History & English Teacher

History + English Teacher Vacancy

History with English Job Description

History with English 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.  

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.  

MANCHESTER MESIVTA

LIST OF HOLIDAYS FOR 2016-17

 

SCHOOL CLOSES

SCHOOL REOPENS

 

 

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)

Succos

Wednesday November 23

Monday November 28

Half-term

Thursday December 22 (1pm)

Wednesday January 4 (2017)

Winter

Thursday February 16

Wednesday February 22

Half-term

Friday March 10

Tuesday March 14

Purim

Wednesday April 5

Thursday April 20 (11.15am)

Pesach

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

PARENTS’ EVENINGS

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 

 

SCHOOL ETHOS

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

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.

 

INFORMATION

·        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.

 

 

 

Manchester Mesivta

 

ANTI-BULLYING POLICY

(Prevention of Bullying and Harassment)

 

Rational 

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.

 

Aims

  • 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.


Definition

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.

REWARDS and SANCTIONS


Rewards


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  

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.

     

    Information

  • 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

Screening

  • 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

Confiscation

  • 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

CHILD PROTECTION POLICY

 Updated: September 2019

 

1. Aims

The school aims to ensure that:

·         Appropriate action is taken in a timely manner to safeguard and promote children’s welfare

·         All staff are aware of their statutory responsibilities with respect to safeguarding

·         Staff are properly trained in recognising and reporting safeguarding issues

2. Legislation and statutory guidance

This policy is based on the Department for Education’s statutory guidance Keeping Children Safe in Education (2018) and Working Together to Safeguard Children (2018), and the Governance Handbook. We comply with this guidance and the arrangements agreed and published by our 3 local safeguarding partners.

This policy is also based on the following legislation:

·       Section 175 of the Education Act 2002, which places a duty on schools and local authorities to safeguard and promote the welfare of pupils

·       The School Staffing (England) Regulations 2009, which set out what must be recorded on the single central record and the requirement for at least one person conducting an interview to be trained in safer recruitment techniques 

·       The Children Act 1989 (and 2004 amendment), which provides a framework for the care and protection of children

·       Section 5B(11) of the Female Genital Mutilation Act 2003, as inserted by section 74 of the Serious Crime Act 2015, which places a statutory duty on teachers to report to the police where they discover that female genital mutilation (FGM) appears to have been carried out on a girl under 18

·       Statutory guidance on FGM, which sets out responsibilities with regards to safeguarding and supporting girls affected by FGM

·       The Rehabilitation of Offenders Act 1974, which outlines when people with criminal convictions can work with children

·       Schedule 4 of the Safeguarding Vulnerable Groups Act 2006, which defines what ‘regulated activity’ is in relation to children

·       Statutory guidance on the Prevent duty, which explains schools’ duties under the Counter-Terrorism and Security Act 2015 with respect to protecting people from the risk of radicalisation and extremism

3. Definitions

Safeguarding and promoting the welfare of children means: 

·       Protecting children from maltreatment

·       Preventing impairment of children’s health or development

·       Ensuring that children grow up in circumstances consistent with the provision of safe and effective care

·       Taking action to enable all children to have the best outcomes

Child protection is part of this definition and refers to activities undertaken to prevent children suffering, or being likely to suffer, significant harm.

Abuse is a form of maltreatment of a child, and may involve inflicting harm or failing to act to prevent harm. Appendix 1 explains the different types of abuse.

Neglect is a form of abuse and is the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Appendix 1 defines neglect in more detail.

Sexting (also known as youth produced sexual imagery) is the sharing of sexual imagery (photos or videos) by children

Children includes everyone under the age of 18.

The following 3 safeguarding partners are identified in Keeping Children Safe in Education (and defined in the Children Act 2004, as amended by chapter 2 of the Children and Social Work Act 2017). They will make arrangements to work together to safeguard and promote the welfare of local children, including identifying and responding to their needs: 

·         The local authority (LA)

·         A clinical commissioning group for an area within the LA

·         The chief officer of police for a police area in the LA area

4. Equality statement

Some children have an increased risk of abuse, and additional barriers can exist for some children with respect to recognising or disclosing it. We are committed to anti-discriminatory practice and recognise children’s diverse circumstances. We ensure that all children have the same protection, regardless of any barriers they may face.

We give special consideration to children who:

·       Have special educational needs (SEN) or disabilities (see section 9)

·       Are young carers

·       May experience discrimination due to their race, ethnicity, religion, gender identification or sexuality

·       Have English as an additional language

·       Are known to be living in difficult situations – for example, temporary accommodation or where there are issues such as substance abuse or domestic violence

·       Are asylum seekers

·       Are at risk due to either their own or a family member’s mental health needs

·       Are looked after or previously looked after

5. Roles and responsibilities

Safeguarding and child protection is everyone’s responsibility. This policy applies to all staff, volunteers and governors in the school and is consistent with the procedures of the 3 safeguarding partners. Our policy and procedures also apply to extended school and off-site activities.

5.1 All staff

All staff will read and understand part 1 and Annex A of the Department for Education’s statutory safeguarding guidance, Keeping Children Safe in Education, and review this guidance at least annually.

All staff will be aware of:

·       Our systems which support safeguarding, including this child protection and safeguarding policy, the staff [behaviour policy/code of conduct], the role and identity of the designated safeguarding lead (DSL) and deputy, the behaviour policy, and the safeguarding response to children who go missing from education

·       The early help process (sometimes known as the common assessment framework) and their role in it, including identifying emerging problems, liaising with the DSL, and sharing information with other professionals to support early identification and assessment

·       The process for making referrals to local authority children’s social care and for statutory assessments that may follow a referral, including the role they might be expected to play

·       What to do if they identify a safeguarding issue or a child tells them they are being abused or neglected, including specific issues such as FGM, and how to maintain an appropriate level of confidentiality while liaising with relevant professionals

·       The signs of different types of abuse and neglect, as well as specific safeguarding issues, such as child sexual exploitation (CSE), FGM and radicalisation

Section 13 and appendix 4 of this policy outline in more detail how staff are supported to do this.

5.2 The designated safeguarding lead (DSL)

The DSL is a member of the senior leadership team. Our DSL is Rabbi Dovid Benarroch. The DSL takes lead responsibility for child protection and wider safeguarding.

During term time, the DSL will be available during school hours for staff to discuss any safeguarding concerns.

When the DSL is absent, the deputy – Mr Yisroel Denderowicz  – will act as cover.

If the DSL and Deputy are not available, Rabbi Sulzbacher - the Principal - will act as cover (for example, during out-of-hours/out-of-term activities).

The DSL will be given the time, funding, training, resources and support to:

·       Provide advice and support to other staff on child welfare and child protection matters

·       Take part in strategy discussions and inter-agency meetings and/or support other staff to do so

·       Contribute to the assessment of children

·       Refer suspected cases, as appropriate, to the relevant body (local authority children’s social care, Channel programme, Disclosure and Barring Service, and/or police), and support staff who make such referrals directly

The DSL will also keep the headteacher informed of any issues, and liaise with local authority case managers and designated officers for child protection concerns as appropriate.

The full responsibilities of the DSL and Deputy are set out in their job description.

5.3 The governing board

The governing board will approve this policy at each review, ensure it complies with the law and hold the headteacher to account for its implementation.

The governing board will appoint a link governor to monitor the effectiveness of this policy in conjunction with the full governing board. This is always a different person from the DSL.

The chair of governors will act as the ‘case manager’ in the event that an allegation of abuse is made against the headteacher, where appropriate (see appendix 3).

All governors will read Keeping Children Safe in Education.

Section 13 has information on how governors are supported to fulfil their role.

5.4 The headteacher

The headteacher is responsible for the implementation of this policy, including:

·       Ensuring that staff (including temporary staff) and volunteers are informed of our systems which support safeguarding, including this policy, as part of their induction

·       Communicating this policy to parents when their child joins the school and via the school website

·       Ensuring that the DSL has appropriate time, funding, training and resources, and that there is always adequate cover if the DSL is absent

·       Ensuring that all staff undertake appropriate safeguarding and child protection training and update this regularly

·       Acting as the ‘case manager’ in the event of an allegation of abuse made against another member of staff or volunteer, where appropriate (see appendix 3)

6. Confidentiality

We recognise that all matters relating to child protection are confidential and:

·         The DSL 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.

It should be noted that:

·         Timely information sharing is essential to effective safeguarding

·         Fears about sharing information must not be allowed to stand in the way of the need to promote the welfare, and protect the safety, of children

·         The Data Protection Act (DPA) 2018 and GDPR do not prevent, or limit, the sharing of information for the purposes of keeping children safe

·         Staff should never promise a child that they will not tell anyone about a report of abuse, as this may not be in the child’s best interests

·         If staff are in any doubt about sharing information, they should speak to the designated safeguarding lead (or deputy)

7. Recognising abuse and taking action

Staff, volunteers and governors must follow the procedures set out below in the event of a safeguarding issue.

Please note – in this and subsequent sections, you should take any references to the DSL to mean “the DSL (or deputy DSL)”.

7.1 If a child is suffering or likely to suffer from harm, or in immediate danger

Make a referral to children’s social care and/or the police immediately if you believe a child is suffering or likely to suffer from harm, or in immediate danger. Anyone can make a referral.

 

Tell the DSL (see section 5.2) as soon as possible if you make a referral directly.

7.2 If a child makes a disclosure to you

If a child discloses a safeguarding issue to you, you should:

·       Listen to and believe them. Allow them time to talk freely and do not ask leading questions

·       Stay calm and do not show that you are shocked or upset

·       Tell the child they have done the right thing in telling you. Do not tell them they should have told you sooner

·       Explain what will happen next and that you will have to pass this information on. Do not promise to keep it a secret

·       Write up your conversation as soon as possible in the child’s own words. Stick to the facts, and do not put your own judgement on it

·       Sign and date the write-up and pass it on to the DSL. Alternatively, if appropriate, make a referral to children’s social care and/or the police directly (see 7.1), and tell the DSL as soon as possible that you have done so

7.3 If you have concerns about a child (as opposed to believing a child is suffering or likely to suffer from harm, or in immediate danger)

Figure 1 on page 10 illustrates the procedure to follow if you have any concerns about a child’s welfare.

Where possible, speak to the DSL first to agree a course of action.

If in exceptional circumstances the DSL is not available, this should not delay appropriate action being taken. Speak to a member of the senior leadership team and/or take advice from local authority children’s social care. You can also seek advice at any time from the NSPCC helpline on 0808 800 5000.

Make a referral to local authority children’s social care directly, if appropriate (see ‘Referral’ below). Share any action taken with the DSL as soon as possible.

Early help

If early help is appropriate, the DSL will generally lead on liaising with other agencies and setting up an inter-agency assessment as appropriate. Staff may be required to support other agencies and professionals in an early help assessment, in some cases acting as the lead practitioner.

The DSL will keep the case under constant review and the school will consider a referral to local authority children’s social care if the situation does not seem to be improving. Timelines of interventions will be monitored and reviewed.

Referral

If it is appropriate to refer the case to local authority children’s social care or the police, the DSL will make the referral or support you to do so.

If you make a referral directly (see section 7.1), you must tell the DSL as soon as possible.

The local authority will make a decision within 1 working day of a referral about what course of action to take and will let the person who made the referral know the outcome. The DSL or person who made the referral must follow up with the local authority if this information is not made available, and ensure outcomes are properly recorded.

If the child’s situation does not seem to be improving after the referral, the DSL or person who made the referral must follow local escalation procedures to ensure their concerns have been addressed and that the child’s situation improves.

7.4 If you have concerns about extremism

If a child is not suffering or likely to suffer from harm, or in immediate danger, where possible speak to the DSL first to agree a course of action.

If in exceptional circumstances the DSL is not available, this should not delay appropriate action being taken. Speak to a member of the senior leadership team and/or seek advice from local authority children’s social care. Make a referral to local authority children’s social care directly, if appropriate (see ‘Referral’ above).

Where there is a concern, the DSL will consider the level of risk and decide which agency to make a referral to. This could include Channel, the government’s programme for identifying and supporting individuals at risk of being drawn into terrorism, or the local authority children’s social care team.

The Department for Education also has a dedicated telephone helpline, 020 7340 7264, which school staff and governors can call to raise concerns about extremism with respect to a pupil. You can also email This email address is being protected from spambots. You need JavaScript enabled to view it.. Note that this is not for use in emergency situations.

In an emergency, call 999 or the confidential anti-terrorist hotline on 0800 789 321 if you:

·       Think someone is in immediate danger

·       Think someone may be planning to travel to join an extremist group 

·       See or hear something that may be terrorist-related

Figure 1: procedure if you have concerns about a child’s welfare (as opposed to believing a child is suffering or likely to suffer from harm, or in immediate danger)

(Note – if the DSL is unavailable, this should not delay action. See section 7.4 for what to do.)

7.5 Concerns about a staff member or volunteer

If you have concerns about a member of staff or volunteer, or an allegation is made about a member of staff or volunteer posing a risk of harm to children, speak to the headteacher. If the concerns/allegations are about the headteacher, speak to the chair of governors.

The headteacher/chair of governors will then follow the procedures set out in appendix 3, if appropriate.

7.6 Allegations of abuse made against other pupils

We recognise that children are capable of abusing their peers. Abuse will never be tolerated or passed off as “banter”, “just having a laugh” or “part of growing up”.

Most cases of pupils hurting other pupils will be dealt with under our school’s behaviour policy, but this child protection and safeguarding policy will apply to any allegations that raise safeguarding concerns. This might include where the alleged behaviour:

·       Is serious, and potentially a criminal offence

·       Could put pupils in the school at risk

·       Is violent

·       Involves pupils being forced to use drugs or alcohol

·       Involves sexual exploitation, sexual abuse or sexual harassment, such as indecent exposure, sexual assault, or sexually inappropriate pictures or videos (including sexting)

If a pupil makes an allegation of abuse against another pupil:

·       You must record the allegation and tell the DSL, but do not investigate it

·       The DSL will contact the local authority children’s social care team and follow its advice, as well as the police if the allegation involves a potential criminal offence

·       The DSL will put a risk assessment and support plan into place for all children involved (including the victim(s), the child(ren) against whom the allegation has been made and any others affected) with a named person they can talk to if needed

·       The DSL will contact the children and adolescent mental health services (Healthy Young Minds), if appropriate

We will minimise the risk of peer-on-peer abuse by:

·       Challenging any form of derogatory or sexualised language or behaviour, including requesting or sending sexual images

·       Ensuring our curriculum helps to educate pupils about appropriate behaviour

·       Ensuring pupils know they can talk to staff confidentially by speaking directly to the DSL, Deputy, Principal or any member of staff.

·       Ensuring staff are trained to understand that a pupil harming a peer could be a sign that the child is  being abused themselves, and that this would fall under the scope of this policy

7.7 Sexting

Your responsibilities when responding to an incident

If you are made aware of an incident involving sexting (also known as ‘youth produced sexual imagery’), you must report it to the DSL immediately.

You must not:

·         View, download or share the imagery yourself, or ask a pupil to share or download it. If you have already viewed the imagery by accident, you must report this to the DSL

·         Delete the imagery or ask the pupil to delete it

·         Ask the pupil(s) who are involved in the incident to disclose information regarding the imagery (this is the DSL’s responsibility)

·         Share information about the incident with other members of staff, the pupil(s) it involves or their, or other, parents and/or carers

·         Say or do anything to blame or shame any young people involved

You should explain that you need to report the incident, and reassure the pupil(s) that they will receive support and help from the DSL.

Initial review meeting

Following a report of an incident, the DSL will hold an initial review meeting with appropriate school staff. This meeting will consider the initial evidence and aim to determine:

·         Whether there is an immediate risk to pupil(s)

·         If a referral needs to be made to the police and/or children’s social care

·         If it is necessary to view the imagery in order to safeguard the young person (in most cases, imagery should not be viewed)

·         What further information is required to decide on the best response

·         Whether the imagery has been shared widely and via what services and/or platforms (this may be unknown)

·         Whether immediate action should be taken to delete or remove images from devices or online services

·         Any relevant facts about the pupils involved which would influence risk assessment

·         If there is a need to contact another school, college, setting or individual

·         Whether to contact parents or carers of the pupils involved (in most cases parents should be involved)

The DSL will make an immediate referral to police and/or children’s social care if:

·         The incident involves an adult

·         There is reason to believe that a young person has been coerced, blackmailed or groomed, or if there are concerns about their capacity to consent (for example owing to special educational needs)

·         What the DSL knows about the imagery suggests the content depicts sexual acts which are unusual for the young person’s developmental stage, or are violent

·         The imagery involves sexual acts and any pupil in the imagery is under 13

·         The DSL has reason to believe a pupil is at immediate risk of harm owing to the sharing of the imagery (for example, the young person is presenting as suicidal or self-harming)

If none of the above apply then the DSL, in consultation with the headteacher and other members of staff as appropriate, may decide to respond to the incident without involving the police or children’s social care.

Further review by the DSL

If at the initial review stage a decision has been made not to refer to police and/or children’s social care, the DSL will conduct a further review.

They will hold interviews with the pupils involved (if appropriate) to establish the facts and assess the risks.

If at any point in the process there is a concern that a pupil has been harmed or is at risk of harm, a referral will be made to children’s social care and/or the police immediately.

Informing parents

The DSL will inform parents at an early stage and keep them involved in the process, unless there is a good reason to believe that involving them would put the pupil at risk of harm.

Referring to the police

If it is necessary the incident the matter will be referred to the police.

Recording incidents

All sexting incidents and the decisions made in responding to them will be recorded. The record-keeping arrangements set out in section 12 of this policy also apply to recording incidents of sexting.

Curriculum coverage

Pupils are taught about the issues surrounding sexting as part of our PSHE education and computing programmes. Teaching covers the following in relation to sexting:

·         What it is

·         How it is most likely to be encountered

·         The consequences of requesting, forwarding or providing such images, including when it is and is not abusive

·         Issues of legality

·         The risk of damage to people’s feelings and reputation

Pupils also learn the strategies and skills needed to manage:

·         Specific requests or pressure to provide (or forward) such images

·         The receipt of such images

This policy on sexting is also shared with pupils so they are aware of the processes the school will follow in the event of an incident.

8. Notifying parents

Where appropriate, we will discuss any concerns about a child with the child’s parents. The DSL will normally do this in the event of a suspicion or disclosure.

Other staff will only talk to parents about any such concerns following consultation with the DSL.

If we believe that notifying the parents would increase the risk to the child, we will discuss this with the local authority children’s social care team before doing so.

In the case of allegations of abuse made against other children, we will normally notify the parents of all the children involved.

9. Pupils with special educational needs and disabilities

We recognise that pupils with special educational needs (SEN) and disabilities can face additional safeguarding challenges. Additional barriers can exist when recognising abuse and neglect in this group, including:

·         Assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the child’s disability without further exploration

·         Pupils being more prone to peer group isolation than other pupils

·         The potential for pupils with SEN and disabilities being disproportionally impacted by behaviours such as bullying, without outwardly showing any signs

·         Communication barriers and difficulties in overcoming these barriers

We offer extra pastoral support for pupils with SEN and disabilities. This includes an opportunity to speak to designated staff and councillor support.

10. Mobile phones and cameras

Staff are allowed to bring their personal phones to school for their own use, but will limit such use to non-contact time when pupils are not present. Staff members’ personal phones will remain in their bags or cupboards during contact time with pupils.

Staff will not take pictures or recordings of pupils on their personal phones or cameras.

We will follow the General Data Protection Regulation and Data Protection Act 2018 when taking and storing photos and recordings for use in the school.

11. Complaints and concerns about school safeguarding policies

11.1 Complaints against staff

Complaints against staff that are likely to require a child protection investigation will be handled in accordance with our procedures for dealing with allegations of abuse made against staff (see appendix 3).

11.2 Whistle-blowing

Staff should feel confident to challenge the way Mesivta safeguards pupils including poor or unsafe practice, or any potential failures.

·         Staff with concerns can either contact the DSL, Deputy DSL or the Head Teacher.

·         There is also the option of contacting the Safeguarding Governor or the Chair of Governors. An email with any concerns should be sent to This email address is being protected from spambots. You need JavaScript enabled to view it.

12. Record-keeping

We will hold records in line with our records retention schedule.

All safeguarding concerns, discussions, decisions made and the reasons for those decisions, must be recorded in writing. If you are in any doubt about whether to record something, discuss it with the DSL.

Non-confidential records will be easily accessible and available. Confidential information and records will be held securely and only available to those who have a right or professional need to see them.

Safeguarding records relating to individual children will be retained for a reasonable period of time after they have left the school.

If a child for whom the school has, or has had, safeguarding concerns moves to another school, the DSL will ensure that their child protection file is forwarded promptly and securely, and separately from the main pupil file. In addition, if the concerns are significant or complex, and/or social services are involved, the DSL will speak to the DSL of the receiving school and provide information to enable them to have time to make any necessary preparations to ensure the safety of the child.

Records can be held either electronically or paper-based. Paper-based safeguarding records are held in the school office in a locked room. Teaching members of staff do not have access to this cupboard.

In addition:

·       Appendix 2 sets out our policy on record-keeping specifically with respect to recruitment and pre-employment checks

·       Appendix 3 sets out our policy on record-keeping with respect to allegations of abuse made against staff

13. Training

13.1 All staff

All staff members will undertake safeguarding and child protection training at induction, including on whistle-blowing procedures, to ensure they understand the school’s safeguarding systems and their responsibilities, and can identify signs of possible abuse or neglect. This training will be regularly updated and will be in line with advice from the 3 safeguarding partners.

All staff will have training on the government’s anti-radicalisation strategy, Prevent, to enable them to identify children at risk of being drawn into terrorism and to challenge extremist ideas.

Staff will also receive regular safeguarding and child protection updates (for example, through emails, e-bulletins and staff meetings) as required, but at least annually.

Contractors who are provided through a private finance initiative (PFI) or similar contract will also receive safeguarding training.

Volunteers will receive appropriate training, if applicable.

13.2 The DSL and Deputy DSL

The DSL and Deputy DSL will undertake child protection and safeguarding training at least every 2 years.

In addition, they will update their knowledge and skills at regular intervals and at least annually (for example, through e-bulletins, meeting other DSLs, or taking time to read and digest safeguarding developments).

They will also undertake Prevent awareness training.

13.3 Governors

All governors receive training about safeguarding, to make sure they have the knowledge and information needed to perform their functions and understand their responsibilities.

As the chair of governors may be required to act as the ‘case manager’ in the event that an allegation of abuse is made against the headteacher, they receive training in managing allegations for this purpose.

13.4 Recruitment – interview panels

At least one person conducting any interview for a post at the school will have undertaken safer recruitment training. This will cover, as a minimum, the contents of the Department for Education’s statutory guidance, Keeping Children Safe in Education, and will be in line with local safeguarding procedures.

13.5 Staff who have contact with pupils and families

All staff who have contact with children and families will have supervisions which will provide them with support, coaching and training, promote the interests of children and allow for confidential discussions of sensitive issues.

14. Monitoring arrangements

This policy will be reviewed annually by D Benarroch (DSL). At every review, it will be approved by the full governing board.

15. Links with other policies

This policy links to the following policies and procedures:

·       Behaviour

·       Staff Handbook

·       Complaints

·       Health and safety

·       Attendance

·       Online safety

·       Equality

·       Sex and relationship education

·       First aid

·       Curriculum

 

·       Privacy notices 

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


FORMS OF ABUSE

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:

 

The following appendices are based on the Department for Education’s statutory guidance, Keeping Children Safe in Education.

 

Appendix 1: types of abuse

 

Abuse, including neglect, and safeguarding issues are rarely standalone events that can be covered by one definition or label. In most cases, multiple issues will overlap. 

Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.

Emotional abuse is the persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone.

Emotional abuse may involve:

·       Conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person

·       Not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate

·       Age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child’s developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction

·       Seeing or hearing the ill-treatment of another

·       Serious bullying (including cyberbullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children

Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve:

·       Physical contact, including assault by penetration (for example rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing

·       Non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet)

Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.

Neglect is the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may occur during pregnancy as a result of maternal substance abuse.

Once a child is born, neglect may involve a parent or carer failing to:

·       Provide adequate food, clothing and shelter (including exclusion from home or abandonment)

·       Protect a child from physical and emotional harm or danger

·       Ensure adequate supervision (including the use of inadequate care-givers)

·       Ensure access to appropriate medical care or treatment

It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.

 

Appendix 2: safer recruitment and DBS checks – policy and procedures

We will record all information on the checks carried out in the school’s single central record (SCR). Copies of these checks, where appropriate, will be held in individuals’ personnel files. We follow requirements and best practice in retaining copies of these checks, as set out below.

New staff

When appointing new staff, we will:

·       Verify their identity

·       Obtain (via the applicant) an enhanced Disclosure and Barring Service (DBS) certificate, including barred list information for those who will be engaging in regulated activity (see definition below). We will not keep a copy of this for longer than 6 months

·       Obtain a separate barred list check if they will start work in regulated activity before the DBS certificate is available

·       Verify their mental and physical fitness to carry out their work responsibilities

·       Verify their right to work in the UK. We will keep a copy of this verification for the duration of the member of staff’s employment and for 2 years afterwards

·       Verify their professional qualifications, as appropriate

·       Ensure they are not subject to a prohibition order if they are employed to be a teacher

·       Carry out further additional checks, as appropriate, on candidates who have lived or worked outside of the UK, including (where relevant) any teacher sanctions or restrictions imposed by a European Economic Area professional regulating authority, and criminal records checks or their equivalent

We will ask for written information about previous employment history and check that information is not contradictory or incomplete.

We will seek references on all short-listed candidates, including internal candidates, before interview. We will scrutinise these and resolve any concerns before confirming appointments. The references requested will ask specific questions about the suitability of the applicant to work with children.

Regulated activity means a person who will be:

·       Responsible, on a regular basis in a school or college, for teaching, training, instructing, caring for or supervising children; or

·       Carrying out paid, or unsupervised unpaid, work regularly in a school or college where that work provides an opportunity for contact with children; or

·       Engaging in intimate or personal care or overnight activity, even if this happens only once and regardless of whether they are supervised or not

Existing staff

All staff will be required to have an enhanced DBS check every 5 years. If we have concerns about an existing member of staff’s suitability to work with children, we will carry out all the relevant checks as if the individual was a new member of staff. We will also do this if an individual moves from a post that is not regulated activity to one that is. Staff must notify the DSL if there has been a change in their circumstances that could affect their suitability to work with children.

We will refer to the DBS anyone who has harmed, or poses a risk of harm, to a child or vulnerable adult where:

·       We believe the individual has engaged in relevant conduct; or

·       The individual has received a caution or conviction for a relevant offence, or there is reason to believe the individual has committed a listed relevant offence, under the Safeguarding Vulnerable Groups Act 2006 (Prescribed Criteria and Miscellaneous Provisions) Regulations 2009; or

·       The ‘harm test’ is satisfied in respect of the individual (i.e. they may harm a child or vulnerable adult or put them at risk of harm); and

·       The individual has been removed from working in regulated activity (paid or unpaid) or would have been removed if they had not left

Agency and third-party staff

We will obtain written notification from any agency or third-party organisation that it has carried out the necessary safer recruitment checks that we would otherwise perform. We will also check that the person presenting themselves for work is the same person on whom the checks have been made.

Contractors

We will ensure that any contractor, or any employee of the contractor, who is to work at the school has had the appropriate level of DBS check (this includes contractors who are provided through a PFI or similar contract). This will be:

·       An enhanced DBS check with barred list information for contractors engaging in regulated activity

·       An enhanced DBS check, not including barred list information, for all other contractors who are not in regulated activity but whose work provides them with an opportunity for regular contact with children

We will obtain the DBS check for self-employed contractors.

We will not keep copies of such checks for longer than 6 months.

Contractors who have not had any checks will not be allowed to work unsupervised or engage in regulated activity under any circumstances.

We will check the identity of all contractors and their staff on arrival at the school.

Trainee/student teachers

Where applicants for initial teacher training are salaried by us, we will ensure that all necessary checks are carried out.

Where trainee teachers are fee-funded, we will obtain written confirmation from the training provider that necessary checks have been carried out and that the trainee has been judged by the provider to be suitable

Volunteers

We will:

·       Never leave an unchecked volunteer unsupervised or allow them to work in regulated activity

·       Obtain an enhanced DBS check with barred list information for all volunteers who are new to working in regulated activity

·       Carry out a risk assessment when deciding whether to seek an enhanced DBS check without barred list information for any volunteers not engaging in regulated activity. We will retain a record of this risk assessment

Governors

All governors will have an enhanced DBS check without barred list information.

They will have an enhanced DBS check with barred list information if working in regulated activity.

Maintained schools add:

All governors will also have a section 128 check (as a section 128 direction disqualifies an individual from being a maintained school governor).

All proprietors, trustees, local governors and members will also have the following checks:

·         A section 128 check (to check prohibition on participation in management under section 128 of the Education and Skills Act 2008).

·         Identity

·         Right to work in the UK

·         Other checks deemed necessary if they have lived or worked outside the UK

Staff working in alternative provision settings

Where we place a pupil with an alternative provision provider, we obtain written confirmation from the provider that they have carried out the appropriate safeguarding checks on individuals working there that we would otherwise perform.

Adults who supervise pupils on work experience

When organising work experience, we will ensure that policies and procedures are in place to protect children from harm.

We will also consider whether it is necessary for barred list checks to be carried out on the individuals who supervise a pupil under 16 on work experience. This will depend on the specific circumstances of the work experience, including the nature of the supervision, the frequency of the activity being supervised, and whether the work is regulated activity.

Pupils staying with host families

Where the school makes arrangements for pupils to be provided with care and accommodation by a host family to which they are not related (for example, during a foreign exchange visit), we will request enhanced DBS checks with barred list information on those people.

Where the school is organising such hosting arrangements overseas and host families cannot be checked in the same way, we will work with our partner schools abroad to ensure that similar assurances are undertaken prior to the visit.

 

Appendix 3: allegations of abuse made against staff

This section of this policy applies to all cases in which it is alleged that a current member of staff or volunteer has:

·       Behaved in a way that has harmed a child, or may have harmed a child, or

·       Possibly committed a criminal offence against or related to a child, or

·       Behaved towards a child or children in a way that indicates he or she would pose a risk of harm to children 

It applies regardless of whether the alleged abuse took place in the school. Allegations against a teacher who is no longer teaching and historical allegations of abuse will be referred to the police.

We will deal with any allegation of abuse against a member of staff or volunteer very quickly, in a fair and consistent way that provides effective child protection while also supporting the individual who is the subject of the allegation.

Our procedures for dealing with allegations will be applied with common sense and judgement.

Suspension

Suspension will not be the default position, and will only be considered in cases where there is reason to suspect that a child or other children is/are at risk of harm, or the case is so serious that it might be grounds for dismissal. In such cases, we will only suspend an individual if we have considered all other options available and there is no reasonable alternative.

Based on an assessment of risk, we will consider alternatives such as:

·       Redeployment within the school so that the individual does not have direct contact with the child or children concerned

·       Providing an assistant to be present when the individual has contact with children

·       Redeploying the individual to alternative work in the school so that they do not have unsupervised access to children

·       Moving the child or children to classes where they will not come into contact with the individual, making it clear that this is not a punishment and parents have been consulted

·       Temporarily redeploying the individual to another role in a different location, for example to an alternative school or other work for the local authority.

Definitions for outcomes of allegation investigations

·       Substantiated: there is sufficient evidence to prove the allegation

·       Malicious: there is sufficient evidence to disprove the allegation and there has been a deliberate act to deceive

·       False: there is sufficient evidence to disprove the allegation

·       Unsubstantiated: there is insufficient evidence to either prove or disprove the allegation (this does not imply guilt or innocence)

·       Unfounded: to reflect cases where there is no evidence or proper basis which supports the allegation being made

Procedure for dealing with allegations

In the event of an allegation that meets the criteria above, the headteacher (or chair of governors where the headteacher is the subject of the allegation) – the ‘case manager’ – will take the following steps:

·       Immediately discuss the allegation with the designated officer at the local authority. This is to consider the nature, content and context of the allegation and agree a course of action, including whether further enquiries are necessary to enable a decision on how to proceed, and whether it is necessary to involve the police and/or children’s social care services. (The case manager may, on occasion, consider it necessary to involve the police before consulting the designated officer – for example, if the accused individual is deemed to be an immediate risk to children or there is evidence of a possible criminal offence. In such cases, the case manager will notify the designated officer as soon as practicably possible after contacting the police)

·       Inform the accused individual of the concerns or allegations and likely course of action as soon as possible after speaking to the designated officer (and the police or children’s social care services, where necessary). Where the police and/or children’s social care services are involved, the case manager will only share such information with the individual as has been agreed with those agencies

·       Where appropriate (in the circumstances described above), carefully consider whether suspension of the individual from contact with children at the school is justified or whether alternative arrangements such as those outlined above can be put in place. Advice will be sought from the designated officer, police and/or children’s social care services, as appropriate

·       If immediate suspension is considered necessary, agree and record the rationale for this with the designated officer. The record will include information about the alternatives to suspension that have been considered, and why they were rejected. Written confirmation of the suspension will be provided to the individual facing the allegation or concern within 1 working day, and the individual will be given a named contact at the school and their contact details

·       If it is decided that no further action is to be taken in regard to the subject of the allegation or concern, record this decision and the justification for it and agree with the designated officer what information should be put in writing to the individual and by whom, as well as what action should follow both in respect of the individual and those who made the initial allegation

·       If it is decided that further action is needed, take steps as agreed with the designated officer to initiate the appropriate action in school and/or liaise with the police and/or children’s social care services as appropriate

·       Provide effective support for the individual facing the allegation or concern, including appointing a named representative to keep them informed of the progress of the case and considering what other support is appropriate.

·       Inform the parents or carers of the child/children involved about the allegation as soon as possible if they do not already know (following agreement with children’s social care services and/or the police, if applicable). The case manager will also inform the parents or carers of the requirement to maintain confidentiality about any allegations made against teachers (where this applies) while investigations are ongoing. Any parent or carer who wishes to have the confidentiality restrictions removed in respect of a teacher will be advised to seek legal advice

·       Keep the parents or carers of the child/children involved informed of the progress of the case and the outcome, where there is not a criminal prosecution, including the outcome of any disciplinary process (in confidence)

·       Make a referral to the DBS where it is thought that the individual facing the allegation or concern has engaged in conduct that harmed or is likely to harm a child, or if the individual otherwise poses a risk of harm to a child

If the school is made aware that the secretary of state has made an interim prohibition order in respect of an individual, we will immediately suspend that individual from teaching, pending the findings of the investigation by the Teaching Regulation Agency.

Where the police are involved, wherever possible the local authority will ask the police at the start of the investigation to obtain consent from the individuals involved to share their statements and evidence for use in the school’s disciplinary process, should this be required at a later point.

Timescales

·       Any cases where it is clear immediately that the allegation is unsubstantiated or malicious will be resolved within 1 week

·       If the nature of an allegation does not require formal disciplinary action, we will institute appropriate action within 3 working days

·       If a disciplinary hearing is required and can be held without further investigation, we will hold this within 15 working days

Specific actions

Action following a criminal investigation or prosecution

The case manager will discuss with the local authority’s designated officer whether any further action, including disciplinary action, is appropriate and, if so, how to proceed, taking into account information provided by the police and/or children’s social care services.

Conclusion of a case where the allegation is substantiated

If the allegation is substantiated and the individual is dismissed or the school ceases to use their services, or the individual resigns or otherwise ceases to provide their services, the case manager and the school’s personnel adviser will discuss with the designated officer whether to make a referral to the DBS for consideration of whether inclusion on the barred lists is required.

If the individual concerned is a member of teaching staff, the case manager and personnel adviser will discuss with the designated officer whether to refer the matter to the Teaching Regulation Agency to consider prohibiting the individual from teaching.

Individuals returning to work after suspension

If it is decided on the conclusion of a case that an individual who has been suspended can return to work, the case manager will consider how best to facilitate this.

The case manager will also consider how best to manage the individual’s contact with the child or children who made the allegation, if they are still attending the school.

Unsubstantiated or malicious allegations

If an allegation is shown to be deliberately invented, or malicious, the headteacher, or other appropriate person in the case of an allegation against the headteacher, will consider whether any disciplinary action is appropriate against the pupil(s) who made it, or whether the police should be asked to consider whether action against those who made the allegation might be appropriate, even if they are not a pupil.

Confidentiality

The school will make every effort to maintain confidentiality and guard against unwanted publicity while an allegation is being investigated or considered.

The case manager will take advice from the local authority’s designated officer, police and children’s social care services, as appropriate, to agree:

·       Who needs to know about the allegation and what information can be shared

·       How to manage speculation, leaks and gossip, including how to make parents or carers of a child/children involved aware of their obligations with respect to confidentiality

·       What, if any, information can be reasonably given to the wider community to reduce speculation

·       How to manage press interest if, and when, it arises

Record-keeping

The case manager will maintain clear records about any case where the allegation or concern meets the criteria above and store them on the individual’s confidential personnel file for the duration of the case. Such records will include:

·       A clear and comprehensive summary of the allegation

·       Details of how the allegation was followed up and resolved

·       Notes of any action taken and decisions reached (and justification for these, as stated above)

If an allegation or concern is not found to have been malicious, the school will retain the records of the case on the individual’s confidential personnel file, and provide a copy to the individual.

Where records contain information about allegations of sexual abuse, we will preserve these for the Independent Inquiry into Child Sexual Abuse (IICSA), for the term of the inquiry. We will retain all other records at least until the individual has reached normal pension age, or for 10 years from the date of the allegation if that is longer.

The records of any allegation that is found to be malicious will be deleted from the individual’s personnel file.

References

When providing employer references, we will not refer to any allegation that has been proven to be false, unsubstantiated or malicious, or any history of allegations where all such allegations have been proven to be false, unsubstantiated or malicious.

Learning lessons

After any cases where the allegations are substantiated, we will review the circumstances of the case with the local authority’s designated officer to determine whether there are any improvements that we can make to the school’s procedures or practice to help prevent similar events in the future.

This will include consideration of (as applicable):

·       Issues arising from the decision to suspend the member of staff

·       The duration of the suspension

·       Whether or not the suspension was justified

·       The use of suspension when the individual is subsequently reinstated. We will consider how future investigations of a similar nature could be carried out without suspending the individual

Appendix 4: specific safeguarding issues

Children missing from education

A child going missing from education, particularly repeatedly, can be a warning sign of a range of safeguarding issues. This might include abuse or neglect, such as sexual abuse or exploitation or child criminal exploitation, or issues such as mental health problems, substance abuse, radicalisation, or forced marriage.

There are many circumstances where a child may become missing from education, but some children are particularly at risk. These include children who:

·       Are at risk of harm or neglect

·       Are at risk of forced marriage

·       Come from Gypsy, Roma, or Traveller families

·       Come from the families of service personnel

·       Go missing or run away from home or care

·       Are supervised by the youth justice system

·       Cease to attend a school

·       Come from new migrant families

We will follow our procedures for unauthorised absence and for dealing with children who go missing from education, particularly on repeat occasions, to help identify the risk of abuse and neglect, including sexual exploitation, and to help prevent the risks of going missing in future. This includes informing the local authority if a child leaves the school without a new school being named, and adhering to requirements with respect to sharing information with the local authority, when applicable, when removing a child’s name from the admission register at non-standard transition points.

Staff will be trained in signs to look out for and the individual triggers to be aware of when considering the risks of potential safeguarding concerns which may be related to being missing, such as travelling to conflict zones and forced marriage.

If a staff member suspects that a child is suffering from harm or neglect, we will follow local child protection procedures, including with respect to making reasonable enquiries. We will make an immediate referral to the local authority children’s social care team, and the police, if the child is suffering or likely to suffer from harm, or in immediate danger.

Child sexual exploitation

Child sexual exploitation (CSE) is a form of child sexual abuse that occurs where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child into sexual activity in exchange for something the victim needs or wants, and/or for the financial advantage or increased status of the perpetrator or facilitator.

This can involve violent, humiliating and degrading sexual assaults, but does not always involve physical contact and can happen online. For example, young people may be persuaded or forced to share sexually explicit images of themselves, have sexual conversations by text, or take part in sexual activities using a webcam.

Children or young people who are being sexually exploited may not understand that they are being abused. They often trust their abuser and may be tricked into believing they are in a loving, consensual relationship.

If a member of staff suspects CSE, they will discuss this with the DSL. The DSL will trigger the local safeguarding procedures, including a referral to the local authority’s children’s social care team and the police, if appropriate.

Indicators of sexual exploitation can include a child:

·       Appearing with unexplained gifts or new possessions

·       Associating with other young people involved in exploitation

·       Having older boyfriends or girlfriends

·       Suffering from sexually transmitted infections or becoming pregnant

·       Displaying inappropriate sexualised behaviour

·       Suffering from changes in emotional wellbeing

·       Misusing drugs and/or alcohol

·       Going missing for periods of time, or regularly coming home late

·       Regularly missing school or education, or not taking part in education

Homelessness

Being homeless or being at risk of becoming homeless presents a real risk to a child’s welfare.

The DSL and Deputy DSL will be aware of contact details and referral routes in to the local housing authority so they can raise/progress concerns at the earliest opportunity (where appropriate and in accordance with local procedures).

Where a child has been harmed or is at risk of harm, the DSL will also make a referral to children’s social care.

So-called ‘honour-based’ violence (including FGM and forced marriage)

So-called ‘honour-based’ violence (HBV) encompasses incidents or crimes committed to protect or defend the honour of the family and/or community, including forced marriage, and practices such as breast ironing.

Abuse committed in this context often involves a wider network of family or community pressure and can include multiple perpetrators.

All forms of HBV are abuse and will be handled and escalated as such. All staff will be alert to the possibility of a child being at risk of HBV or already having suffered it. If staff have a concern, they will speak to the DSL, who will activate local safeguarding procedures.

Forced marriage

Forcing a person into marriage is a crime. A forced marriage is one entered into without the full and free consent of one or both parties and where violence, threats, or any other form of coercion is used to cause a person to enter into a marriage. Threats can be physical or emotional and psychological.

Staff will receive training around forced marriage and the presenting symptoms. We are aware of the ‘one chance’ rule, i.e. we may only have one chance to speak to the potential victim and only one chance to save them.

If a member of staff suspects that a pupil is being forced into marriage, they will speak to the pupil about their concerns in a secure and private place. They will then report this to the DSL.

The DSL will:

·       Speak to the pupil about the concerns in a secure and private place

·       Activate the local safeguarding procedures and refer the case to the local authority’s designated officer

·       Seek advice from the Forced Marriage Unit on 020 7008 0151 or This email address is being protected from spambots. You need JavaScript enabled to view it.

·       Refer the pupil to an education welfare officer, pastoral tutor, learning mentor, or school counsellor, as appropriate

Preventing radicalisation

Radicalisation refers to the process by which a person comes to support terrorism and forms of extremism. Extremism is vocal or active opposition to fundamental British values, such as democracy, the rule of law, individual liberty, and mutual respect and tolerance of different faiths and beliefs.

Schools have a duty to prevent children from being drawn into terrorism. The DSL will undertake Prevent awareness training and make sure that staff have access to appropriate training to equip them to identify children at risk.

We will assess the risk of children in our school being drawn into terrorism. This assessment will be based on an understanding of the potential risk in our local area, in collaboration with our local safeguarding partners and local police force.

We will ensure that suitable internet filtering is in place, and equip our pupils to stay safe online at school and at home.

There is no single way of identifying an individual who is likely to be susceptible to an extremist ideology. Radicalisation can occur quickly or over a long period.

Staff will be alert to changes in pupils’ behaviour.

The government website Educate Against Hate and charity NSPCC say that signs that a pupil is being radicalised can include:

·       Refusal to engage with, or becoming abusive to, peers who are different from themselves

·       Becoming susceptible to conspiracy theories and feelings of persecution

·       Changes in friendship groups and appearance

·       Rejecting activities they used to enjoy

·       Converting to a new religion

·       Isolating themselves from family and friends

·       Talking as if from a scripted speech

·       An unwillingness or inability to discuss their views

·       A sudden disrespectful attitude towards others

·       Increased levels of anger

·       Increased secretiveness, especially around internet use

·       Expressions of sympathy for extremist ideologies and groups, or justification of their actions

·       Accessing extremist material online, including on Facebook or Twitter

·       Possessing extremist literature

·       Being in contact with extremist recruiters and joining, or seeking to join, extremist organisations

Children who are at risk of radicalisation may have low self-esteem, or be victims of bullying or discrimination. It is important to note that these signs can also be part of normal teenage behaviour – staff should have confidence in their instincts and seek advice if something feels wrong.

If staff are concerned about a pupil, they will follow our procedures set out in section 7.5 of this policy, including discussing their concerns with the DSL.

Staff should always take action if they are worried.

Further information on the school’s measures to prevent radicalisation are set out in other school policies and procedures, including

Checking the identity and suitability of visitors

All visitors will be required to verify their identity to the satisfaction of staff and to leave their belongings, including their mobile phone(s), in a safe place during their visit.

If the visitor is unknown to the setting, we will check their credentials and reason for visiting before allowing them to enter the setting. Visitors should be ready to produce identification.

Visitors are expected to sign the visitors’ book and wear a visitor’s badge.

Visitors to the school who are visiting for a professional purpose, such as educational psychologists and school improvement officers, will be asked to show photo ID and:

·      Will be asked to show their DBS certificate, which will be checked alongside their photo ID; or

·     The organisation sending the professional, such as the LA or educational psychology service, will provide prior written confirmation that an enhanced DBS check with barred list information has been carried out

All other visitors, including visiting speakers, will be accompanied by a member of staff at all times. We will not invite into the school any speaker who is known to disseminate extremist views, and will carry out appropriate checks to ensure that any individual or organisation using school facilities is not seeking to disseminate extremist views or radicalise pupils or staff.

Missing pupils

Our procedures are designed to ensure that a missing child is found and returned to effective supervision as soon as possible. If a child goes missing, we will initially contact the parents. If there is ongoing truancy, the DSL will involve external and local authority agencies.

 


 

Induction Policy 

The process shall begin with a brief registration meeting, an induction programme, followed by a guided tour of the building, during which the new volunteer or employee is personally introduced to new colleagues and told what each person’s job entails.  New members of staff will have a co-ordinator/mentor to accompany them for advice and support during the initial employment period – generally for 6-12 months.  This faculty may also be used when an existing member of staff may be experiencing difficulties with his/her role. 

The induction course shall cover:- 

·        Where the employees/volunteers will be working and with whom and who is to be their supervisor.

·      The overall aims and philosophy of the organization and where the new employee/volunteer’s role fits within them.

·        What the job entails and what equipment is needed to carry it out.

·        Any confidential aspects of the work.

·        Ensure that staff has sufficient grasp of English to ensure the wellbeing of children in their care eg. Keep records in English, to liaise with other agencies in English.

·        Any safety considerations of the work such as where first-aid may be located and to whom accidents should be reported.

·  Explaining headlines of policies and procedures and clarification of terms and conditions of employment and code of conduct.  A review questionnaire is given out to ensure they are familiar with the policies.

·        Emergency evacuation procedures.

·    Safeguarding and child protection including guidance for safer working practice for those working with children and young people in education settings.

·        First Aid.

·        Health and Safety Policy.

·        Anti-bullying policy.

·        Equal opportunity policy.

·        SMSC policy, social, moral, spiritual and cultural.

·        Behaviour and Discipline policy.

·        Prevent.

·        Ensuring paperwork is up to date. 

 

Providers must tell staff that they are expected to disclose any convictions, cautions, court order, reprimands and warnings which may affect their suitability to work with children particularly after DBS/suitability checks are carried out.

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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