dl staff handbook, 2011-2012

8/4/2019 DL Staff Handbook, 2011-2012

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David LivingstoneAcademyStaff Handbook

2011-2012

Striving together for excellence


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Introduction

The Staff Handbook is one of our most important Academy documents. For new andexisting staff, it defines the key values and structures of the Academy. To ensure all ourchildren receive a similar learning experience, it is vital the systems outlined in this

Handbook are consistently applied; therefore, it is essential all staff familiarisethemselves with them.Underpinning everything we do, is the shared ethos. At David Livingstone, we haveworked hard to establish a dynamic ethos which drives our improvement agenda; thishas become the heartbeat of our Academy. To summarise the key elements of our

Academy ethos, we have developed an acronym,PUPAC:

Passion-

Working in education, we have the ability to profoundly changechildrens lives; the stakes are incredibly high. Our aim should always be toprovide for the pupils of David Livingstone what we would want for our ownchildren.

Urgency - The amount of time children spend in school is finite. We have aresponsibility to ensure every moment a child is in school is spent productively;

once wasted, it is gone for ever and cannot be given back.

Positive -Our school emblem is Be Kind and True, this applies to staff as wellas our children. Staff have a responsibility to be positive and supportive of eachother. Negativity leads to low expectations and has no place in our Academy. If

you have an issue/problem, please talk to the person who can do something about

it.

Aspirational-Also embodied in the school motto, Striving together forexcellence, all members of staff aim for excellence in their individual

professional roles.

Commitment-Staff are prepared to go the extra mile to provide the bestpossible education for the pupils of David Livingstone. The interests of childrenare always placed ahead of those of staff.

DL is an Academy with high expectations of educational standards, and educationalachievement. We are constantly striving for a breadth of opportunity for all, whilst

valuing each childs personal successes. Whereas it is absolutely right our

achievements are celebrated, we should always remain focused on the challengesahead and feel a sense of dissatisfaction with the status quo.


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Contents

The School Day Pages 5-7

Times 5 Assemblies 5-6

Punctuality 6 Playtime arrangements 6

Lunchtime arrangements 7 The end of the school day 7

The locking / unlocking of school 7

The Childrens Behaviour Pages 8-10

Rights Respecting 8 Noise levels 8

Movement around the school 8 Whistle / lining up procedures 9

Rewards 9 Sanctions 10

Incidents of bullying and racism 10

Teaching and Learning

Pages 11-

12Planning 11 Lesson preparation 11

Classroom organisation 11 Lesson format 11

Marking 11 Assessment 12

Target setting 12 The Curriculum 12

Extra curricular activities. 12 Special educational needs 12

English as an additional language 12 Homework 12

Staff Development Pages 13-14

Performance management 13 Observations 13

In service training 13 Meetings 13

Leadership structure 13 Curriculum coordination 14

Important Principles Pages 14-15

Communication 14 Confidentiality 14

Being positive 14 Collaboration 14

Flexibility 14 Professionalism 14

Accountability 15 Equal opportunities 15

Health and Safety Pages 15-16

Fire regulations 15 Health concerns 16

Accidents and illness 16 Child protection issues 16

Hot drinks 16

Other Important Procedures/Systems Pages 16-22

Appointments/time off school 16 Cleaning 17

Communication with parents 17 Curriculum Resources 17


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Other Important Procedures/Structures Pages 17-22

Diary 17 Displays 17

Dress code 17 Email / Stickies 17

Exercise books 18 Educational visits 18

Fronter 18 General stock 18

Jewellery and make-up 18 Lateness and absence 19

Letters to parents / Text messages 19 Lost property 19

Lunches 19 Memos 19

Non-contact time 20 Overtime 20

Packed lunch boxes 20 Parents evenings 20

Parties 20 P.E. clothing 20

Photocopying 21 Recycling 21

Registration 21 School Council 21

School Improvement Plan 21 Staff refreshments 21

Staff sickness 21 Telephone and mobile phones 21

Unexpected teacher absence 22 Uniform 22

Valuables 22 Visitors 22

Water dispensers 22 Class names 23

This handbook should be read along side existingagreed policies. It is reviewed and updated annually.


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The School Day

Times8.45 am Morning meeting All staff assemble in the staffroom. Messages and general

information are given out. Teachers on duty go into the

playground immediately after the meeting.

8.55 am EYFS, KS1 and KS2collect classes

The whistle is blown and teachers collect their classes fromthe playground.

10.30 am Playtime begins Following the playtime rota, 1 member of staff is on duty

throughout morning play (accompanied by all TAs, who cantake their break during assembly, if at 10:15am, or prior/after playtime- in discussion with the class teacher). At theend of playtime, the teacher on duty calls the classes (one-

by-one) to their lines. Teachers then lead the childrenquietly back to class. This is completed in silence.

10.45 am Playtime ends

12.00 -12.15pm

Infant lunch begins Reception and KS1 teachers escort their children to thedining hall and remain with them until 12.15 pm.

12.15pm Junior lunch begins Teachers escort their children into the playground.

1.15 pm FS, KS1 and KS2

lunchtime endsClasses are collected from their playgrounds. Teacher on

whistle duty calls the classes to their line (as above).

3.15 pm School day ends forFS and KS1

Teachers supervise the handover of children to parents/carers.

3.20 pm School day ends forKS2

Teachers supervise the handover of children to parents/carers.

AssembliesTeachers escort their children to assembly, ensuring they do not talk, and stay with them until the

person taking assembly is ready to begin. Teachers should avoid speaking themselves once in the

hall. Purposeful music may be quietly played in the background as children walk silently into thehall. Classes will be sent back to their room if they are talking, therefore, please prepare your class

before leaving your classroom.

Staff must be present at the first assembly of each term and all teachers should stay for Singing

Assemblies (Wednesdays) and the Achievement Assembly (Fridays). Where teachers are required totake an assembly, they should prepare their assembly ensuring to last no more than fifteen minutes.

All children are required to greet the assembly taker at the start of assembly. If a member of staff ison release during assembly time, they are requested to go back to class to escort their children to thehall. On days where an assembly is not scheduled, teachers plan a short act of collective worship in

their class.


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Monday

RRS / Seal 10.15 am12.00 pm

Teachers timetabled to take assemblyInfantsJuniors

Tuesday

RRStheme or topical(depending on news/time of year)

10.15 am Whole School Teachers timetabled to take assembly.Throughout the year each class will deliver 1

curriculum assembly/performance (timetabled),

where parents can attend

Thursday

Collective Worship Taken by class teacher in class

Friday

Achievement 12.00 pm Whole school Taken by Head of School/members of theLeadership Team

PunctualityIn order for the school to run smoothly, it is essential staff are punctual. Assemblies, playtimes,

meetings etc, must start/finish at the correct times.Playtime arrangements

At 8.50 am all teachers begin to make their way to the Infant playground (whistle blown at 8:55 am).No ball games are allowed before school and if children are permitted to bring in their bikes orscooters, they must park them in the pods as soon as they enter the school premises. All teachers

must be in the playground by 8.55 am. The member of staff on whistle duty blows the whistle and thechildren form two straight lines in front of their teacher (Year R, 1, 2, 3 and 4) outside their

classroom doors and Years 5 and 6 positioned to the side of the main door; leading into the schoolcorridor.

There are two teachers on whistle duty each day, one covering the KS1 play area and the other theKS2 playground. All TAs are required to supervise the playground during first play and should take

their break either during assembly (if it is at 10:15am) or after/prior to playtime to be discussedwith the class teacher. The teacher on duty does not need to be on the playground throughout theentirety of playtime, as s/he will need a break, but is responsible for blowing the whistle and super-vising the children to their lines. Each year group is called in turn to line up in front of their teacherin silence, in their designated places. Team points / extra Golden Time can be awarded to the bestclass who walks to their line quietly and line up quietly. Children are expected to walk back to classin silence.

In the event that it is wet play, a member of the admin team will inform staff at 10:40 am, and the TAallocated to each class will supervise in-house. The teachers on duty will circulate.

Assemblies

Wednesday

Singing Practise 10.15 am11.55 am

InfantsJuniors

KS1 / EYFS staffHead of School/KS2 staff


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Lunchtime arrangements

Mid-day meal supervisors are responsible for the supervision of the childrenat lunchtime, however, teaching staff are asked to offer their help should theneed arise, for example in the event of a sudden downpour or emergency.

Infants

Reception staff take their children to the dining area for 11.55am.

Year 1 staff take their children to the dining area at 12.10pm.

Year 2 staff take their children to the dining area at 12.15pm.Teaching/support staff remain in the dining area until 12.15pm.

Juniors

Teachers take their classes to the playground, in silence; at 12.15pm.

Mid-day supervisors inform each year group in turn when to enter the dining area.

Two teachers are on duty in the dining hall from 12.00pm to 1.15pm, supervising childrenmissing lunchtime play (Reflection) and ensuring behaviour in the hall is acceptable.

All teaching staff (EYFS/KS1/2) should be ready for the teacher on whistle duty to call classes to

their lines at 1:15pm. Promptness is essential to relieve the mid-day supervisors and ensure a calmand quick start to the childrens learning experiences in the afternoon.

The end of the school day

Teachers must ensure they know how all their children have left the premises. Under nocircumstances should children be allowed back into the building unaccompanied. Children mayreturn with their parent/carer if the class teacher has granted permission. Where children go homealone, a signed note from the parent/carer must be provided and be kept on file by the class teacher.

Late children should be handed to the teacher on duty at 3.30pm.

The locking / unlocking of school

The Caretaker is responsible for locking and unlocking the school building. It is currently unlocked

at 7.00 am and locked at 6.00 pm.


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The Childrens Behaviour

UNICEF Rights Respecting School

2011.12 is the year DL will become a UNICEF Rights Respecting School. Pupils are

taught that they have rights and with those rights come responsibilities. We recognisethat rights and responsibilities are equally balanced and encourage our children to takeresponsibility for their actions in order to develop an awareness of how they affect the rights of oth-

ers. The School and Class Charters summarise the relationship between rights and responsibilities.

We believe it is essential high standards of behaviour are expected and achieved. Children shouldalways be respectful of adults, each other and themselves. This will occur when the adults engage thechildren in dialogue about the effects of their actions. They must understand they have choices, and

the choices they make have implications for those around them. All children should be held account-able for their actions; there should be rewards for positive behaviour and sanctions for inappropri-

ate behaviour. A balance between the two must be achieved.

As a staff, we believe in collective responsibility. If a child is seen behaving inappropriately, nomatter which class they are in, the nearest adult must address the behaviour. It is very important forchildren to see that all adults within the school share a common interest in the way they behave.

An important aspect of behaviour management is pre-emption. As a staff, we seek to pre-empt

negative behaviour by acting in a non-confrontational, calm manner, by insisting that:

Whenever an individual is speaking, others must listen;

Eye contact is maintained during an interaction; All parties speak in calm voices;

Appropriate terms of address are used when speaking to each other.

The children should be encouraged to be calm and reflective. The following structures are designedto achieve this.

Noise levels

It is recognised that noise levels will vary depending on the age of the children and the type of task inwhich they are engaged. However, quiet children tend to be calmer, more reflective and easier tomanage. In the same way adults talk calmly to the children; pupils are also encouraged tocommunicate quietly with each other.

Movement around the school

When escorting children around the school, teachers must ensure the children do not talk (withinreason). Teachers should be positioned so that all the children can be seen all the time and avoidtalking themselves, unless absolutely necessary. If unaccompanied, children must walk sensibly alongcorridors.

Movement should be kept to a minimum. The sending of children to other classes should berestricted, as valuable learning time is lost. The showing of work by individuals between classes canbe interesting and valuable but should not be done frequently. When appropriate, priorarrangements should be made with those who will be sharing the work.

From an early age the children should be encouraged to go to the toilet at playtimes. As the children

progress through the school, the times they need to go during lesson time should decrease.


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Rewards

It is important good behaviour is rewarded. Adults should provide positive feedback on thechildrens actions when warranted. This may be informal a gesture, expression, or verbalencouragement. Teachers are encouraged to develop their own reward systems to highlight positivetypes of behaviour in class; for example they may wish to award stickers, smiley faces (on a chart),

certificates etc. As a Healthy School, staff are not permitted to give the children sweets.The school has developed the following systems to reward positive behaviour and significant

achievements:

Wow! Cards

All adults are able to award Wow! Cards; these are designed to acknowledge significantachievements. The completed cards are recorded on a database by the admin assistant and count as

team points. In addition, the top three pupils in each class are award Bronze, Silver and GoldAwards at the end of the academic year.

Star of the WeekAt the end of each week, each teacher selects a pupil to be Star of the Week. At the AchievementAssembly, the class teacher talks about the pupil receiving the award, and a senior leader presentsthe child with a sticker and card. In addition, the childs photo is uploaded onto the Class ZoneFrontpage (in Fronter) and the display outside the classroom is changed.

Class of the Week

Each week, the teachers select an Infant or Junior Class of the Week. A cup is presented in theAchievement Assembly on Friday.

Star WorkIn addition to the above, 2 pieces of excellent work from each class (photos or PDF docs) are dis-played on the Whos Who section of the school website. These are up-dated half-termly.

Tea-PartyOnce, every half term, 1 boy and 1 girl from each class will be invited to have tea with the Head ofSchool and a member of staff in The Nest. This is to celebrate exceptional behaviour and will take

no longer than 30 minutes. This idea is taken from the consultation document (Academy Improve-ment Plan), on Fronter.

Whistle/lining up procedures

The sounding of the whistle denotes the end of playtime and the start of lesson time. On hearing thewhistle, the children stand still, without talking. When their class is called, they walk to their teacherand form two straight, silent lines. The journey from the playground to the classroom gives the

children a short time to make the transition from play to work.


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Sanctions

It is important negative behaviour is addressed and sanctions are in place to support teachers.Childrens behaviour must not be allowed to prevent others from learning.

Teachers may wish to keep pupils back at playtime to finish work , or reflect on poor behaviour.Teachers may arrange between themselves how they wish to supervise children missing their play.

Parents should be informed when children are repeatedly kept in for poor behaviour.

For more serious incidents, children may be required to miss their lunchtime play. If a child isrequired to miss their lunchtime play, the class teacher should escort him/her to the dining hall andinform the teacher on duty of the reason for the reflection and how long he/she should stay in. Theteachers on lunch duty will supervise children missing lunchtime play. Pupils should not completework in the dining hall teachers may keep children in during lunchtime once they have had theirlunch, but must supervise them in their own classrooms.

If a child is behaving inappropriately in class, they should be asked to take time out sit in

isolation away from the rest of the class. The child should be denied eye contact with their class-mates, but must be visible at all times to the teacher. Children should never be asked to leave theclassroom unaccompanied. If behaviour continues, the child should go into the class next door for 5minutes (no more). A meeting with the phase leader is the next step, with the final sanction a meet-ing with the Head of School. At the stage of the phase leader, parents should be called.

For serious incidents, a member of the Leadership Team should be sent for immediately.

When a child is behaving poorly, parents must be informed by the class teacher. Teachers shouldtake the opportunity to see parents before or after school to discuss behaviour. Where this is not

possible, a phone call should be made or a letter sent, asking the parent to make an appointment. Forpersistent or serious incidents, parents will be asked to make an appointment with the Head of

School, or a member of the Leadership Team. In rare cases, the Head of School will ask parents tokeep their child at home for a period of time. The LA is notified of such cases.

Incidents of bullying and racism

All adults must respond quickly to incidents of bullying and racism. All reports should be treatedseriously and any alleged incident should be thoroughly investigated with notes kept. Racist incidentsand incidents of bullying must be reported to the Head of School. In proven cases, parents willalways be involved and informed of the action to be taken. The LA and Governing Body are informedof all incidents of racial harassment.


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Teaching and Learning

PlanningTo meet the needs of all the children, it is essential teachers are well planned. A teachers planning istheir most important tool if consistently high standards of teaching are to be achieved. To meet thisaim, a planning proforma is provided for topic Literacy and Numeracy. To ensure consistency, the

Leadership Team carefully monitor planning.

Planning must be consistent with the current school policy. Teachers submit weekly plans to theLeadership Team (EYFS & KS1: Claire and KS2: Katy), every Monday, after school. These arechecked, signed and returned by the following morning, it is therefore essential that the planning

folder is handed in on time. Planning is expected to be annotatedit is a working document. If thereis an issue to be discussed, planning is not signed and a meeting is arranged to discuss the problem.

Planning is uploaded weekly into Fronter in the DL planning area.

Lesson preparation Individual lessons should be carefully prepared so that all the required materials and resources areto hand before the lesson begins. Where possible, resources should be laid out on tables ensuring a

prompt start to the lesson. Every teacher should keep a small stock of equipment in their class-sparepencils, exercise books, paper etc. Children must not be sent during lesson time to gather resources.

Classroom organisationAll children have a right to work in a clutter-free, tidy, well-organised classroom. Teachers mustmake every effort to ensure only resources required for that year are stored in the class/cupboard.

Lesson formatAll lessons should: have clearly defined learning objectives and Steps to Success. These should be made explicit to

the children, explained and displayed (WB/IWB) at the start of the lesson. be stimulating for the child. Teacher exposition should be kept brief and children should be

actively involved wherever possible. ICT should be used creatively to engage pupils. be made up of three parts: an introduction or warm-up (all children should be doing within 4

minutes of the warm-up), a main activity and a plenary;

have AFL as an integral part of every lesson (eg: referring to working walls and targets); be well paced. No one element of the lesson should be allowed to overrun to the detriment of

another. Time targets should be set to establish and maintain a brisk pace. have a teacher focus. The teacher must be constantly involved in teaching (whole class, group

or individual).

MarkingThrough marking, children receive feedback on the work they have done and teachers are able toassess the childrens level of understanding. All staff who are responsible for marking should follow

the current Marking and Presentation Policy.

It is important that:

all work produced by pupils is responded to in some way;

clear guidelines are given to the children on how their work should be set out;

teachers comments relate to the learning objectives of the lesson or to the childrens presen-

tation of their work; any comments or questions asked should be replied to and the children should be given time

to be able to do this;

children are given opportunities to self and peer assess their work.

The Leadership Team will formally monitor the marking of books against the current Marking andPresentation Policy on a bi-termly basis. Feedback and, where necessary, targets will be given.


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AssessmentChildren are regularly assessed using a variety of national and standardised tests. Curriculum

Leaders ensure that the monitoring of their subject across the school is effective; this is constantlyreviewed. In addition, teachers are encouraged to carry out informal assessments, e.g. weekly

spelling and mental maths tests, to monitor the childrens progress. All key assessments are recorded

into Assessment Manager and onto Shaded Boxes (to demonstrate progress) and analysed by theAssessment Manager on a termly basis. Teachers are encouraged to share levels (which have beenmoderated in staff meetings) during Parents Evenings.

Target settingIn order to raise achievement, all children are set short, medium and long-term targets. These must:

be achievable;

relate specifically to the needs of the individual child and in communication with the child;

where relevant, relate to the APP as a basis for target setting;

be communicated effectively to the child and displayed on the working wall/bookmark;

be constantly reviewed and modified/updated;

involve parents wherever possible including giving them a booklet with their childs targetsin for the core areas half-termly.From assessments, teachers should develop target setting as an important part of their daily routines.

The curriculumDavid Livingstones integrated Curriculum has been developed to ensure what is taught is engagingand relevant. Curriculum Leaders are responsible for ensuring progression. The School

Improvement Plan and curriculum action plans timetable the review of curricular and other policies.

Extra curricular activitiesExtra curricular activities are encouraged at David Livingstone. They are held before school, at

lunchtimes or after school. The Extended Schools Leader is responsible for coordinatingextra-curricular activities.

Special educational needsA child is identified as having special educational needs if:

there is a need for the provision of a special or modified curriculum (including gifted);

the child has abilities which either prevent or hinder the use of facilities generally availablein school;

particular attention must be paid to the social and/or emotional climate in which the childseducation is taking place.

The Inclusion Manager must be consulted about all special needs issues. It is her responsibility to

coordinate the involvement of outside agencies. The class teacher is responsible for: setting andreviewing targets, completing Provision Maps, Individual Educational Plans and involving parents.

English as an additional languageA small minority of children who attend David Livingstone do not speak English as their firstlanguage. Staff must be aware of the barriers to learning EAL children face. It is the teachersresponsibility to plan effectively for the needs of EAL children. The Inclusion Manager supports theteacher to meet the needs of EAL pupils .

HomeworkLearning at home, with parental support, can raise levels of achievement in school. It is important

that homework is carefully regulated, but does not become burdensome for the teacher. All teachersset homework according to the agreed Homework Policy. The vast majority of home learning isfacilitated through the managed learning environment (Fronter).


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Staff Development

Schools are strengthened if those working within them are continually developing. All members ofstaff are required to embrace professional development as a natural and valuable tool.

Performance management

All members of staff participate in an on-going three-stage cycle:1. Planning- during which objectives will be agreed;

2. Monitoring process-evidence will be gathered;3. Reviewing performance- objectives are reviewed and further professional development needs

are identified.

The process should be conducted in an atmosphere of trust and respect.

ObservationsIn order to monitor the quality of teaching and learning and offer meaningful professional develop-ment, all teachers and Teaching Assistants are formally observed throughout the year by the Head of

School, PM Reviewers and/or Curriculum Leaders. Written feedback is provided within 48 hours and

discussed in a one-to-one meeting. Targets are set and reviewed during subsequent observations.All observations should be viewed in a positive way as a means to further professional developmentand shared expertise.

In service trainingPerformance management and the Academy Improvement Plan determine annual INSET needs.Some courses are organised in school on INSET Days. INSET is also provided through designated

training days for NQT courses, coordinators courses etc. The CPD Manager liaises with the officestaff to ensure courses are booked and cover organised. The school is not in a position to reimbursestaff for expenses incurred while out on courses; however costs are paid when staff are required to

attend meetings on behalf of the school.

MeetingsThere are two types of meetings which teachers must attend as part of their directed time.

1. Weekly planning/phase meetings- these meetings follow a set agenda: general business, chil-dren (behaviour or academic issues) and planning. Meetings are held on Tuesdays at 3.40pm.

2. Staff Inset- often incorporated into the planning meeting, members of staff discuss anddevelop areas of the curriculum/assessment. The nature of the meeting determines its organi-

sation. These meetings will be held on Mondays at 3:40pm. Minutes are kept of all meetings.On occasions, it may be necessary to meet as a whole staff, including other schools in the Step

Academy Trust. Staff should see such meetings as an opportunity to express their thoughts and

ideas about the areas being discussed. Minutes are kept of all meetings.

Leadership structureTo ensure good communication, professional support and effective monitoring procedures, a clearmanagement structure is essential. How it is structured will depend on the needs of the school at thetime. It is hoped that a clearly defined, ever-changing structure will evolve offering members of staffcareer opportunities. All those with management responsibilities will have a job description outlining

their role and responsibilities.

The Leadership TeamThe Leadership Team is made up of the Executive Headteacher, the Head of School, the Maths

Leader and the Literacy Leader. We hope to appoint an Assistant Headteacher in January 2012.


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Curriculum coordinationEach area of the curriculum is coordinated by a Curriculum Leader. Curriculum Leaders worktogether in teams to develop their subjects. There are currently five teams: Literacy, Numeracy, ICT,

Humanities and Creativity. Teachers are required to join at least one team and more experiencedstaff are encouraged to lead an area of the curriculum. Teacher Assistants are also required to join a

team.

Important Principles

CommunicationMany of the structures defined in this handbook have been devised to ensure communication between

staff is effective. As professionals, we must constantly talk. All adults within DL have an identified

line manager with whom they must be able to share their views. In cases where members of staff findcommunication with their line manager unsatisfactory, the situation should be discussed with the

Executive Headteacher.

Fronter, the managed learning environment, is used extensively to maintain effective communication.

All members of staff are required to log in every day, whilst Governors are expected to log in at leasttwice a week.

ConfidentialityMany issues are discussed openly in meetings and sometimes involve individual children, familycircumstances or other sensitive matters. Whilst such discussion is encouraged to ensure staff as awhole are fully involved and aware of what is happening in the school, it is essential information isnot discussed elsewhere. Any member of staff who discusses a sensitive issue with a colleague must

feel secure in the knowledge that it will go no further unless they wish it to do so. Confidentiality

relies on the ability of any member of staff to trust in the integrity of their colleagues.

If a parent discusses a confidential matter with any teacher, which relies on the well being of a

child within the school, it should be discussed with the Head of School/Phase Leader. The ExecutiveHeadteacher will always be informed.

Being positiveAs a staff we recognise the need to remain positive in our outlook. Cynicism and negativity lead tolow expectations and poor morale; they have no place at David Livingstone Academy. We remain

committed to finding solutions and making them work in the pursuit of raised standards ofachievement for all children. If a member of staff has an issue, it is important to talk to the personwho can do something about it.

Collaboration

DL staff work as a team - this is a strong asset of our school. We aim to work closely asprofessionals, sharing good practice and developing teamwork. We encourage an atmosphere wherestaff feel comfortable leaving their classroom doors open- inviting and offering support.

FlexibilityThe Executive Headteacher and Head of School of David Livingstone recognise the need for forward

planning. Wherever possible, staff are given plenty of notice. Reasonable deadlines are set and it is

important all staff endeavour to meet them. However, in certain cases it is necessary to react quicklyand little notice can be given. In such situations, members of staff are asked to be flexible.

ProfessionalismFrom time to time disagreements and tensions arise between members of staff. It is vital staff always

act in a professional manner. Grievance and Disciplinary Procedures are in place to addressunprofessional behaviour.


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AccountabilityAny successful organisation accepts accountability as an important principle. As professionals wetake seriously our accountability to stakeholders.

Equal opportunities

Our aim at David Livingstone Academy, is to create a positive, stimulating and happy learningenvironment in which all children have an opportunity to achieve success and develop their potentialto the full. We look to promote their spiritual, moral, cultural and physical development so that intime they will be ready for the opportunities, responsibilities and experiences of life. All children,regardless of race, creed, culture or gender will be treated equally in every aspect of school life.

Health and Safety

David Livingstone Academy must, above all else, be a safe environment. The following are designedto ensure this.

Fire regulationsAll members of staff must be familiar with the following fire procedures:

when the fire alarm sounds, everybody will immediately stop whatever he or she is doing andstand still;

silently, the children will line up at the fire door of their classroom;

if an adult other than the teacher is present, they will lead the children out through thenearest or safest exit (fire door). The teacher must go last ensuring the classroom is emptybefore they leave;

shoes should be worn to and from P.E. so that, in the event of a fire, the children havesomething to wear on their feet;

from the back, the teacher should issue instructions directing the children to the Infantplayground where they line up in their designated lines. All kitchen staff and clerical staffwill leave by the nearest or safest exit and assemble in the playground;

the Admin Officer will bring the registers from their centrally held place so that thepresence of the children can be checked. The Kitchen Supervisor will check his or her staffand the Head of School, or a senior leader will check on all other staff.

At no time, until the All Clear is given, should anyone re-enter the building.

If the fire alarm sounds, the Head of School, a senior leader or the Fire Marshall, willcontact the emergency services.

All children should be taught to go straight to the playground if they find themselves

unaccompanied in the building e.g. if they are in the toilet. Special arrangements for children with mobility problems should be discussed with the

Inclusion Manager.

Staff should notify the office if they leave the school building during lunchtimes so they canbe accounted for in the case of a fire.

If the fire alarm rings at home time, children should stay with their teacher until they are toldthey may go home.

The building should be evacuated in less than two minutes.

Fire drills will take place four times each academic year: twice in the first term (once unannounced)and once each in the second and third terms (both unannounced). DLs fire marshall is

responsible for setting the appropriate days and times for the drills.


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Health concernsIf a teacher is concerned about the health of a child, they should discuss the matter with one of thefirst aider on duty, or the Head of School.Most medicines cannot be administered in school. In exceptional cases, a designated suitably-trainedmember of staff may administer some long-term medication, but the Head of School must first agree

to this. Inhalers, which are kept safely in the office but available throughout the school day, areallowed in school. Children should have access to these whenever they are needed. The class SENmarksheet in Assessment Manager/Provision Map provides details of pupils medical conditions e.g.asthma. For children with long term medical needs healthcare plans are kept in the class Inclusion

Folder.If hospital treatment is required, parents must be contacted immediately and the Head of School, or

most senior member of staff informed. Two members of staff will always accompany the child to thehospital until the parent arrives.

If a child has received a minor bump on the head, an entry is made in the Accident Book and amember of the office staff makes a courtesy call to the parent/carer informing them of the incident (abump letter is also sent). If the head injury is anything more than minor, the parent is contacted

immediately and advised to take the child to casualty as a precaution.

Accidents and illnessIt is rare that a child is so sick in school that they will need to go home. If a member of staff isworried about a pupil, the matter should be referred to the Head of School or member of the Leader-

ship Team. If it is deemed necessary, child will be sent to the office with a note asking for the childsparents to be contacted. Teachers should not send children directly to the office. Parents should onlybe asked to collect a child where immediate medical attention is deemed necessary. The office staffwill record children sent home on the daily register sheet.

The first aider dealing with an accident, other than very minor ones, should record it in the AccidentBook (kept in the medical room) and a letter sent home. If an accident is of a more serious nature,the Head of School, or member of the Leadership Team should be informed and a courtesy call madeto the parent/carer informing them of the incident.

Child protection issuesAll concerns should be referred to the Head of School or the Inclusion Manager.

Hot drinksHot drinks should not be taken into the playground or classroom while the children are present.

Other Important Procedures/Structures

Appointments / time off schoolMembers of staff should not ask for time out of school to attend appointments. Emergencyappointments will be permitted, if they cannot be arranged outside school hours. If a member of staffworks part-time, it may be possible to rearrange working hours; however reasonable notice needs tobe given. There are rare occasions where unpaid leave may be granted by the Head of School, forexample, a close relatives graduation or marriage. Permission will be dependent on adequate notice

being given. Extended leave will only be granted in exceptional circumstances.

The religious beliefs of all staff are respected and for that reason unpaid leave is granted for majorreligious celebrations falling during term time. Staff requesting unpaid leave should complete a

Request for Leave Form before discussing the request with the Head of School. Up to five days paid

leave will be granted to look after dependents (children under the age of 16) in an academic year.Where time off to look after a dependent exceeds five days, unpaid leave may be granted.


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CleaningThe school building is cleaned between 3.30 pm and 5.30 pm each day by a team of cleaners. TheCaretaker has overall responsibility for the cleaning in the school and therefore all issues related tothe quality of cleaning should be referred to him.

Communication with parentsA parent should be able to speak with their childs teacher or the Head of School at any time duringthe school year and not feel limited to the three Parents Evenings, particularly if they have worriesor concerns. Teachers should also feel free to contact parents to discuss issues. The school is

sensitive to the fact that some of our parents do not speak English as their first language. Where aparent/carer requires a translation/translator, the Inclusion Manager will make the appropriatearrangements.

The few minutes before and after school are good opportunities for exchanging information;however, it often becomes apparent more time is needed to discuss matters in greater depth. On suchoccasions, the parent should be asked to make an appointment at a mutually convenient time. Theteachers Head of School should be informed about the time and content of the meeting, particularly

if it concerns sensitive issues.

Curriculum resourcesResources are available in a variety of locations around the school including the teacher resource

room, support rooms, library, P.E., Science, Art/DT cupboards, music trolleys and The Nest. If anymember of staff identifies a shortage or breakage, the relevant Curriculum Leader should beinformed immediately.

DiaryThe school diary is available for all members of staff to consult- it is kept in the school office. The

person responsible for an event or outing should inform the Admin Officer who will enter details inthe school diary. The estimated start/finish time of the trip should also be recorded. All relevantentries are transferred to the calendar in Fronter.

DisplaysEach class teacher is responsible for organising displays within, directly outside their classroom, inthe corridor (2 per class in corridor) and hall. At the start of the year each member of staff will be

shown their class's board in the corridor by a member of the Leadership Team. Any work on displayhas to be of an excellent standard, with the childs name (printed) on the bottom right-hand side ofthe document. Felt-tip should not be used for work on display. Please see the Display Policy for

further advice.

There is a designated Good Work Board in the corridor (opposite the Infant playground doors).

Each class contributes two pieces of work each term; these are submitted to the Head of School, thepenultimate Friday before each term. Teachers are asked to ensure children do not damage displayswhen walking along corridors.

Dress codeMembers of staff must always be aware that they are role models and for that reason are expected todress appropriately. The wearing of jeans is not permitted (this is also included on school trips).Trainers and tracksuits should only be worn when teaching P.E. If, however the children are dressed

more casually, for example on school journey, or mufti days; then members of staff may do so aswell. We expect all students and volunteers to respect and adhere to our policy.

Email / Stickies

All staff are issued with an email address and are required to check their accounts at least once aday. Stickies are increasingly used by staff to send messages to colleagues, alongside face-to-facecommunication.


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Exercise books The majority of the childrens work should be done in exercise books andnoton worksheets. Sets of

books, which are personalised to the Step Academy Trust, are given out at the start of each academicyear. Exercise books are given to the children to take home at the end of an academic year. All

teachers are required to fully implement the STEP Marking and Presentation Policy.

Children must respect their books and if de-faced, should be sent to the Head of School immediately.

Educational visitsWhen organised properly, educational visits can be valuable learning experiences. It is importantmembers of staff follow carefully agreed procedures, as the school cannot subsidise poorly arrangedtrips. A teacher wishing to take their children out of school should:

discuss the trip with the Off-Site Leader or Head of School and perform a risk assessment,following the Off Site Policy. Trips will not go ahead until the Off Site requirements havebeen met;

complete an Educational Visits Form (see Off Site Policy) and give to the Admin Officer; check the proposed date with the Admin Officer; ask the Admin Officer to make a provisional booking; do a feasibility survey if appropriate e.g. assess parental/carer interest; if necessary, ask office staff to arrange transport; confirm the booking; cost the trip and ask the admin staff to draft a letter to parents/carers; agree the letter with the Off-Site Leader; ensure the final draft of the letter, produced on headed school paper, is sent out to parents (a

copy is kept on file in the office); ensure the office staff have the correct information so they can collect the money and

permission slips; organise sufficient adult supervision ensuring the appropriate adult/pupil ratio (see Off-Site

Policy). Teacher assistants from other years cannot be recruited to supplement numbers; following the visit, complete an Educational Visits Evaluation Form and hand it to the Off-Site

Leader.Fronter

Fronter, the schools managed learning environment , is used by staff to communicate (although it isobviously essential to continue to communicate face-to-face!), collaborate and share resources. All

members of staff are required to login everyday.

General stockThe Admin Officer is responsible for giving out stock. It can be ordered by posting a Stock Request

Form in the office at least 24 hours before the stock is required. It is then delivered to the teachersclassroom.

Jewellery and make-upThe children should not wear jewellery and make-up (including nail varnish and coloured lip balm)in school. Stud earrings are permitted for children with pierced ears and watches may be worn.


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Lateness and absenceEvery child must be in school by 8.55 am. Each morning a senior member of staff will remain in the

playground and speak to parents and children who are persistently late. The Admin Assistant willremain outside the school office and log those children who are late (after 9.00 am) when the school

gate is closed. Children arriving after 9.00 am are marked late. Registers are submitted

electronically (or sent to the School Office at 9.10 am by the class monitor, if there is a problem withDLs network).

The school should be notified of all absences preferably in writing, by phone or in person. All letters

should be sent to the office so the Admin Assistant can record the reason for a pupils absence.Where no reason has been given for an absence, the Attendance Officer will contact the parents.Throughout the year, the Attendance Officer and/or Head of School will meet with parents ofchildren who have been persistently late and/or absent. The situation is discussed, then monitored.Where there has been no significant improvement, the case is referred to the EWO by the AttendanceOfficer.

Letters to parents / Text messages

Parents receive regular letters of information from the school covering a range of issues of whichthey need to be aware. For example, the Executive Headteacher and Head of School write a newslet-ter each half term containing important news and information. All members of staff are free to write

letters to groups of parents or an individual parent as required but such letters should first be shownto the Head of School for approval. A copy of the letter must go to the office for reference.

Standard letters for such things as educational visits, sporting events, Parents Evenings etc are heldon file and can be requested at the office. Any letter written on behalf of the school should be sent on

headed notepaper and signed by the person who has written it. Text messages are sent to remindparents of upcoming events.

Lost propertyUnnamed lost property should be put into the bin in the cupboard located near the office.Children should not be sent around school with lost items or in search of missing articles of clothing.Children may search for lost property at playtime or after school if supervised by an adult.

LunchesThe school operates a cashless system for the payment for school meals. Staff are not required tocollect or administer cash or cheques. Members of staff are encouraged to eat their lunch in thedinning hall with the children as interactions during this time are invaluable. If a member of staffrequires a school dinner, an order needs to be placed on the lunch sheet situated in the staffroom nolater than 10:30 am. Although the school covers the cost of meals for the two teachers on duty; allother staff requiring a meal must arrange payment at the school office.

MemosMemos are used to communicate important information. Any individual wishing to send a memo maydo so through Fronter, via email or through scheduled meetings; although memos should be checkedby the a member of the Leadership Team before being distributed . By using this system, we can be

sure all members of staff receive important information. Staff are asked to transfer important datesinto their work diaries (these are supplied by the school at the start of the academic year).


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Non-contact timeTeachers receive regular non-contact time. All teachers receive planning, preparation and

assessment time (PPA). This equates to 10% of their teaching timetable. In addition assemblies aredone on a rota system and teachers are not usually required to attend (except for Singing and

Achievement Assemblies). Additional non-contact time is arranged to accommodate:

NQT induction time;

Leadership release; Release to support performance management;

It is the responsibility of the teacher to plan for their class when they are on release. They shouldensure the person (usually our HLTA) covering their class has all the necessary information andresources to deliver an effective lesson. Where this has not been the case, the non-contact time willbe cancelled and the teacher will be required to teach their own class.

OvertimeOn occasions, a member of staff may be asked to work outside their contracted hour. However, the

Head of School, must agree overtime before it is arranged (an Overtime Form should be completedand given to the Admin Assistant). Timesheets recording the time worked should be submitted to the

Admin Assitant after overtime has been completed.

Packed lunch boxesIn the morning, pupils take their packed lunches to their pegs in the corridor. Staff are asked tomonitor the contents of the childrens packed lunches. Where a child is regularly issued with anunhealthy lunch, a member of the Leadership Team should be informed.

Parents evenings Parents evenings are held over two days, three times a year, usually in October, February and July.Parents are allocated an appointment of approximately ten minutes. If more time is required with

certain parents, then a separate appointment for another date should be arranged. If parents areunable to make the allocated time then other arrangements should be made to meet those parents ifthey so wish. Records are kept of parental attendance in Sims.

PartiesTeachers should not agree to hold birthday parties for the children. Parents must understand that

time is limited and if a party is held for their child, all children are entitled to a celebration. If it is achilds birthday, a small celebration can be held at 3.00 pm, however, because we are a HealthySchool sweets and cakes etc should not be given out during school hours. Class parties areorganised at the end of the Autumn Term with healthy food. If a parent wants to give a cake/sweetsto celebrate, it should be cut up (cake) and given to each child as they leave the premises and not

eaten on site.

P.E. clothingChildren are expected to wear appropriate clothing for P.E. lessons white T-shirt / polo shirt, black

shorts and black plimsolls for indoor use and a dark tracksuit and dark trainers for outside. Teachersshould inform parents/carers what day P.E. takes place.

Foundation stage children who do not have their kit may do P.E. in their bare feet. Children in KeyStage 1 and 2 who forget their kit should be sent to the teacher next door with work. If a child

consistently has no P.E. kit, their parents should be informed by the class teacher.


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PhotocopyingTeachers are able to photocopy resources as required; however, they should be mindful of wasting

paper unnecessarily. Where appropriate, photocopying may be delegated to the class TA. Faultsrelating to the photocopier should be reported to the school office.

RecyclingAt David Livingstone we are committed to recycling. Staff and children are asked to conserveresources and recycle wherever possible. There are recycling boxes in each classroom and aclothing recycling cabinet in the car park. As far as possible, documents are shared electronicallyvia the MLE.

RegistrationRegistration takes place at 9.00am and 1.15pm when the children enter their classes. Registers aresubmitted electronically at 9.10am and 1.40pm. The names of children arriving after 9.00am arerecorded by admin staff and registers are adjusted accordingly.

School Council

At the start of each year two children are elected from each class (Reception children join in thesummer term) to sit on the School Council. The School Council Leader meets with the children oncea month . Minutes are kept and copies are given to class teachers to share with their classes.

Academy Improvement PlanThe 2010-2013 AIP highlights the broad aims of the Academy and defines the priorities for thecurrent year. All staff have access to the AIP via the MLE and are required to know its relevance tothem. Termly targets are circulated to ensure actions agreed in the AIP are achieved. Staffresponsible for action plans, complete them online in Schoolcentre.net.

Staff refreshments

Members of staff who have tea, coffee or any other refreshments bought by the school (e.g. milk, teaand coffee), pay a set amount each term. 1 per week for all staff (on average: 14 per term).At thestart of each term, staff are asked if they wish to opt in or out of the scheme. Those who opt in should

settle with Mrs Cunnion. It is the responsibility of all staff to wash up their own cups etc; however, astaff room tidying rota is drawn up each term which includes all members of staff.

Staff sicknessWhen a member of staff is so unwell that they are unable to come to work, they must inform the ad-min assistant by 7.15 am (07501 361080). Calls should be made by the employee, each morning of

absence. Employees are not required to contact the school each day if a doctors note has been sup-plied a note must be supplied for absences beyond five days. The note should be sent to the schoolindicating the expected length of absence. The Admin Assistant then sends it to the school payroll

provider. On receiving a message that a member of staff is out, arrangements are made to cover theindividuals responsibilities and absence is reported on Fronter.

On returning to work, a Return to Work Form should be collected from the Admin Assitant. Thecompleted form should then be given to the Head of School at the Return to Work Interview on the

first day back after an unexpected absence. Absence from work is recorded in the schools datamanagement system, SIMS.net.

Telephone and mobile phonesFor urgent calls, staff may seek permission to use the school phone from a member of the LeadershipTeam. Personal incoming calls to members of staff are not allowed, unless it is of an urgent nature.

Any calls of a school related issue or employment issue such as queries about salary, should be made

from one of the school telephones. Mobile phones should always be switched off during workinghours (not including breaks, away from children). Children are not allowed mobile phones.


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Unexpected teacher absenceOur HLTA will supervise classes in the event that a teacher is unexpectedly absent (f she is available

to do so). At the start of the academic year, each teacher prepares a cover file containing appropri-ate work; this should be replenished as required. The HLTA will use work from the file to set the

children tasks. Additionally, a number of the schools teaching assistants are willing and able to su-

pervise classes in the event that a teacher is unexpectedly absent.

On rare occasions, classes may need to be split. All teachers produce a split list at the start of theschool year allocating their children to classes across the school. Where possible, the ability of the

child should determine where the child is placed. Junior teachers should organise individual workfor their children; these should contain appropriate work which the child can complete independent-ly in the event that the class is split. Once split, the children become the responsibility of the teacherto whom they are sent. The teacher should do the best they can to integrate them into their own classactivities and routines. Teachers must observe the usual collection procedures for children who havebeen split.

Uniform

All children should wear the correct school uniform. The following constitutes the David LivingstoneAcademy uniform:

Brown V-neck jumper/cardigan with logo; Sweat tops with logo;

White shirts/blouses; White polo shirt; Trousers long/short (grey);

Skirts (brown); Pinafore dress (brown);

School tie; Summer dress (green checkered). Black shoes of an appropriate height.

Where socks or tights are visible, they should be a neutral, plain colour which blends with the

uniform e.g. black, brown or white. Hats should not be worn inside the building (religious headwearis permitted).

ValuablesThe school and staff take no responsibility for valuables brought into school by the children.Children should not have money in school. If a child is seen with money, it should be given to the

class teacher to keep until the end of the day. Older children may need bus money; this should begiven to their class teacher at morning registration. Lockers are available in the toilets for staff to

store personal belongings.

VisitorsAll visitors to the school should sign the visitors book. Staff should challenge any unrecognisedvisitor by asking, Can I help you? They should then be directed to the office where they can signin. Any person seen acting suspiciously should not be approached; the Head of School or in her ab-

sence, the most senior member of staff should be informed immediately. If children are present, they

should be supervised away from the situation.

Water dispensersAll classes are fitted with water dispensers. Twice a year, every child is issued with a water bottlewhich is filled every day with fresh filtered water. Pupils are encouraged to refill the bottles as

required throughout the day. Once a week, the bottles are sterilised by support staff.


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Class Names

At David Livingstone Academy, we think using class names is a fantastic way to encourage childrento think about different role models as well as to make references to the topics they are learningabout. The class names are linked not only to their age group and place in school (for example:

Leaders in Year 6 setting an example to the rest of the school and the Explorers in Year R exploringthe use of their senses), but also to the many groups of people and indeed individuals who haveimpacted History and Geography.

Class Names:

Year R - Explorers

Year 1 - Builders

Year 2 - Artists

Year 3 - Scientists

Year 4- Adventurers

Year 5 - Pioneers

Year 6-

Leaders

Our Explorers have been named due to their inquisitive age, often their first step on the Educationladder and there are many explorers in History which they can make reference to. Our Builders arenamed not only because of the way in which their knowledge, skills and understanding develop asthey move from the Foundation Stage to Key Stage 1 but also links in with their topics. Our Artists in

Year 2 are at an age where they begin to become more and more creative.

Our Scientists in Year 3, further develop their inquisitive minds, delving greater into the world ofScience. Year 4 have been given a new name this year (to go alongside the adapted Creative

Curriculum), where they will start their year off acting as Adventurers. Year 5 begin to take muchgreater responsibility as they move towards the upper end of the school and are at a stage in theirdevelopment where they can pioneer new ideas - with the inspiration of positive role models. Finally,Year 6, the Leaders (who, as mentioned), build on the qualities gained from their time at DL and theyare the children who younger children are willing to look up to, respect and follow how it is done.

At the start of the academic year, classes study their class name:

What does our name mean to us?

Who is our Pioneer/Leader/Adventurer etc?; (ie: Ghandi, Nelson Mandela, a member of family etc).

Work completed (art work / writing etc) is then displayed on the class display boards in the hall. Thisis to be displayed by the end of week 3.


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Every moment a child is in school must be spent productively. Once wasted, the time is lost

forever and cannot be given back. In all things, we seek to establish a commonality of

approach. The structures outlined in this handbook are designed to ensure consistency

across the school. If all staff value and maintain the agreed structures, David Livingstone

Academy will continue to be a truly inclusive learning environment.

dl staff handbook, 2011-2012

Documents