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
LIST OF HOLIDAYS FOR 2016-17
Tuesday September 6
Sunday October 2 (10am-12pm)
Wednesday October 5 (9.10am)
Monday October 10
Thursday October 13 (10.00am)
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
Friday June 30
Tuesday July 4
Thursday July 27
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 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).
MANCHESTER MESIVTA SCHOOL
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.
CODE OF CONDUCT
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.
(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.
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
Specific targeted types of 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.
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 (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.
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
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.
REWARDS and SANCTIONS
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:
- Excellent behaviour
- Outstanding work
- Helping staff
- 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
- Lunch time detention
- 400 word essay and parents contacted
- Friday/Sunday after school detention and parents called into school.
- Up to a day in isolation.
- 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
CODE OF CONDUCT
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
- Illegal drugs
- Stolen items
- Tobacco, cigarette papers
- 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
- 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
- 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
- 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.
CHILD PROTECTION POLICY
Updated: January 2019
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.