingually to the cohorts listed above.

Cohort C1 pupils will receive an English copy of exam paper questions / notes upon request in subjects such as Geography and will be allowed to use them to help them with their work.

Cohort C2 pupils (pupils with appropriate proficiency in English but without the age-related skills in Welsh) will undertake their work through the medium of English.

The school responds to individual needs with cohort CH pupils (pupils with low age-related proficiency in both languages).

KS4

Maths is taught through the medium of Welsh to all pupils with the exception of Cohort C2 pupils. All chosen subjects are offered through the medium of English and Welsh. The aim is to ensure progression from KS3 and to continue to promote age-related proficiency in both languages. The Language Co-ordinator will discuss the language of the chosen subjects with the pupils to ensure that this happens.

Adopted: November 2015

Signed: W. Bryn Williams

Chair

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Calendar

Contact

Address: Ysgol Glan y Môr, Ffordd Caerdydd, Pwllheli, Gwynedd LL53 5NU
Phone: 01758 701244
Fax: 01758 701310
E-mail: post@ysgolglanymor.cymru