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David Livingstone Academy

Staff Handbook 2011-2012

Striving together for excellence


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Introduction
The Staff Handbook is one of our most important Academy documents. For new and existing staff, it defines the key values and structures of the Academy. To ensure all our children receive a similar learning experience, it is vital the systems outlined in this Handbook are consistently applied; therefore, it is essential all staff familiarise themselves with them. Underpinning everything we do, is the shared ethos. At David Livingstone, we have worked hard to establish a dynamic ethos which drives our improvement agenda; this has become the heartbeat of our Academy. To summarise the key elements of our Academy ethos, we have developed an acronym, PUPAC:

Passion - Working in education, we have the ability to profoundly change childrens lives; the stakes are incredibly high. Our aim should always be to provide for the pupils of David Livingstone what we would want for our own children. Urgency - The amount of time children spend in school is finite. We have a responsibility to ensure every moment a child is in school is spent productively; once wasted, it is gone for ever and cannot be given back. Positive - Our school emblem is Be Kind and True, this applies to staff as well as our children. Staff have a responsibility to be positive and supportive of each other. Negativity leads to low expectations and has no place in our Academy. If you have an issue/problem, please talk to the person who can do something about it. Aspirational - Also embodied in the school motto, Striving together for excellence, all members of staff aim for excellence in their individual professional roles. Commitment - Staff are prepared to go the extra mile to provide the best possible education for the pupils of David Livingstone. The interests of children are always placed ahead of those of staff.

DL is an Academy with high expectations of educational standards, and educational achievement. We are constantly striving for a breadth of opportunity for all, whilst valuing each childs personal successes. Whereas it is absolutely right our achievements are celebrated, we should always remain focused on the challenges ahead and feel a sense of dissatisfaction with the status quo.

Contents
The School Day Times Punctuality Lunchtime arrangements The locking / unlocking of school The Childrens Behaviour Rights Respecting Movement around the school Rewards Incidents of bullying and racism Teaching and Learning Planning Classroom organisation Marking Target setting Extra curricular activities. English as an additional language Staff Development Performance management In service training Leadership structure 13 13 13 Observations Meetings Curriculum coordination 11 11 11 12 12 12 Lesson preparation Lesson format Assessment The Curriculum Special educational needs Homework 8 8 9 10 Pages 11-12 11 11 12 12 12 12 Pages 13-14 13 13 14 Noise levels Whistle / lining up procedures Sanctions 5 6 7 7 Pages 8-10 8 9 10 Assemblies Playtime arrangements The end of the school day Pages 5-7 5-6 6 7

Important Principles Communication Being positive Flexibility Accountability Health and Safety Fire regulations Accidents and illness Hot drinks 15 16 16 Health concerns Child protection issues 14 14 14 15 Confidentiality Collaboration Professionalism Equal opportunities

Pages 14-15 14 14 14 15 Pages 15-16 16 16

Other Important Procedures/Systems Appointments/time off school Communication with parents 16 17 3 Cleaning Curriculum Resources

Pages 16-22 17 17

Other Important Procedures/Structures Diary Dress code Exercise books Fronter Jewellery and make-up Letters to parents / Text messages Lunches Non-contact time Packed lunch boxes Parties Photocopying Registration School Improvement Plan Staff sickness Unexpected teacher absence Valuables Water dispensers 17 17 18 18 18 19 19 20 20 20 21 21 21 21 22 22 22 Displays Email / Stickies Educational visits General stock Lateness and absence Lost property Memos Overtime Parents evenings P.E. clothing Recycling School Council Staff refreshments Telephone and mobile phones Uniform Visitors Class names 17 17 18 18 19 19 19 20 20 20 21 21 21 21 22 22 23

Pages 17-22

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

The School Day

Times 8.45 am Morning meeting All staff assemble in the staffroom. Messages and general information are given out. Teachers on duty go into the playground immediately after the meeting. The whistle is blown and teachers collect their classes from the playground. Following the playtime rota, 1 member of staff is on duty throughout morning play (accompanied by all TAs, who can take their break during assembly, if at 10:15am, or prior/ after playtime- in discussion with the class teacher). At the end of playtime, the teacher on duty calls the classes (oneby-one) to their lines. Teachers then lead the children quietly back to class. This is completed in silence. Reception and KS1 teachers escort their children to the dining hall and remain with them until 12.15 pm. Teachers escort their children into the playground. Classes are collected from their playgrounds. Teacher on whistle duty calls the classes to their line (as above). Teachers supervise the handover of children to parents/ carers. Teachers supervise the handover of children to parents/ carers.

8.55 am 10.30 am 10.45 am

EYFS, KS1 and KS2 collect classes Playtime begins Playtime ends

12.00 12.15pm 12.15pm 1.15 pm 3.15 pm 3.20 pm

Infant lunch begins Junior lunch begins FS, KS1 and KS2 lunchtime ends School day ends for FS and KS1 School day ends for KS2

Assemblies
Teachers escort their children to assembly, ensuring they do not talk, and stay with them until the person taking assembly is ready to begin. Teachers should avoid speaking themselves once in the hall. Purposeful music may be quietly played in the background as children walk silently into the hall. Classes will be sent back to their room if they are talking, therefore, please prepare your class before leaving your classroom. Staff must be present at the first assembly of each term and all teachers should stay for Singing Assemblies (Wednesdays) and the Achievement Assembly (Fridays). Where teachers are required to take an assembly, they should prepare their assembly ensuring to last no more than fifteen minutes. All children are required to greet the assembly taker at the start of assembly. If a member of staff is on release during assembly time, they are requested to go back to class to escort their children to the hall. On days where an assembly is not scheduled, teachers plan a short act of collective worship in their class.

Assemblies
Monday RRS / Seal 10.15 am 12.00 pm Infants Juniors Teachers timetabled to take assembly

Tuesday RRS theme or topical 10.15 am (depending on news/ time of year) Whole School Teachers timetabled to take assembly.
Throughout the year each class will deliver 1 curriculum assembly/performance (timetabled), where parents can attend

Wednesday Singing Practise 10.15 am 11.55 am Infants Juniors KS1 / EYFS staff Head of School/KS2 staff

Thursday Collective Worship Friday Achievement 12.00 pm Whole school Taken by Head of School/members of the Leadership Team Taken by class teacher in class

Punctuality In order for the school to run smoothly, it is essential staff are punctual. Assemblies, playtimes, meetings etc, must start/finish at the correct times. Playtime arrangements At 8.50 am all teachers begin to make their way to the Infant playground (whistle blown at 8:55 am). No ball games are allowed before school and if children are permitted to bring in their bikes or scooters, they must park them in the pods as soon as they enter the school premises. All teachers must be in the playground by 8.55 am. The member of staff on whistle duty blows the whistle and the children form two straight lines in front of their teacher (Year R, 1, 2, 3 and 4) outside their classroom doors and Years 5 and 6 positioned to the side of the main door; leading into the school corridor. There are two teachers on whistle duty each day, one covering the KS1 play area and the other the KS2 playground. All TAs are required to supervise the playground during first play and should take their break either during assembly (if it is at 10:15am) or after/prior to playtime to be discussed with the class teacher. The teacher on duty does not need to be on the playground throughout the entirety of playtime, as s/he will need a break, but is responsible for blowing the whistle and supervising the children to their lines. Each year group is called in turn to line up in front of their teacher in silence, in their designated places. Team points / extra Golden Time can be awarded to the best class who walks to their line quietly and line up quietly. Children are expected to walk back to class in silence. In the event that it is wet play, a member of the admin team will inform staff at 10:40 am, and the TA allocated to each class will supervise in-house. The teachers on duty will circulate.
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Lunchtime arrangements
Mid-day meal supervisors are responsible for the supervision of the children at lunchtime, however, teaching staff are asked to offer their help should the need arise, for example in the event of a sudden downpour or emergency. Infants Reception staff take their children to the dining area for 11.55am. Year 1 staff take their children to the dining area at 12.10pm. Year 2 staff take their children to the dining area at 12.15pm. Teaching/support staff remain in the dining area until 12.15pm. Juniors

Teachers take their classes to the playground, in silence; at 12.15pm. Mid-day supervisors inform each year group in turn when to enter the dining area. Two teachers are on duty in the dining hall from 12.00pm to 1.15pm, supervising children missing lunchtime play (Reflection) and ensuring behaviour in the hall is acceptable.

All teaching staff (EYFS/KS1/2) should be ready for the teacher on whistle duty to call classes to their lines at 1:15pm. Promptness is essential to relieve the mid-day supervisors and ensure a calm and quick start to the childrens learning experiences in the afternoon.

The end of the school day


Teachers must ensure they know how all their children have left the premises. Under no circumstances should children be allowed back into the building unaccompanied. Children may return with their parent/carer if the class teacher has granted permission. Where children go home alone, a signed note from the parent/carer must be provided and be kept on file by the class teacher. Late children should be handed to the teacher on duty at 3.30pm.

The locking / unlocking of school


The Caretaker is responsible for locking and unlocking the school building. It is currently unlocked at 7.00 am and locked at 6.00 pm.

The Childrens Behaviour


UNICEF Rights Respecting School 2011.12 is the year DL will become a UNICEF Rights Respecting School. Pupils are taught that they have rights and with those rights come responsibilities. We recognise that rights and responsibilities are equally balanced and encourage our children to take responsibility for their actions in order to develop an awareness of how they affect the rights of others. The School and Class Charters summarise the relationship between rights and responsibilities. We believe it is essential high standards of behaviour are expected and achieved. Children should always be respectful of adults, each other and themselves. This will occur when the adults engage the children in dialogue about the effects of their actions. They must understand they have choices, and the choices they make have implications for those around them. All children should be held accountable for their actions; there should be rewards for positive behaviour and sanctions for inappropriate behaviour. A balance between the two must be achieved. As a staff, we believe in collective responsibility. If a child is seen behaving inappropriately, no matter which class they are in, the nearest adult must address the behaviour. It is very important for children to see that all adults within the school share a common interest in the way they behave. An important aspect of behaviour management is pre-emption. As a staff, we seek to pre-empt negative behaviour by acting in a non-confrontational, calm manner, by insisting that: Whenever an individual is speaking, others must listen; Eye contact is maintained during an interaction; All parties speak in calm voices; Appropriate terms of address are used when speaking to each other. The children should be encouraged to be calm and reflective. The following structures are designed to achieve this. Noise levels It is recognised that noise levels will vary depending on the age of the children and the type of task in which they are engaged. However, quiet children tend to be calmer, more reflective and easier to manage. In the same way adults talk calmly to the children; pupils are also encouraged to communicate quietly with each other.

Movement around the school


When escorting children around the school, teachers must ensure the children do not talk (within reason). Teachers should be positioned so that all the children can be seen all the time and avoid talking themselves, unless absolutely necessary. If unaccompanied, children must walk sensibly along corridors. Movement should be kept to a minimum. The sending of children to other classes should be restricted, as valuable learning time is lost. The showing of work by individuals between classes can be interesting and valuable but should not be done frequently. When appropriate, prior arrangements should be made with those who will be sharing the work. From an early age the children should be encouraged to go to the toilet at playtimes. As the children progress through the school, the times they need to go during lesson time should decrease.
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Whistle/lining up procedures
The sounding of the whistle denotes the end of playtime and the start of lesson time. On hearing the whistle, the children stand still, without talking. When their class is called, they walk to their teacher and form two straight, silent lines. The journey from the playground to the classroom gives the children a short time to make the transition from play to work.

Rewards
It is important good behaviour is rewarded. Adults should provide positive feedback on the childrens actions when warranted. This may be informal a gesture, expression, or verbal encouragement. Teachers are encouraged to develop their own reward systems to highlight positive types of behaviour in class; for example they may wish to award stickers, smiley faces (on a chart), certificates etc. As a Healthy School, staff are not permitted to give the children sweets. The school has developed the following systems to reward positive behaviour and significant achievements: Wow! Cards All adults are able to award Wow! Cards; these are designed to acknowledge significant achievements. The completed cards are recorded on a database by the admin assistant and count as team points. In addition, the top three pupils in each class are award Bronze, Silver and Gold Awards at the end of the academic year. Star of the Week At the end of each week, each teacher selects a pupil to be Star of the Week. At the Achievement Assembly, the class teacher talks about the pupil receiving the award, and a senior leader presents the child with a sticker and card. In addition, the childs photo is uploaded onto the Class Zone Frontpage (in Fronter) and the display outside the classroom is changed. Class of the Week Each week, the teachers select an Infant or Junior Class of the Week. A cup is presented in the Achievement Assembly on Friday. Star Work In addition to the above, 2 pieces of excellent work from each class (photos or PDF docs) are displayed on the Whos Who section of the school website. These are up-dated half-termly. Tea-Party Once, every half term, 1 boy and 1 girl from each class will be invited to have tea with the Head of School and a member of staff in The Nest. This is to celebrate exceptional behaviour and will take no longer than 30 minutes. This idea is taken from the consultation document (Academy Improvement Plan), on Fronter.

Sanctions
It is important negative behaviour is addressed and sanctions are in place to support teachers. Childrens behaviour must not be allowed to prevent others from learning. Teachers may wish to keep pupils back at playtime to finish work , or reflect on poor behaviour. Teachers may arrange between themselves how they wish to supervise children missing their play. Parents should be informed when children are repeatedly kept in for poor behaviour. For more serious incidents, children may be required to miss their lunchtime play. If a child is required to miss their lunchtime play, the class teacher should escort him/her to the dining hall and inform the teacher on duty of the reason for the reflection and how long he/she should stay in. The teachers on lunch duty will supervise children missing lunchtime play. Pupils should not complete work in the dining hall teachers may keep children in during lunchtime once they have had their lunch, but must supervise them in their own classrooms. If a child is behaving inappropriately in class, they should be asked to take time out sit in isolation away from the rest of the class. The child should be denied eye contact with their classmates, but must be visible at all times to the teacher. Children should never be asked to leave the classroom unaccompanied. If behaviour continues, the child should go into the class next door for 5 minutes (no more). A meeting with the phase leader is the next step, with the final sanction a meeting with the Head of School. At the stage of the phase leader, parents should be called. For serious incidents, a member of the Leadership Team should be sent for immediately. When a child is behaving poorly, parents must be informed by the class teacher. Teachers should take the opportunity to see parents before or after school to discuss behaviour. Where this is not possible, a phone call should be made or a letter sent, asking the parent to make an appointment. For persistent or serious incidents, parents will be asked to make an appointment with the Head of School, or a member of the Leadership Team. In rare cases, the Head of School will ask parents to keep their child at home for a period of time. The LA is notified of such cases.

Incidents of bullying and racism


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

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Teaching and Learning


Planning
To meet the needs of all the children, it is essential teachers are well planned. A teachers planning is their most important tool if consistently high standards of teaching are to be achieved. To meet this aim, a planning proforma is provided for topic Literacy and Numeracy. To ensure consistency, the Leadership Team carefully monitor planning. Planning must be consistent with the current school policy. Teachers submit weekly plans to the Leadership Team (EYFS & KS1: Claire and KS2: Katy), every Monday, after school. These are checked, signed and returned by the following morning, it is therefore essential that the planning folder is handed in on time. Planning is expected to be annotatedit is a working document. If there is an issue to be discussed, planning is not signed and a meeting is arranged to discuss the problem. Planning is uploaded weekly into Fronter in the DL planning area.

Lesson preparation
Individual lessons should be carefully prepared so that all the required materials and resources are to hand before the lesson begins. Where possible, resources should be laid out on tables ensuring a prompt start to the lesson. Every teacher should keep a small stock of equipment in their class-spare pencils, exercise books, paper etc. Children must not be sent during lesson time to gather resources.

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

Lesson format
All lessons should: have clearly defined learning objectives and Steps to Success. These should be made explicit to the children, explained and displayed (WB/IWB) at the start of the lesson. be stimulating for the child. Teacher exposition should be kept brief and children should be actively involved wherever possible. ICT should be used creatively to engage pupils. be made up of three parts: an introduction or warm-up (all children should be doing within 4 minutes of the warm-up), a main activity and a plenary; have AFL as an integral part of every lesson (eg: referring to working walls and targets); be well paced. No one element of the lesson should be allowed to overrun to the detriment of another. Time targets should be set to establish and maintain a brisk pace. have a teacher focus. The teacher must be constantly involved in teaching (whole class, group or individual).

Marking
Through marking, children receive feedback on the work they have done and teachers are able to assess the childrens level of understanding. All staff who are responsible for marking should follow the current Marking and Presentation Policy. It is important that: all work produced by pupils is responded to in some way; clear guidelines are given to the children on how their work should be set out; teachers comments relate to the learning objectives of the lesson or to the childrens presentation of their work; any comments or questions asked should be replied to and the children should be given time to be able to do this; children are given opportunities to self and peer assess their work. The Leadership Team will formally monitor the marking of books against the current Marking and Presentation Policy on a bi-termly basis. Feedback and, where necessary, targets will be given.
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Assessment
Children are regularly assessed using a variety of national and standardised tests. Curriculum Leaders ensure that the monitoring of their subject across the school is effective; this is constantly reviewed. In addition, teachers are encouraged to carry out informal assessments, e.g. weekly spelling and mental maths tests, to monitor the childrens progress. All key assessments are recorded into Assessment Manager and onto Shaded Boxes (to demonstrate progress) and analysed by the Assessment Manager on a termly basis. Teachers are encouraged to share levels (which have been moderated in staff meetings) during Parents Evenings.

Target setting
In order to raise achievement, all children are set short, medium and long-term targets. These must: be achievable; relate specifically to the needs of the individual child and in communication with the child; where relevant, relate to the APP as a basis for target setting; be communicated effectively to the child and displayed on the working wall/bookmark; be constantly reviewed and modified/updated; involve parents wherever possible including giving them a booklet with their childs targets in for the core areas half-termly. From assessments, teachers should develop target setting as an important part of their daily routines.

The curriculum
David Livingstones integrated Curriculum has been developed to ensure what is taught is engaging and relevant. Curriculum Leaders are responsible for ensuring progression. The School Improvement Plan and curriculum action plans timetable the review of curricular and other policies.

Extra curricular activities


Extra curricular activities are encouraged at David Livingstone. They are held before school, at lunchtimes or after school. The Extended Schools Leader is responsible for coordinating extra-curricular activities.

Special educational needs


A child is identified as having special educational needs if: there is a need for the provision of a special or modified curriculum (including gifted); the child has abilities which either prevent or hinder the use of facilities generally available in school; particular attention must be paid to the social and/or emotional climate in which the childs education is taking place. The Inclusion Manager must be consulted about all special needs issues. It is her responsibility to coordinate the involvement of outside agencies. The class teacher is responsible for: setting and reviewing targets, completing Provision Maps, Individual Educational Plans and involving parents.

English as an additional language


A small minority of children who attend David Livingstone do not speak English as their first language. Staff must be aware of the barriers to learning EAL children face. It is the teachers responsibility to plan effectively for the needs of EAL children. The Inclusion Manager supports the teacher to meet the needs of EAL pupils . Homework Learning at home, with parental support, can raise levels of achievement in school. It is important that homework is carefully regulated, but does not become burdensome for the teacher. All teachers set homework according to the agreed Homework Policy. The vast majority of home learning is facilitated through the managed learning environment (Fronter).
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Staff Development
Schools are strengthened if those working within them are continually developing. All members of staff are required to embrace professional development as a natural and valuable tool.

Performance management
All members of staff participate in an on-going three-stage cycle: 1. Planning- during which objectives will be agreed; 2. Monitoring process-evidence will be gathered; 3. Reviewing performance- objectives are reviewed and further professional development needs are identified. The process should be conducted in an atmosphere of trust and respect.

Observations
In order to monitor the quality of teaching and learning and offer meaningful professional development, all teachers and Teaching Assistants are formally observed throughout the year by the Head of School, PM Reviewers and/or Curriculum Leaders. Written feedback is provided within 48 hours and discussed in a one-to-one meeting. Targets are set and reviewed during subsequent observations. All observations should be viewed in a positive way as a means to further professional development and shared expertise.

In service training
Performance management and the Academy Improvement Plan determine annual INSET needs. Some courses are organised in school on INSET Days. INSET is also provided through designated training days for NQT courses, coordinators courses etc. The CPD Manager liaises with the office staff to ensure courses are booked and cover organised. The school is not in a position to reimburse staff for expenses incurred while out on courses; however costs are paid when staff are required to attend meetings on behalf of the school. Meetings There are two types of meetings which teachers must attend as part of their directed time. 1. Weekly planning/phase meetings- these meetings follow a set agenda: general business, children (behaviour or academic issues) and planning. Meetings are held on Tuesdays at 3.40pm. 2. Staff Inset- often incorporated into the planning meeting, members of staff discuss and develop areas of the curriculum/assessment. The nature of the meeting determines its organisation. These meetings will be held on Mondays at 3:40pm. Minutes are kept of all meetings. On occasions, it may be necessary to meet as a whole staff, including other schools in the Step Academy Trust. Staff should see such meetings as an opportunity to express their thoughts and ideas about the areas being discussed. Minutes are kept of all meetings.

Leadership structure To ensure good communication, professional support and effective monitoring procedures, a clear management structure is essential. How it is structured will depend on the needs of the school at the time. It is hoped that a clearly defined, ever-changing structure will evolve offering members of staff career opportunities. All those with management responsibilities will have a job description outlining their role and responsibilities. The Leadership Team The Leadership Team is made up of the Executive Headteacher, the Head of School, the Maths Leader and the Literacy Leader. We hope to appoint an Assistant Headteacher in January 2012.
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Curriculum coordination
Each area of the curriculum is coordinated by a Curriculum Leader. Curriculum Leaders work together in teams to develop their subjects. There are currently five teams: Literacy, Numeracy, ICT, Humanities and Creativity. Teachers are required to join at least one team and more experienced staff are encouraged to lead an area of the curriculum. Teacher Assistants are also required to join a team.

Important Principles
Communication
Many of the structures defined in this handbook have been devised to ensure communication between staff is effective. As professionals, we must constantly talk. All adults within DL have an identified line manager with whom they must be able to share their views. In cases where members of staff find communication with their line manager unsatisfactory, the situation should be discussed with the Executive Headteacher. Fronter, the managed learning environment, is used extensively to maintain effective communication. All members of staff are required to log in every day, whilst Governors are expected to log in at least twice a week.

Confidentiality
Many issues are discussed openly in meetings and sometimes involve individual children, family circumstances or other sensitive matters. Whilst such discussion is encouraged to ensure staff as a whole are fully involved and aware of what is happening in the school, it is essential information is not discussed elsewhere. Any member of staff who discusses a sensitive issue with a colleague must feel secure in the knowledge that it will go no further unless they wish it to do so. Confidentiality relies on the ability of any member of staff to trust in the integrity of their colleagues. If a parent discusses a confidential matter with any teacher, which relies on the well being of a child within the school, it should be discussed with the Head of School/Phase Leader. The Executive Headteacher will always be informed.

Being positive
As a staff we recognise the need to remain positive in our outlook. Cynicism and negativity lead to low expectations and poor morale; they have no place at David Livingstone Academy. We remain committed to finding solutions and making them work in the pursuit of raised standards of achievement for all children. If a member of staff has an issue, it is important to talk to the person who can do something about it.

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

Flexibility
The Executive Headteacher and Head of School of David Livingstone recognise the need for forward planning. Wherever possible, staff are given plenty of notice. Reasonable deadlines are set and it is important all staff endeavour to meet them. However, in certain cases it is necessary to react quickly and little notice can be given. In such situations, members of staff are asked to be flexible.

Professionalism
From time to time disagreements and tensions arise between members of staff. It is vital staff always act in a professional manner. Grievance and Disciplinary Procedures are in place to address unprofessional behaviour.
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Accountability
Any successful organisation accepts accountability as an important principle. As professionals we take seriously our accountability to stakeholders.

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

Health and Safety


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

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

when the fire alarm sounds, everybody will immediately stop whatever he or she is doing and stand still; silently, the children will line up at the fire door of their classroom; if an adult other than the teacher is present, they will lead the children out through the nearest or safest exit (fire door). The teacher must go last ensuring the classroom is empty before they leave; shoes should be worn to and from P.E. so that, in the event of a fire, the children have something to wear on their feet; from the back, the teacher should issue instructions directing the children to the Infant playground where they line up in their designated lines. All kitchen staff and clerical staff will leave by the nearest or safest exit and assemble in the playground; the Admin Officer will bring the registers from their centrally held place so that the presence of the children can be checked. The Kitchen Supervisor will check his or her staff and the Head of School, or a senior leader will check on all other staff.

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

If the fire alarm sounds, the Head of School, a senior leader or the Fire Marshall, will contact the emergency services. All children should be taught to go straight to the playground if they find themselves unaccompanied in the building e.g. if they are in the toilet. Special arrangements for children with mobility problems should be discussed with the Inclusion Manager. Staff should notify the office if they leave the school building during lunchtimes so they can be accounted for in the case of a fire. If the fire alarm rings at home time, children should stay with their teacher until they are told they may go home. The building should be evacuated in less than two minutes.

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

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Health concerns
If a teacher is concerned about the health of a child, they should discuss the matter with one of the first aider on duty, or the Head of School. Most medicines cannot be administered in school. In exceptional cases, a designated suitably-trained member of staff may administer some long-term medication, but the Head of School must first agree to this. Inhalers, which are kept safely in the office but available throughout the school day, are allowed in school. Children should have access to these whenever they are needed. The class SEN marksheet in Assessment Manager/Provision Map provides details of pupils medical conditions e.g. asthma. For children with long term medical needs healthcare plans are kept in the class Inclusion Folder. If hospital treatment is required, parents must be contacted immediately and the Head of School, or most senior member of staff informed. Two members of staff will always accompany the child to the hospital until the parent arrives. If a child has received a minor bump on the head, an entry is made in the Accident Book and a member of the office staff makes a courtesy call to the parent/carer informing them of the incident (a bump letter is also sent). If the head injury is anything more than minor, the parent is contacted immediately and advised to take the child to casualty as a precaution.

Accidents and illness


It is rare that a child is so sick in school that they will need to go home. If a member of staff is worried about a pupil, the matter should be referred to the Head of School or member of the Leadership Team. If it is deemed necessary, child will be sent to the office with a note asking for the childs parents to be contacted. Teachers should not send children directly to the office. Parents should only be asked to collect a child where immediate medical attention is deemed necessary. The office staff will record children sent home on the daily register sheet. The first aider dealing with an accident, other than very minor ones, should record it in the Accident Book (kept in the medical room) and a letter sent home. If an accident is of a more serious nature, the Head of School, or member of the Leadership Team should be informed and a courtesy call made to the parent/carer informing them of the incident.

Child protection issues


All concerns should be referred to the Head of School or the Inclusion Manager.

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

Other Important Procedures/Structures


Appointments / time off school
Members of staff should not ask for time out of school to attend appointments. Emergency appointments will be permitted, if they cannot be arranged outside school hours. If a member of staff works part-time, it may be possible to rearrange working hours; however reasonable notice needs to be given. There are rare occasions where unpaid leave may be granted by the Head of School, for example, a close relatives graduation or marriage. Permission will be dependent on adequate notice being given. Extended leave will only be granted in exceptional circumstances. The religious beliefs of all staff are respected and for that reason unpaid leave is granted for major religious celebrations falling during term time. Staff requesting unpaid leave should complete a Request for Leave Form before discussing the request with the Head of School. Up to five days paid leave will be granted to look after dependents (children under the age of 16) in an academic year. Where time off to look after a dependent exceeds five days, unpaid leave may be granted.
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Cleaning
The school building is cleaned between 3.30 pm and 5.30 pm each day by a team of cleaners. The Caretaker has overall responsibility for the cleaning in the school and therefore all issues related to the quality of cleaning should be referred to him.

Communication with parents


A parent should be able to speak with their childs teacher or the Head of School at any time during the school year and not feel limited to the three Parents Evenings, particularly if they have worries or concerns. Teachers should also feel free to contact parents to discuss issues. The school is sensitive to the fact that some of our parents do not speak English as their first language. Where a parent/carer requires a translation/translator, the Inclusion Manager will make the appropriate arrangements. The few minutes before and after school are good opportunities for exchanging information; however, it often becomes apparent more time is needed to discuss matters in greater depth. On such occasions, the parent should be asked to make an appointment at a mutually convenient time. The teachers Head of School should be informed about the time and content of the meeting, particularly if it concerns sensitive issues.

Curriculum resources
Resources are available in a variety of locations around the school including the teacher resource room, support rooms, library, P.E., Science, Art/DT cupboards, music trolleys and The Nest. If any member of staff identifies a shortage or breakage, the relevant Curriculum Leader should be informed immediately.

Diary
The school diary is available for all members of staff to consult - it is kept in the school office. The person responsible for an event or outing should inform the Admin Officer who will enter details in the school diary. The estimated start/finish time of the trip should also be recorded. All relevant entries are transferred to the calendar in Fronter.

Displays
Each class teacher is responsible for organising displays within, directly outside their classroom, in the corridor (2 per class in corridor) and hall. At the start of the year each member of staff will be shown their class's board in the corridor by a member of the Leadership Team. Any work on display has to be of an excellent standard, with the childs name (printed) on the bottom right-hand side of the document. Felt-tip should not be used for work on display. Please see the Display Policy for further advice. There is a designated Good Work Board in the corridor (opposite the Infant playground doors). Each class contributes two pieces of work each term; these are submitted to the Head of School, the penultimate Friday before each term. Teachers are asked to ensure children do not damage displays when walking along corridors.

Dress code
Members of staff must always be aware that they are role models and for that reason are expected to dress appropriately. The wearing of jeans is not permitted (this is also included on school trips). Trainers and tracksuits should only be worn when teaching P.E. If, however the children are dressed more casually, for example on school journey, or mufti days; then members of staff may do so as well. We expect all students and volunteers to respect and adhere to our policy.

Email / Stickies
All staff are issued with an email address and are required to check their accounts at least once a day. Stickies are increasingly used by staff to send messages to colleagues, alongside face-to-face communication.
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Exercise books
The majority of the childrens work should be done in exercise books and not on worksheets. Sets of books, which are personalised to the Step Academy Trust, are given out at the start of each academic year. Exercise books are given to the children to take home at the end of an academic year. All teachers are required to fully implement the STEP Marking and Presentation Policy. Children must respect their books and if de-faced, should be sent to the Head of School immediately.

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

discuss the trip with the Off-Site Leader or Head of School and perform a risk assessment, following the Off Site Policy. Trips will not go ahead until the Off Site requirements have been met; complete an Educational Visits Form (see Off Site Policy) and give to the Admin Officer; check the proposed date with the Admin Officer; ask the Admin Officer to make a provisional booking; do a feasibility survey if appropriate e.g. assess parental/carer interest; if necessary, ask office staff to arrange transport; confirm the booking; cost the trip and ask the admin staff to draft a letter to parents/carers; agree the letter with the Off-Site Leader; ensure the final draft of the letter, produced on headed school paper, is sent out to parents (a copy is kept on file in the office); ensure the office staff have the correct information so they can collect the money and permission slips; organise sufficient adult supervision ensuring the appropriate adult/pupil ratio (see Off-Site Policy). Teacher assistants from other years cannot be recruited to supplement numbers; following the visit, complete an Educational Visits Evaluation Form and hand it to the Off-Site Leader.

Fronter
Fronter, the schools managed learning environment , is used by staff to communicate (although it is obviously essential to continue to communicate face-to-face!), collaborate and share resources. All members of staff are required to login everyday.

General stock
The Admin Officer is responsible for giving out stock. It can be ordered by posting a Stock Request Form in the office at least 24 hours before the stock is required. It is then delivered to the teachers classroom.

Jewellery and make-up


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

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Lateness and absence


Every child must be in school by 8.55 am. Each morning a senior member of staff will remain in the playground and speak to parents and children who are persistently late. The Admin Assistant will remain outside the school office and log those children who are late (after 9.00 am) when the school gate is closed. Children arriving after 9.00 am are marked late. Registers are submitted electronically (or sent to the School Office at 9.10 am by the class monitor, if there is a problem with DLs network). The school should be notified of all absences preferably in writing, by phone or in person. All letters should be sent to the office so the Admin Assistant can record the reason for a pupils absence. Where no reason has been given for an absence, the Attendance Officer will contact the parents. Throughout the year, the Attendance Officer and/or Head of School will meet with parents of children who have been persistently late and/or absent. The situation is discussed, then monitored. Where there has been no significant improvement, the case is referred to the EWO by the Attendance Officer.

Letters to parents / Text messages


Parents receive regular letters of information from the school covering a range of issues of which they need to be aware. For example, the Executive Headteacher and Head of School write a newsletter each half term containing important news and information. All members of staff are free to write letters to groups of parents or an individual parent as required but such letters should first be shown to the Head of School for approval. A copy of the letter must go to the office for reference. Standard letters for such things as educational visits, sporting events, Parents Evenings etc are held on file and can be requested at the office. Any letter written on behalf of the school should be sent on headed notepaper and signed by the person who has written it. Text messages are sent to remind parents of upcoming events.

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

Lunches
The school operates a cashless system for the payment for school meals. Staff are not required to collect or administer cash or cheques. Members of staff are encouraged to eat their lunch in the dinning hall with the children as interactions during this time are invaluable. If a member of staff requires a school dinner, an order needs to be placed on the lunch sheet situated in the staffroom no later than 10:30 am. Although the school covers the cost of meals for the two teachers on duty; all other staff requiring a meal must arrange payment at the school office.

Memos
Memos are used to communicate important information. Any individual wishing to send a memo may do so through Fronter, via email or through scheduled meetings; although memos should be checked by the a member of the Leadership Team before being distributed . By using this system, we can be sure all members of staff receive important information. Staff are asked to transfer important dates into their work diaries (these are supplied by the school at the start of the academic year).

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Non-contact time
Teachers receive regular non-contact time. All teachers receive planning, preparation and assessment time (PPA). This equates to 10% of their teaching timetable. In addition assemblies are done on a rota system and teachers are not usually required to attend (except for Singing and Achievement Assemblies). Additional non-contact time is arranged to accommodate:

NQT induction time; Leadership release; Release to support performance management;

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

Overtime
On occasions, a member of staff may be asked to work outside their contracted hour. However, the Head of School, must agree overtime before it is arranged (an Overtime Form should be completed and given to the Admin Assistant). Timesheets recording the time worked should be submitted to the Admin Assitant after overtime has been completed.

Packed lunch boxes


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

Parents evenings
Parents evenings are held over two days, three times a year, usually in October, February and July. Parents are allocated an appointment of approximately ten minutes. If more time is required with certain parents, then a separate appointment for another date should be arranged. If parents are unable to make the allocated time then other arrangements should be made to meet those parents if they so wish. Records are kept of parental attendance in Sims.

Parties
Teachers should not agree to hold birthday parties for the children. Parents must understand that time is limited and if a party is held for their child, all children are entitled to a celebration. If it is a childs birthday, a small celebration can be held at 3.00 pm, however, because we are a Healthy School sweets and cakes etc should not be given out during school hours. Class parties are organised at the end of the Autumn Term with healthy food. If a parent wants to give a cake/sweets to celebrate, it should be cut up (cake) and given to each child as they leave the premises and not eaten on site.

P.E. clothing
Children are expected to wear appropriate clothing for P.E. lessons white T-shirt / polo shirt, black shorts and black plimsolls for indoor use and a dark tracksuit and dark trainers for outside. Teachers should inform parents/carers what day P.E. takes place. Foundation stage children who do not have their kit may do P.E. in their bare feet. Children in Key Stage 1 and 2 who forget their kit should be sent to the teacher next door with work. If a child consistently has no P.E. kit, their parents should be informed by the class teacher.

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Photocopying
Teachers are able to photocopy resources as required; however, they should be mindful of wasting paper unnecessarily. Where appropriate, photocopying may be delegated to the class TA. Faults relating to the photocopier should be reported to the school office.

Recycling
At David Livingstone we are committed to recycling. Staff and children are asked to conserve resources and recycle wherever possible. There are recycling boxes in each classroom and a clothing recycling cabinet in the car park. As far as possible, documents are shared electronically via the MLE.

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

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

Academy Improvement Plan


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

Staff refreshments
Members of staff who have tea, coffee or any other refreshments bought by the school (e.g. milk, tea and coffee), pay a set amount each term. 1 per week for all staff (on average: 14 per term). At the start of each term, staff are asked if they wish to opt in or out of the scheme. Those who opt in should settle with Mrs Cunnion. It is the responsibility of all staff to wash up their own cups etc; however, a staff room tidying rota is drawn up each term which includes all members of staff.

Staff sickness
When a member of staff is so unwell that they are unable to come to work, they must inform the admin assistant by 7.15 am (07501 361080). Calls should be made by the employee, each morning of absence. Employees are not required to contact the school each day if a doctors note has been supplied a note must be supplied for absences beyond five days. The note should be sent to the school indicating the expected length of absence. The Admin Assistant then sends it to the school payroll provider. On receiving a message that a member of staff is out, arrangements are made to cover the individuals responsibilities and absence is reported on Fronter. On returning to work, a Return to Work Form should be collected from the Admin Assitant. The completed form should then be given to the Head of School at the Return to Work Interview on the first day back after an unexpected absence. Absence from work is recorded in the schools data management system, SIMS.net.

Telephone and mobile phones


For urgent calls, staff may seek permission to use the school phone from a member of the Leadership Team. Personal incoming calls to members of staff are not allowed, unless it is of an urgent nature. Any calls of a school related issue or employment issue such as queries about salary, should be made from one of the school telephones. Mobile phones should always be switched off during working hours (not including breaks, away from children). Children are not allowed mobile phones.
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Unexpected teacher absence


Our HLTA will supervise classes in the event that a teacher is unexpectedly absent (f she is available to do so). At the start of the academic year, each teacher prepares a cover file containing appropriate work; this should be replenished as required. The HLTA will use work from the file to set the children tasks. Additionally, a number of the schools teaching assistants are willing and able to supervise classes in the event that a teacher is unexpectedly absent. On rare occasions, classes may need to be split. All teachers produce a split list at the start of the school year allocating their children to classes across the school. Where possible, the ability of the child should determine where the child is placed. Junior teachers should organise individual work for their children; these should contain appropriate work which the child can complete independently in the event that the class is split. Once split, the children become the responsibility of the teacher to whom they are sent. The teacher should do the best they can to integrate them into their own class activities and routines. Teachers must observe the usual collection procedures for children who have been split.

Uniform
All children should wear the correct school uniform. The following constitutes the David Livingstone Academy uniform:

Brown V-neck jumper/cardigan with logo; Sweat tops with logo; White shirts/blouses; White polo shirt; Trousers long/short (grey); Skirts (brown); Pinafore dress (brown); School tie; Summer dress (green checkered). Black shoes of an appropriate height.

Where socks or tights are visible, they should be a neutral, plain colour which blends with the uniform e.g. black, brown or white. Hats should not be worn inside the building (religious headwear is permitted).

Valuables
The school and staff take no responsibility for valuables brought into school by the children. Children should not have money in school. If a child is seen with money, it should be given to the class teacher to keep until the end of the day. Older children may need bus money; this should be given to their class teacher at morning registration. Lockers are available in the toilets for staff to store personal belongings.

Visitors
All visitors to the school should sign the visitors book. Staff should challenge any unrecognised visitor by asking, Can I help you? They should then be directed to the office where they can sign in. Any person seen acting suspiciously should not be approached; the Head of School or in her absence, the most senior member of staff should be informed immediately. If children are present, they should be supervised away from the situation.

Water dispensers
All classes are fitted with water dispensers. Twice a year, every child is issued with a water bottle which is filled every day with fresh filtered water. Pupils are encouraged to refill the bottles as required throughout the day. Once a week, the bottles are sterilised by support staff.
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Class Names
At David Livingstone Academy, we think using class names is a fantastic way to encourage children to think about different role models as well as to make references to the topics they are learning about. The class names are linked not only to their age group and place in school (for example: Leaders in Year 6 setting an example to the rest of the school and the Explorers in Year R exploring the use of their senses), but also to the many groups of people and indeed individuals who have impacted History and Geography. Class Names: Year R - Explorers Year 1 - Builders Year 2 - Artists Year 3 - Scientists Year 4 - Adventurers Year 5 - Pioneers Year 6 - Leaders

Our Explorers have been named due to their inquisitive age, often their first step on the Education ladder and there are many explorers in History which they can make reference to. Our Builders are named not only because of the way in which their knowledge, skills and understanding develop as they move from the Foundation Stage to Key Stage 1 but also links in with their topics. Our Artists in Year 2 are at an age where they begin to become more and more creative. Our Scientists in Year 3, further develop their inquisitive minds, delving greater into the world of Science. Year 4 have been given a new name this year (to go alongside the adapted Creative Curriculum), where they will start their year off acting as Adventurers. Year 5 begin to take much greater responsibility as they move towards the upper end of the school and are at a stage in their development where they can pioneer new ideas - with the inspiration of positive role models. Finally, Year 6, the Leaders (who, as mentioned), build on the qualities gained from their time at DL and they are the children who younger children are willing to look up to, respect and follow how it is done. At the start of the academic year, classes study their class name: What does our name mean to us? Who is our Pioneer/Leader/Adventurer etc?; (ie: Ghandi, Nelson Mandela, a member of family etc). Work completed (art work / writing etc) is then displayed on the class display boards in the hall. This is to be displayed by the end of week 3.

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Every moment a child is in school must be spent productively. Once wasted, the time is lost forever and cannot be given back. In all things, we seek to establish a commonality of approach. The structures outlined in this handbook are designed to ensure consistency across the school. If all staff value and maintain the agreed structures, David Livingstone Academy will continue to be a truly inclusive learning environment.

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CS/DL/2011.12

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