Maths Teacher

Maths Vacancy

   Maths Job Description

   Maths Person Specification


Letters of application (no forms) together with CV and names, addresses and telephone numbers of two referees to:

The Principal, Manchester Mesivta, Charlton Avenue, Prestwich, M25 0PH

 Email: This email address is being protected from spambots. You need JavaScript enabled to view it.  








Tuesday September 6

School Opens

Sunday October 2 (10am-12pm)

Wednesday October 5 (9.10am)

Rosh Hashonah

Monday October 10

Thursday October 13 (10.00am)

Yom Kippur

Friday October 14

Thursday October 27 (11.15am)


Wednesday November 23

Monday November 28


Thursday December 22 (1pm)

Wednesday January 4 (2017)


Thursday February 16

Wednesday February 22


Friday March 10

Tuesday March 14


Wednesday April 5

Thursday April 20 (11.15am)


Friday May 26

Monday June 5

Half Term

Friday June 30

Tuesday July 4

Staff Training

Thursday July 27


Summer Break

Staff Inset Day : Monday September 4 2017

2017/18 SCHOOL YEAR BEGINS:  Tuesday September 5 2017


Year 7:  Monday November 7         Year 10:   Monday January 23

Year 8:  Monday November 21       L6 & U6:  Monday January 30

Year 9:  Monday November 28

Fast Days

Fast of Esther    March 9  Finish 1.20pm

Fast of Tammuz    July 4 Finish 12.35pm

Staff INSET Days: 

Monday September 5 (10am-2pm),          Monday November 14 (11am-1pm),          Wednesday February 22 (11am-1pm),            Tuesday May 2 (11am-1pm),       Monday July 3 (10am-1pm).

  Printable Holiday List




Manchester Mesivta School prides itself as a school which instills within in pupils, through example and by education, a strong emphasis of respect and tolerance for peoples of all faiths, genders and cultures. We have a zero tolerance approach towards racism, bullying and name-calling of any type. As people who have been targeted throughout the ages because of our religion, with millions of victims, we understand fully the importance of tolerance and respect.

A foundation principle of the establishment and continued operation of Manchester Mesivta School is its unconditional adherence to the Shulchan Aruch (code of Jewish law). This is also demanded by the parent body of the school, to the extent that should the school in any way deviate from this, the parents would withdraw their children from the school.

It is the policy of the school that our religious standards and moral beliefs be respected and adhered to by any person visiting the school or having any interaction with our pupils whatsoever.

Manchester Mesivta




·        Arrive on time at the start of the school day, to registration and all lessons.

·        Wear the correct school uniform or you will not be admitted into class.

·        Bring the correct books and equipment to your lessons.

·        Use break times to use the toilet, and not your lesson times!

·        If you have been absent from school, a letter must be handed into the school office explaining the reason on your return.

·        Permission must be requested in advance if you know you are going to be absent.



·        At break times, bags should be kept in your locker and must not be left in the corridors or taken into the canteen.

·        There is a vending machine by the entrance to the playground, this sells cold drinks and snacks and must only be used at break times.



·        Work hard in class.  Complete all tasks set as well as you can.

·        Complete homework on time and to a high standard.


·        Stand when an adult enters the classroom, even in the middle of a lesson.

·        Before each block of lessons, books should be gathered for the lessons following.  You should not return to your lockers between lessons.

·        Avoid any form of violence and never be a bully.

·        Think about the feelings of others.

·        Behave in a sensible and orderly manner when in the classroom.

·        Do not call out or distract the attention of other pupils during a lesson.

·        Do not argue or answer back to your teacher.

·        Speak pleasantly and avoid using bad language.




Manchester Mesivta



(Prevention of Bullying and Harassment)



To prevent bullying from undermining a safe and enjoyable learning environment. Bullying if left unchecked can cause serious long term damage to the victim’s health, educational attainment and outlook on life. Any form of bullying is wrong and is contrary to Torah values, and therefore contrary to our Hashkofa (religious outlook) as an Orthodox Jewish School. Bullying in any form, therefore, will not be tolerated.



  • To prevent bullying by creating a school where it is easy to report it confidently and safely.
  • To challenge and correct bullying if it should occur.
  • To educate boys as to the dangers of bullying.


Manchester Mesivta defines bullying as being:

  • Deliberately hurtful (including aggression),
  • Repeated over a period of time,
  • Difficult for victims to defend themselves against.

There are four main categories recognised:

  • Physical          -  hitting, kicking, taking belongings.
  • Verbal            -  name calling, insulting, making offensive remarks.
  • Indirect          -  spreading nasty stories about someone,
                           -  exclusion from social groups, 
                         -  intimidating looks or gestures being,
                         -  made the subject of malicious rumours.
  • Cyber             -  sending malicious e-mails or text messages on mobile phones.

 There are two types of bully:

  • Occasional      - The occasional bully does not bully consistently, and often bullies in response to something that is happening to them at a particular time.
  • Chronic           - The chronic bully is defined as someone who is not in control of their behaviour, and as someone likely to be consistently behaving badly towards others.

Boys who feel victimised should :-

   Speak to their individual or form prefect

   Approach their form-master

   Speak to any teacher

   Write a note to the Main School Co-ordinator or Principal and post in the red box outside the main office.

   Give a note to the secretary

   Leave a message for the PRINCIPAL

Procedures for dealing with bullying

There are eight key points to bear in mind when addressing all incidents of bullying:

1.    Never ignore suspected bullying. Record the incident, noting the time and the date.

2.    Listen carefully to all accounts – several pupils saying the same does not necessarily mean they are telling the truth.  Don’t make premature assumptions.

3.    Adopt a problem solving approach with all pupils involved which helps to move the pupils forward and away from a cycle of blame.

4.    Follow-up repeatedly, checking bullying has not resumed

5.    All incidents of bullying, or suspected bullying, must be reported to the SLT as displayed on the wall display outside the office. (The Principal/Main School Coordinator  will determine the follow-up action required and notify staff involved.)

6.    A record of all incidents is kept allowing for analysis of any patterns of bullying to emerge. It will enable the school to create a preventative ethos.

7.    When any incident of bullying has been recorded, parents of the victim/s and the bully(s) will be contacted by their class tutors immediately to inform them of the incident and alert them to the fact that the school is aware of the problem and will be addressing it.

8.    Parents / carers will be kept informed throughout any investigation of bullying and notified of the outcomes.

If the incident is witnessed, the member of staff must deal with it immediately and record what has happened. All involved should be given the opportunity to discuss the incident and all present will be expected to listen politely and attentively. If appropriate, those involved may be spoken to separately.

If the incident is not witnessed, the member of staff to whom it is reported must sensitively investigate the possible bullying and determine if bullying has taken place. If the member of staff is certain that an incident of bullying has taken place it must be dealt with as though it had been witnessed. Where after investigation it transpires that there was no incident of bullying or their investigation was inconclusive, a record of the alleged incident must still be recorded and reported to a member of the SLT.

When dealing with incidents of bullying, the staff member must make an assessment of the incident (the staff member may wish to include a member of the SLT if they feel the bully(s) will respond negatively when challenged).The response may differ dependent on several factors e.g. whether the bulling is carried out by an individual or by a group, frequency and duration, the severity of the bullying etc. 

Issues to consider when discussing consequences with pupils:

·         Has the bully picked on someone they have had no relationship with or is it on someone that there is an on-going relationship with, or was a past relationship with.

·         Is the bullying against an individual or are there other victims?

·         Is the behaviour “out of character” or is there a past record of bullying or related behaviours?

·         How is the bullying effecting the class / group? Is the bully seen as a negative influence and /or intimidating force by other pupils in the group?

·         Is the bullying against pupils or is there evidence that staff / adults are being bullied?

·         What is the nature and severity of the bullying?

·         Where there is a group undertaking bullying are all equally involved? And therefore equal consequences?



It is important that the victim, if reporting the incident is praised and reassured that this was the correct thing to do.  Staff must explore solution based approaches with the pupils involved. The staff member dealing with an incident of bullying must follow through with what has been promised and communicate what has been done back to the victim. 

Possible consequences and sanctions for bullies include:

  • Pupil apology (verbal, written).
  • Withdrawal of privileges.
  • Internal exclusion.
  • External fixed term exclusion.
  • Permanent exclusion.


Appendix 1

The philosophy of the anti-bulling policy

The school recognises that the anti-bullying policy is an implicit element of an effective behaviour policy. Our Behaviour Policy is based on fair, explicit and consistent rules of conduct that encourage and reward appropriate behaviour. We believe that good behaviour is based upon respect and regard for and of personal and communal rights and all pupils are encouraged to take responsibility for their own behaviour. The promotion of good behaviour involves all staff, pupils, school and home and this approach enables school and home to engage in a positive partnership based on shared expectations. The continued reinforcement of the schools aims through the application of the policy provides consistency for the pupils and the chance to behave appropriately in all contexts.


We believe that in a caring school, respect for individuals and good relationships between all members of the school community are central to its well being. Bullying will not be condoned as it can cause serious long term damage to the victim’s health, educational attainment and outlook on life. At Manchester Mesivta we take bullying seriously. We believe it is everybody’s responsibility to deal with incidents of bullying in line with this policy, when they occur.

Throughout their education, every pupil has the right to:

Stay safe: being protected from harm & neglect and growing up able to look after themselves.

Enjoy and achieve: getting the most out of life and developing broad skills to adulthood.

These outcomes are implicit in the application of Manchester Mesivta’s  anti-bullying policy.

The aim is to work towards the prevention of bullying by creating a safe environment, which promotes trust, confidence, justice and fairness for all, by consistently:

  • Recognising bullying;
  • Dealing with bullying quickly and effectively when it occurs;
  • Raising staff and pupil awareness about bullying;
  • Adhering to the school agreed procedures for monitoring and recording of incidents of bullying;
  • Involving parents actively in solutions and outcomes;
  • Incorporating anti-bullying strategies into Individual Education Plans (IEP) and Annual Review targets;
  • Providing strategies for dealing with bullying and intimidating situations;
  • Creating an ethos where pupils are encouraged to talk about concerns;
  • Actively implementing the school’s equal opportunities policy;
  • Identifying appropriate support programmes for pupils and their parents/carers. 

Additional Support for Staff

Support for staff is available through:

  • The Induction Programme
  • INSET training

Appendix 2

Specific targeted types of bullying:

Racist Bullying

This is when a pupil is targeted for representing a group, and attacking the individual sends a message to that group.

Incidents can include:

  • Verbal abuse by name calling, racist jokes and offensive language,
  • Physical threats or attacks,
  • Wearing provocative badges or insignia,
  • Bringing racist leaflets, comics or magazines,
  • Inciting others to behave in a racist way,
  • Racist graffiti or other written insults.

Sexual Bullying

This affects both genders. Boys are also the victims of girls and other boys.

In general sexual bullying is characterised by:

  • Abusive name calling,
  • Looks and comments about appearance, attractiveness, emerging puberty,
  • Inappropriate and uninvited touching,
  • Sexual innuendoes and propositions,
  • Pornographic material, graffiti with sexual content,
  • In its most extreme form, sexual assault or rape.

Homophobic Bullying

Homophobic (including lesbian, bisexual and transgender) bullying can include:

  • Rumour mongering,
  • Social isolation,
  • Text messaging,
  • Frightening looks,
  • In addition to more obvious forms of bullying such as name calling.

Special Educational Needs

Pupils with Special Educational Needs may not be able to articulate experiences as well as other children. However, they are often at greater risk of being bullied, both directly and indirectly, and usually about their specific difficulties or disability.

In the context of a school, many pupils at the school have been both perpetrators and the victims of bullying. They share many of the characteristics common in the bullying equation.

These include: low self-esteem; under-achievement; feelings of rejection and/or isolation; and a genuine sense of being different from the majority.

The feelings of power generated by the act of bullying are often an expression of inadequacy and insecurity.

 Manchester Mesivta

 Behaviour Policy

Good behaviour is necessary for effective learning to take place.

Behaviour is the way we act and respond to others and to situations we find ourselves in.

All students will

  • Treat other young people  and adults with respect
  • Speak politely to other people
  • Have self-confidence and high self-esteem
  • Aim for 100% attendance and punctuality
  • Take care of all school equipment and buildings

Learning to behave

The school aims to provide a safe, secure, supportive environment where students can learn and teachers can teach.  There is a direct link between the way young people learn and their behaviour.  It is the job of staff at all levels to help and encourage students’ understanding of socially acceptable and appropriate behaviour.

To encourage this, staff will:

  • Model exemplary behaviour
  • Treat all children and adults with respect
  • Speak politely to each other
  • Build student confidence and self-esteem through positive reinforcement
  • Avoid using critical or sarcastic language
  • Recognise student effort and achievements on a regular basis and celebrate success
  • Keep parents informed about success, efforts and achievements
  • Challenge unacceptable behaviour
  • Work in partnership with parents through regular contact to help improve behaviour

We will not accept the following behaviour:

  • Disrupting the learning of others
  • Rude or inappropriate language
  • Acts of aggression or any kind of physical violence
  • Bullying or intimidation
  • Racist, sexist or homophobic comments
  • Vandalism

If unacceptable behaviour occurs, members of staff will:

  • Challenge the behaviour
  • Tell the child what we find unacceptable and why
  • Explain how they could have behaved differently, modelling what they could have done or said
  • Try to find out why the child is behaving this way
  • If the poor behaviour is repeated, or if it is judged to be serious, it will be passed to the School Leadership Team to deal with.



Throughout the school day staff can award you a green card which is recorded on the school computer system. You can be awarded a card for a number of reasons which include: 

  1. Excellent behaviour
  2. Outstanding work
  3. Helping staff
  4. Consistent good work or behaviour

These green-cards build up over the term and each week your form tutor will tell you how many green-cards you have. You will be awarded prizes as follows:

Each half term and end of term a prize will be awarded to the form with highest cumulative score of their behaviour points.

Total Green Cards – Total Red Cards = Cumulative Score

Number of Students in Form Group


You can also pick up red-cards which are recorded on the school computer system and you will be given red-cards for not following the school code of conduct.

The number of red-cards you pick up will be monitored and if you have acquired too many you may receive the following

    1. Lunch time detention
    2. 400 word essay and parents contacted
    3. Friday/Sunday after school detention and parents called into school.
    4. Up to a day in isolation.
    5. Behavioural contract
  • Teachers have statutory authority to discipline students whose behaviour is unacceptable, who break school rules or fail to follow a reasonable instruction.
  • The power also applies to all paid staff with responsibility for students.
  • Teachers can discipline students whose conduct falls below the standard which could be reasonably expected of them.  This means that if a student misbehaves, breaks a school rule or fails to follow a reasonable instruction the teacher can impose a punishment.
  • Students can be disciplined at any time in school or elsewhere under the charge of the school e.g. on school visits.
  • Students can be disciplined for misbehaviour outside of school.
  • All punishments must be fair, reasonable, proportionate and not in breach of any legislation such as disability and SEN.
  • Teachers have the legal power to impose detention in and outside of school hours; this is defined as after any school day when the student is present, weekends and Inset days; parental consent is not required for detention.
  • Students  will be detained for no more than 15 minutes at the end of the school day without prior parental notice.
  • Parents will be given twenty four hours’ notice if the student is to be detained after school for up to one hour or at any other time outside of school hours.
  • Teachers can confiscate student property.
  • Poor behaviour must be addressed and all staff have a professional obligation to highlight and help students improve their behaviour.
  • Discipline is administered with calm, not anger and works best when it is applied thoughtfully, consistently and a distinction is drawn between the poor behaviour and the individual – it is the action not the individual that we are criticising.  A student who perceives animosity or lack of respect from a teacher is more likely to react adversely.
  • In the first instance a teacher should attempt to deal with poor behaviour.  This is likely to begin with reminding a student if their behaviour falls below acceptable levels and be increased progressively if the student fails to respond.  If poor behaviour continues, staff should refer onto the School Leadership Team.
  • Students who display consistent poor behaviour may be placed on a behavioural contract.  The student will be closely monitored by a member of the SLT. He will receive support to help improve his behaviour.  If the poor behaviour does not improve, school will move on to a fixed term exclusion and finally permanent exclusion.
  • Knives and bladed items: Possession of any bladed item on school premises will not be tolerated and is likely to lead to permanent exclusion  


Arrive well prepared and on time

  • Arrive on time at the start of the school day, to registration and all lessons.

  • Wear the correct school uniform or you will not be admitted into class.

  • Bring the correct books and equipment to your lessons.

  • Use break times to use the toilet, and not your lesson times!

  • If you have been absent from school, a letter must be handed into the school office explaining the reason on your return.

  • Permission must be requested in advance if you know you are going to be absent.



  • At break times, bags should be kept in your locker and must not be left in the corridors or taken into the canteen.

  • There is a vending machine by the entrance to the playground, this sells cold drinks and snacks and must only be used at break times.


    Work Hard and Sensibly

  • Work hard in class.  Complete all tasks set as well as you can.

  • Complete homework on time and to a high standard.


    Have respect for your teachers and each other

  • Stand when an adult enters the classroom, even in the middle of a lesson.

  • Before each block of lessons, books should be gathered for the lessons following.  You should not return to your lockers between lessons.

  • Avoid any form of violence and never be a bully.

  • Think about the feelings of others.

  • Behave in a sensible and orderly manner when in the classroom.

  • Do not call out or distract the attention of other pupils during a lesson.

  • Do not argue or answer back to your teacher.

  • Speak pleasantly and avoid using bad language.

Non-compliance with school uniform policy

  • Teachers can discipline students for breaching the schools’ rules on appearance or uniform. This will be carried out in accordance with the sanctions identified within the behaviour policy
  • The Principal, or a person authorised by the Principal, may instruct a student to go home briefly to remedy a breach of the schools’ rules on appearance or uniform.  When making this decision consideration will be taken of the child’s age
  • 7-12 parents/carers will be contacted and asked to bring in correct uniform. If they cannot bring in the uniform, parents may decide if their son can walk home unaccompanied to change
  • Where students are sent home to change, this is not an exclusion but an authorised absence
  • However, if the student continues to breach uniform rules in such a way as to be sent home to avoid school, or takes longer than is strictly necessary to effect the change, the student’s absence may be counted as unauthorised absence
  • In either case the student’s parents must be notified and the absence should be recorded
  • Breaches of uniform policy can lead to exclusion from school in line with legal requirements for exclusion

Searching screening and confiscation

  • The school has a statutory obligation to manage the health and safety of staff, students and visitors and ensure that school discipline is maintained

  • Under this authority we reserve the right to search and screen students under the following circumstances and to confiscate items as described below

  • Students will be treated courteously and afforded respect and a reasonable level of personal privacy during any search or screening; personal items will only be searched in the presence of the student

  • There must be two members of staff present during the search to act as a witness

  • Members of staff who have the authority to search are as follows; Rabbi Sulzbacher, Mr Ward, Rabbi Reif.

  • If two staff from the Senior Management Team, as above, are not available, and there are reasonable grounds to believe that there is risk of serious harm to a person or persons if the search is not carried out immediately and it is not reasonably practicable to summon another member of staff – any member of staff may conduct the search

  • Parents will not be informed prior to a search or to seek parental consent and there is no legal requirement to keep records of searches carried out

  • Parents will be informed if search or screening uncovers items that will result in school disciplinary action or police involvement

Searching with consent

  • We can search students for any item with consent from the student
  • Parental permission or pre-notification is not required
  • We do not require written formal consent in advance of a student search; it is enough for a teacher to ask the student to turn out their pockets, empty their bag and allow access to a search of their school locker

Searching without consent

  • If a member of staff has reasonable grounds to suspect that a student is in possession of a banned item, a student can be instructed to undergo a search without consent; parental permission or pre-notification is not required
  • The Principal and any staff authorised by him have a statutory power to search students and their possessions with or without consent where they have reasonable grounds for suspecting that the student may have one of the banned items
  • A student refusing to co-operate with a search will be subject to disciplinary measure by the school
  • The list of prohibited items;
    • Knives, bladed items, weapons
    • Alcohol
    • Illegal drugs
    • Stolen items
    • Tobacco, cigarette papers
    • Fireworks
    • Pornographic images
    • Any item that the member of staff reasonably suspects has been, or is likely to be, used to commit an offence, or cause personal injury to, or damage property
    • Mobile phones or any other electronic devices


  • We reserve the right to require students to undergo screening by a walk through or hand held metal detector with or without the consent of students; this screening may be carried out by any member of staff whether or not they suspect the student of carrying a weapon
  • All students are expected to comply with a request for screening which involves no physical contact
  •  If a student refuses to be screened, we may refuse the student access to the school premises under our duty not to expose students, staff or visitors to risks to their health and safety.  The absence will be recorded as unauthorised not as exclusion

Electronic devices

  • School staff may examine data files held on personal devices during a search if they believe they have good reason to do so
  • In determining a good reason to examine or erase data or files, school staff must reasonably suspect that the data or file has been or could be used to harm, disrupt teaching or break school rules
  • If the device is to be returned, relevant files may be deleted or retained  by the school to support disciplinary action, or where appropriate passed to the police


  • School staff can seize any prohibited item found as a result of a search
  • We can also seize any item found which is considered to be harmful or detrimental to school discipline; this includes deleting electronic images or passing illegal material onto the police
  • Depending upon the nature of the confiscated item, it may be retained by the school or disposed of as a disciplinary measure where reasonable
  • Confiscated weapons, knives or bladed items, items believed to be stolen and illegal drugs will be passed onto the police or disposed of by the school

Use of reasonable force

  • Force should only be used as a last resort
  • School staff may use reasonable force to control or restrain
  • Control means passive contact, such as standing between students or blocking a student’s path, to actively leading a student by the arm away from a classroom or difficult situation
  • Restraint means to hold back physically or to bring students under control; for example where two students are fighting or refusing to separate without physical intervention
  • Reasonable force can be used to prevent students from hurting themselves, others, damaging property or causing disorder
  • Force used will be proportionate and reasonable. School staff will always try to act in ways that will minimize chance of injury to the student but it may not always be possible
  • Reasonable force may be used to enforce a search for knives, weapons, alcohol, illegal drugs, stolen items, tobacco and cigarette papers, fireworks, pornographic images or any articles  that have been or could be used to commit an offence or cause harm
  • Force will never be used as a punishment and reasonable adjustments will be made for children with disabilities and special educational needs
  • We do not require parental consent to use reasonable force

Malicious allegations

  • Complaints against staff are always investigated thoroughly
  • If after full and thorough investigation, it is the considered view that the allegation against the member of staff was unfounded and malicious, any record of the incident will be removed from the member of staff’s file
  • The student or students involved in making the allegations will be disciplined according to the severity of the case up to and including exclusion

Exclusion from school

  • Fixed term exclusion from school will be used as a sanction where breaches of the behaviour policy take place
  • Permanent exclusion will be considered for the following:
    • use of or possession of weapons
    • drug dealing
    • serious threats of and actual violence
    • bullying
    • persistent and serious breaches of the school behaviour policy
    • where the school believe that a child's presence in the school represents a serious threat to others

Exclusions are used infrequently and only when there has been a serious breach of the school’s behaviour policy. For an internal exclusion students are removed from their mainstream lessons and isolated from other students for a period of time.


Manchester Mesivta


 Updated: January 2019

In any suspicion of child abuse, the safety and welfare of the child must be the primary consideration and the agreed procedure followed. It is vital that all suspicions, or disclosures, are acted upon.

Rabbi Dovid Benarroch is the designated person (DSL) for any concerns related to the welfare of a child. He will liaise with Bury Children Services and Jewish Social Services (The FED) as necessary.  In the event Rabbi Benarroch is not available, contact Mr Yisroel Denderowicz or Rabbi Sulzbacher. (Principal).

This policy applies to all adults, including temporary staff, volunteers and governors. The policy has been developed in accordance with the principles established by the Children Acts 1989 and 2004; Section 128 of the Education Act 2002; Education and Skills Act 2008 and in line with government publications: ‘Working Together to Safeguard Children’ 2015, Revised Safeguarding Statutory Guidance 2 ‘Framework for the Assessment of Children in Need, and their Families’ 2000, Information sharing advice for safeguarding practitioners (2015) and ‘What to do if You are Worried a Child is Being Abused’ 2015. The guidance reflects, ‘Keeping Children Safe in Education’ September 2018



Keeping children safe in education (2016)

The Governing body takes seriously its responsibility under section 175 of the Education Act 2002 to safeguard and promote the welfare of children; and to work together with other agencies to ensure adequate arrangements within our school to identify, assess, and support those children who are suffering harm.

All adults, including temporary staff, volunteers and governors, have a full and active part to play in protecting our pupils from harm, and that the child’s welfare is our paramount concern.

Wherever the word “staff” is used, it covers ALL staff on site, including ancillary supply and self-employed staff, contractors, volunteers working with children etc and governors.

In any suspicion of child abuse, the safety and welfare of the child must be the primary consideration and the agreed procedure followed. It is vital that all suspicions, or disclosures, are acted upon.

Rabbi Dovid Benarroch is the designated person (DSL) for any concerns related to the welfare of a child. He will liaise with Bury Children Services and Jewish Social Services (The FED) as necessary.  In the event Rabbi Benarroch is not available, contact Mr Yisroel Denderowicz, Deputy Officer or Rabbi Sulzbacher, Principal.

All staff believe that our school should provide a caring, positive safe and stimulating environment that promotes the social, physical and moral development of the individual child.

The aims of this policy are:

·        To support the child’s development in ways that will foster security, confidence and independence.

·        To provide an environment in which children and young people feel safe, secure, valued and respected, and feel confident, and know how to approach adults if they are in difficulties, believing they will be effectively listened to.

·        To raise the awareness of all teaching and non-teaching staff of the need to safeguard children and of their responsibilities in identifying and reporting possible cases of abuse

·        To provide a systematic means of monitoring children known or thought to be at risk of harm, and ensure we, the school, contribute to assessments of need and support packages for those children.

·        To emphasise the need for good levels of communication between all members of staff.

·        To develop a structured procedure within the school which will be followed by all members of the school community in cases of suspected abuse.

·        To develop and promote effective working relationships with other agencies, especially the Police and Social Care.

·        To ensure that all staff working within our school who have substantial or independent access to children have been checked as to their suitability, including verification of their identity, qualifications, and a satisfactory DBS check and a central record is kept for audit.

·        Any contractors carrying out work on the school site during term time will only be allowed on site if their DBS information has been received by the school office, prior to the commencement of work. 

·        Any external visitor teaching pupils must be supervised at all times by a member of staff from the school.  Any visitor conducting sessions involving interactive teaching must have a DBS check before the session goes ahead.

Safe School, Safe Staff

All members of the governing body understand and fulfil their responsibilities, namely to ensure that:

·        There is a Child Protection Policy together with the staff Disciplinary Policy which is adhered to

·        The school operates safer recruitment procedures by ensuring that there is at least one person on every recruitment panel that has completed Safer Recruitment training

·        The school has procedures for dealing with allegations of abuse against staff and volunteers.  This includes if a person in regulated activity has been dismissed or removed due to safeguarding concerns, or would have had if they had not resigned.

·        A senior leader has Designated Safeguarding Lead (DSL) responsibility on appointment, the DSLs undertake interagency training and an ‘update’ course every 2 years

·        all other staff have Safeguarding training updated as appropriate

·        Any weaknesses in Child Protection are remedied immediately by means of a full Safeguarding Team meeting.

·        The DSL and Principal is nominated to liaise with the LA on Child Protection issues in conjunction with the nominated Safeguarding Governor.   In the event of an allegation of abuse made against the Principal the remainder of the SLT will liaise with the Governing body and the LA.

·        Child Protection policies and procedures are reviewed regularly and that the Child Protection policy is available on the school website and in hard copy as requested.

·        The Governing Body considers how children may be taught about safeguarding. This may be part of a broad and balanced curriculum covering relevant issues through personal social health and economic education (PSHE).

·        That enhanced DBS checks are in place for all Governors

·        The Lead DSL, Rabbi D Benarroch, is a member of the Senior Leadership Team. The Deputy Designated Officers is Mr Y Denderowicz.  These Officers have undertaken the relevant training, and, upon any new appointment staff will undertake ‘DSL new to role’ training.

·        The DSL’s who are involved in recruitment and at least one member of the governing body will also complete safer recruitment training (currently with NSPCC) to be renewed every 5 years

·        All members of staff and volunteers

·         are provided with child protection awareness information at induction, including in their arrival pack, the school safeguarding statement so that they know who to discuss a concern with.

·        All parents/carers are made aware of the responsibilities of staff members with regard to child protection procedures through publication of the school’s Child Protection Policy.

·        We will ensure that child protection type concerns or allegations against adults working in the school are referred to the LADO for advice, and that any member of staff found not suitable to work with children will be notified to the Disclosure and Barring Service (DBS) for consideration for barring, following resignation, dismissal, or when we cease to use their service as a result of a substantiated allegation, in the case of a volunteer.

Our procedures will be regularly reviewed and up-dated. The name of the designated members of staff for Child Protection, the Designated Child Protection Officers, will be clearly advertised in the school, with a statement explaining the school’s role in referring and monitoring cases of suspected abuse.


The designated DSLs are responsible for:

·          Referring a child if there are concerns about possible abuse, to the Local Authority, and acting as a focal point for staff to discuss concerns. If there is no immediate danger the DSL will either telephone Bury Local Authority Safeguarding Hub on 0161 253 5678 and complete the online Inter Agency Referral Form.

·        Keeping written records of concerns about a child even if there is no need to make an immediate referral.

·        Ensuring that all such records are kept confidentially and securely and are separate from pupil records.

·        Ensuring that an indication of the existence of the additional file above is marked on the pupil records.

·        Liaising with other agencies and professionals.

·        Ensuring that either they or the staff member attend case conferences, core groups, or other multi-agency planning meetings, contribute to assessments and provide a report.

·        Ensuring that any pupil currently with a child protection plan who is absent in the educational setting without explanation for two days is referred to their key worker’s Social Care Team and notify the School Attendance Officer.

·        Organising child protection/safeguarding training every 3 years, for all school staff.

·        Providing, with the Principal, an annual report for the governing body, detailing any changes to the policy and procedures; training undertaken by the DSL, and by all staff and governors; number and type of incidents/cases, and number of children on the child

Supporting Children

·        We recognise that a child who is abused or witnesses violence may feel helpless and humiliated, may blame themselves, and find it difficult to develop and maintain a sense of self-worth.

·        We recognise that the school may provide the only stability in the lives of children who have been abused or who are at risk of harm.

·        We accept that research shows that the behaviour of a child in these circumstances may range from that which is perceived to be normal to aggressive or withdrawn.

Our school will support all children by:

·        Encouraging self-esteem and self-assertiveness, through the curriculum as well as our relationships, whilst not condoning aggression or bullying.

·        Promoting a caring, safe and positive environment within the school.

·        Liaising and working together with all other support services and those agencies involved in the safeguarding of children.

·        Notifying Social Care as soon as there is a significant concern.


·        We recognise that all matters relating to child protection are confidential.

·        The Principal or DSLs will disclose any information about a child to other members of staff on a need to know basis only.

·        All staff must be aware that they have a professional responsibility to share information with other agencies in order to safeguard children.

·        All staff must be aware that they cannot promise a child to keep secrets which might compromise the child’s safety or wellbeing.

·        We will always undertake to share our intention to refer a child to Social Care with their parents /carers unless to do so could put the child at greater risk of harm, or impede a criminal investigation. If in doubt, we will consult with Manchester Social Services/Manchester Jewish Federation on this point.

Supporting Staff

·        We recognise that staff working in the school who have become involved with a child who has suffered harm, or appears to be likely to suffer harm may find the situation stressful and upsetting.

·        We will support such staff by providing an opportunity to talk through their anxieties with the DSLs and to seek further support as appropriate.

Allegations against staff

·        All school staff should take care not to place themselves in a vulnerable position with a child. It is always advisable for interviews or work with individual children or parents to be conducted in view of other adults.

·          Guidance about conduct and safe practice including safe use of mobile phones by staff and volunteers can be found in the ‘Keeping Children Safe in Education’ booklet which all staff receive. 

·        We understand that a pupil may make an allegation against a member of staff.

·        If such an allegation is made, or information is received which suggests that a person may be unsuitable to work with children, the member of staff receiving the allegation or aware of the information, will immediately inform the Principal.

·        The Principal on all such occasions will discuss the content of the allegation with the Local Authority Designated Officer (LADO)

·        If the allegation made to a member of staff concerns the Principal the person receiving the allegation will immediately inform the Chair of Governors who will consult with the LADO without notifying the Principal first.

·        The school will follow the LOCAL procedures for managing allegations against staff.

·        Suspension of the member of staff, excluding the Principal, against whom an allegation has been made, needs careful consideration, and the Principal will seek the advice of the LADO and Personnel Consultant in making this decision.

·        In the event of an allegation against the Principal, the decision to suspend will be made by the Chair of Governors with advice from the LADO.

Grievance Procedure

·        We recognise that children cannot be expected to raise concerns in an environment where staff fail to do so.

·        All staff should be aware of their duty to raise concerns, where they exist, about the management of child protection, which may include the attitude or actions of colleagues. The School Grievance Procedure and the  Safer Working Practice document should be followed.  If it becomes necessary to consult outside the school, staff should speak to the LADO following the Grievance Procedure Policy.

·        Grievances re the Principal should be made to the Chair of the Governing Body whose contact details are readily available to staff (as pertinent to setting).

Physical Intervention

·        We acknowledge that staff must only ever use physical intervention as a last resort, when a child is endangering him/herself or others, and that at all times it must be the minimal force necessary to prevent injury to another person.

·        Such events must be recorded and signed by a witness.

·        We understand that physical intervention of a nature which causes injury or distress to a child may be considered under child protection or disciplinary procedures.

·        We recognise that touch is appropriate in the context or working with children, and all staff have been given the ‘Keeping Children Safe in Education’ booklet to ensure they are clear about their professional boundary.


Our school policy on anti-bullying is set out in a separate document and acknowledges that to allow or condone bullying may lead to consideration under child protection procedures. This includes all forms e.g. verbal, cyber, racist, homophobic and gender related bullying. We keep a record of known bullying incidents. All staff are aware that children with SEND and / or differences/perceived differences are more susceptible to being bullied / victims of abuse. 

Racist Incidents

Our policy on racist incidents is set out separately, and acknowledges that repeated racist incidents or a single serious incident may lead to consideration under child protection procedures. We keep a record of racist incidents.


We recognise that the school plays a significant part in the prevention of harm to our children by providing children with good lines of communication with trusted adults, supportive friends and an ethos of protection.

The school community will therefore:

·        Work to establish and maintain an ethos where children feel secure and are encouraged to talk and are always listened to.

·        The names and pictures of whom pupils can speak to, to discuss any concerns is clearly displayed in the school corridor.

·        Ensure that all children know there is an adult in the school whom they can approach if they are worried or in difficulty.

·        Regularly safety sessions are in place throughout the year teaching children how to remain safe in and out of school.  Topics covered are bullying, e-safety/cyber bullying, being streetwise, drug and alcohol awareness etc.  Pupils are issued with a ‘keeping safe booklet’ to reinforce the topics from the above sessions. 

·        All pupils are issued with a student hand book detailing what to do and whom to speak to if they have any concerns in or out of school.

Operation Encompass

Bury Encompass

The purpose of Bury Encompass is to safeguard and support children and young people who have been exposed to Domestic abuse impacts on children in a number of ways. Children are at increased risk of physical injury during an incident, either by accident or because they attempt to intervene. Even when not directly injured, children are greatly distressed by witnessing the physical and emotional suffering of a parent.

Encompass has been created to address this situation. It is the implementation of key partnership working between the police and schools. The aim of sharing information with local schools is to allow ‘Key Adults’ the opportunity of engaging with the child and to provide access to support that allows them to remain in a safe but secure familiar environment. 

Following the report of an incident of domestic abuse, by 9.00am on the next school day the school’s Key Adult will be informed that the child or young person has been involved in a domestic incident. This knowledge, given to schools through Operation Encompass, allows the provision of immediate early intervention through silent or overt support dependent upon the needs and wishes of the child.

The purpose and procedures in Operation Encompass have been shared with all parents and governors, is detailed as part of the school’s Safeguarding Policy and published on our school website. 

The Key Adult at Mesivta is Rabbi Benarroch, and the Deputy is Mr Denderowicz.

For further information, see flyer.

Work Experience

The above procedures will also be followed when pupils are undertaking work experience.

Monitoring and Evaluation

Our Child Protection Policy and Procedures will be monitored and evaluated by:

·        Governing Body visits to the school

·        SLT ‘drop ins’ and regular discussions with children and staff

·        Scrutiny of Attendance data

·        Scrutiny of range of risk assessments

·        Scrutiny of GB minutes

·        Logs of bullying/racist/behaviour incidents for SLT and GB to monitor


Child abuse can take many forms and may involve deliberate acts of cruelty or a persistent failure to provide adequate standards of care, whether physical or emotional. The procedures set out in the school policy should be followed in all cases where child abuse is suspected on the basis of the following criteria:


Physical Injury

Actual or physical injury to a child, or failure to prevent injury or suffering.



The persistent or severe neglect of a child, or failure to protect a child from exposure to any kind of danger, including cold or starvation, or extreme failure to carry out important aspects of care, resulting in the significant impairment of the child's health or development.


Emotional Abuse

Actual or likely severe adverse effect on the emotional or behavioural development of a child caused by persistent or severe emotional ill-treatment or rejection. This category should be used when it is the main or sole form of abuse.


Sexual Abuse

Actual or likely sexual exploitation of a child or adolescent.



Staff who have any concerns about any child which may indicate abuse or neglect, or who observe injuries which appear to be non-accidental, must report their concerns to the designated Safeguarding Officer or Deputy Safeguarding Officer. 


Staff procedures for disclosure of abuse.

If a child tells you that he has been abused it is very important to realise that the information given to you, and the way the situation is managed, needs to comply with the rules of evidence which apply in the criminal court. The following points are ones you must be familiar with so you can feel reasonably comfortable should the event of disclosure arise.

1                    Listen carefully.

2                    Give time and attention.

3                    Allow the child to give a spontaneous account.

4                    Do not ask leading questions or put words into the child's mouth by expressing what you think they are “trying to say”. Staff must not interrogate the child or use questions which implicate, involve or try to gain information regarding persons who are allegedly involved.

5                    Do not offer confidentiality even if this means the child fails to disclose on this occasion. It is essential that the child who is making the disclosure understands that the listening adult may have to share the information if necessary.

6                    Empathise.

7                    Reassure the child:

a)      that you are glad they told you

b)              that they have done nothing wrong in telling you

c)      what you are going to do next (this might be to ask Rabbi Benarroch or senior management for advice).

8          Record (always keep all original handwritten notes):

a)      what was said

b)              the context in which it was said

c)      who was present during the discussion


Use the school cause for concern sheet which can be obtained in the staff room or from the SENCO office.

9                    Tell the designated person. The minimum response is to take advice as above. A programme of careful monitoring may be suggested. The named person, in conjunction with the Principal will decide on the appropriate course of action.

10                 Do not investigate.



Abuse resulting from bullying within school will be identified and dealt with as outlined in the Bullying Policy.


Staff should be alert to changes in children’s behaviour which could indicate that they may be in need of help or protection.  Children at risk of radicalisation may display different signs or seek to hide their views. School staff should use their professional judgement in identifying children who might be at risk of radicalisation and act proportionately.  If the DSL has any concerns regarding radicalization of a pupil, advice will be sought from the LADO.  For further guidance refer to the Prevent Duty Document.



Ø       The part played by staff within schools in detecting child abuse and monitoring children cannot be over estimated.

Ø       The safety and welfare of the child must be the primary consideration.

Ø       If you are in any doubt, seek advice.   Don't delay.   It is important to act on any suspicions. 



Reporting procedure:-

1.      Staff member has concern or child reports an allegation.

2.      Staff must complete Cause for Concern form.

3.      Inform DSL (Rabbi Benarroch) and hand over all relevant notes.

4.      DSL will look into the issue filing and recording any details.

5.      If DSL is concerned the LADO will be contacted within one working day.

6.      DSL will follow the course of action advised by the LADO.


This guide highlights the responsibility of staff within schools and outlines their role in Bury's Child Protection Procedures. Please refer to document Guidance for Safer Working Practice.

All Staff are given a copy of Keeping Children Safe in Education (Prevent) documentation.  They are required to read this document and sign confirmation this has been done.

Levels Exceeded \ Progress  refers to progress made since completing Primary School.


MPS Mesivta Points Score

This is an internal Mesivta tracking system. It is based on the new 9 - 1 GCSE marking scheme. The number estimates the grade your child would get if he were to take the GCSE today. This number will increase over time as the course progresses. 


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