We have various policies covering areas such as reward, discipline and sanctions, bullying, medicines in school and similar areas as shown below. These policies are in addition to the school rules and pupils are expected, where appropriate, to behave in accordance with and in the spirit of these policies.

ATTENDANCE
Pupils are expected to arrive promptly. We value good standards of punctuality and attendance. The school record for attendance is impressive and pupils are expected to maintain high standards of punctuality and attendance throughout their time at the school.

REWARDS
We recognise good behaviour and achievement in pupils at the school. Rewards range from positive notes and comments in work-books, through house points to certificates of merit. We hold two annual award ceremonies, one where certificates of merit are awarded and a Prize Giving ceremony where students are presented with prizes in recognition of outstanding work.

DISCIPLINE AND SANCTIONS
We encourage a positive behaviour culture and place great emphasis on personal responsibility toward good behaviour. Where discipline and sanctions are required these are in line with the severity of the misconduct.

For low level disruption individual teachers will deal with the matter. This will involve talking with the pupil and or making a written comment in their school diary.

If bad behaviour and disruption continue or is more disruptive a teach can act as above and in addition has the option to send the pupil from the class for a short ‘cooling off’ period. They may also: decide to speak with the pupil at a given, later time; give a staff detention and/or refer the matter to a Head of Department or Head of Faculty who will speak to the pupil concerning the matter. Failure to attend a staff detention could result in the Head of Department/Head of Faculty imposing their own department/faculty punishment.

A staff detention within the school day may be given without notice. Pupils may be detained for up to 30 minutes during lunchtime but will of course be given sufficient time to eat lunch. A without notice staff detention could also be used to detain the pupil for up to 10 minutes at the end of the school day (consideration will of course be given to the pupils travel arrangements).

Staff detentions can also be given to detain the pupil after the school day. A minimum of 24 hours notice will be given. The pupil may be detained after school for up to one hour.

More serious misconduct can result in a Senior School Detention. Only senior members of staff can instigate these detentions where a pupil will be detained after school for up to an hour. These detentions are very serious and will be recorded in the pupil’s school record. Failure to attend a Senior School Detention may result in exclusion.

Senior School Detentions are only given in light of serious misconduct such as truancy, smoking, violence, verbal abuse of staff, theft, vandalism and failure to attend staff detentions.

Pupils may be excluded from the school in cases of severe misconduct, gross breach of school discipline or violence. Exclusion is at the discretion of the Head alone and in consultation with the Governors.

In some instances pupils who continually disrupt classes or misbehave will be asked to sign a contract agreeing an improvement in behaviour. Such a contract would be counter-signed by the pupil’s parent of guardian.

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ANTI-BULLYING
The school has a very strict view on bullying in all its forms, physical, verbal and psychological. Bullying will not be tolerated. Those caught bullying will be severely disciplined by being temporarily excluded prior to appearing before a panel of Governors.

The school’s PSHE programme includes discussions about bullying and strategies to combat it.

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ANTI-DRUGS
The school will not tolerate either dealing in or bringing illegal substances on to the school premises. Those apprehended will face immediate temporary exclusion prior to being brought before the Governors.

Alcohol is not in any circumstances to be brought on to school premises and again offenders will be punished.

The PSHE programme includes support strategies for pupils to help them address potential problems with knowledge and a clear understanding of the consequences of any form of drug taking.

Smoking is not allowed either on school premises or going to and from school.

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SPECIAL EDUCATIONAL NEEDS
The new Code of Practice for Special Educational Needs came into force in January 2002. It replaced the old Code, which dated from 1994.

All schools must “have regard to” the new Code in all matters relating to SEN. It should be read in conjunction with “Inclusive Schooling – Children with SEN” and “The Special Educational Needs and Disability Act 2001”. Slough Borough Council’s handbook on SEN (“SEN Practice and Procedures in Slough”) sets out the LEA’s detailed guidelines on all matters relating to SEN.

Although Slough Grammar School, as a selective school, is unlikely to receive children with generalised learning difficulties, it is recognised that some children may have specific learning difficulties which need to be addressed. Children with sensory impairment, medical conditions, physical disabilities, autistic spectrum disorders and any other needs covered by the Code must also have those needs met.

The Code makes no provision for very able children. The needs of the very able are covered by the school’s policy and programmes for the Gifted and Talented.

Definition (taken from the Code of Practice)
“Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.

Children have a learning difficulty if they :-
a. have a significantly greater difficulty in learning than the majority of children of the same age; or
b. have a disability which prevents them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority

… Special educational provision means … educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LEA, other than special school, in the area.”

Every school must have a “responsible person” who makes sure that all those who are likely to teach a pupil with a statement of special educational needs are told about the statement. At Slough Grammar School the responsible person is the Principal.

In addition, one Governor has a specific brief for SEN. Mr Paul Abeyta fulfils that role at present.

The school’s SEN Coordinator (SENCO) is Mrs M. Rogers. Mrs P Earle, the senior Learning Support Assistant, is assistant SENCO.
Enshrined in the new Code of Practice are some principles which will underpin the school’s system of SEN support. They are :-

• early identification of needs
• best practice in support provision
• respect for the wishes of the child
• respect for the wishes of the parents
• school working in partnership with the parents
• regular reviews
• a multi-disciplinary approach
• respect for prescribed time limits
• clear statements of SEN

The Governing Body of Slough Grammar School will ensure that all pupils with SEN will have access to the same full and balanced curriculum as other pupils wherever that is possible. Exceptions to this will only be made where the pupils’ individual needs make it impossible for them to participate fully in the standard curriculum. (e.g. all aspects of Physical Education for wheel-chair users.). In such cases appropriate alternative arrangements will be made.

In order to achieve this the Governors will ensure that appropriate provision is made, where necessary, for all pupils with SEN, according to their needs. This will include provision such as in-class LSA support, additional support from specialist support teachers, modified teaching materials, specialist or modified equipment, mobility support, extra-curricular literacy support and any other specialist help that support agencies are able to supply.

This provision will be organised and coordinated by the SENCO, who will also be responsible for ensuring that up-to-date records are kept. Individual pupils’ provision will be detailed in Individual Education Plans (IEPs) according to the requirements of the Code of Practice. These IEPs will be monitored and reviewed on a regular basis.

Identification and assessment of special educational needs.
Initial identification of a child’s special educational needs may come from :-

• records and transfer documents received when a pupil transfers to the school
• evidence supplied by parents/carers in the form of reports or professional assessments
• evidence supplied by outside agencies (e.g. Educational Psychologist, Health workers)
• evidence provided by school assessment practices
• evidence gathered from classwork and homework
• evidence gathered concerning behavioural issues arising from incidents in school

All pupils new to the school in Year 7 are screened by the English Faculty for Literacy difficulties.

Needs identified at the point of admission to the school will be addressed by appropriate provision to ensure continuity of support.

Where new or changing needs are identified, the guidance detailed in the Code of Practice will be followed.

Where pupils’ needs are not being fully met despite a variety of strategies being employed, subject teachers/form tutors will consult the SENCO. If adequate progress is not being made by the pupil, the first stage of the new Code will be implemented and intervention will be made through School Action. Under School Action, interventions that are additional to and different from those provided by normal strategies and a differentiated curriculum will be initiated. An IEP will detail those interventions and the arrangements for monitoring and reviewing them.

If, despite this individualised programme, a pupil continues to make inadequate progress and the school needs to consult external specialists, the pupil will move on to School Action Plus. Under School Action Plus, external support agencies will be involved in devising and delivering a wider range of strategies and approaches.

If intervention under School Action Plus is not answering a pupil’s needs, the LEA should be approached to initiate a statutory assessment. The procedures for statutory assessment are set out in the Code of Practice.

If, following the statutory assessment, the LEA issues a Statement of Special Educational Need for a pupil, the interventions and support detailed in the statement must be provided by the school. All statements must be reviewed annually. Procedures for statemented children and annual reviews are detailed in the Code of Practice.

Details of all pupils with SEN will be made available to all staff via the Staff Room notice board and the SEN Handbook. It is the responsibility of all classroom teachers to ensure that they are aware of all children with SEN in classes they teach. They must identify these pupils in their markbook or planner and ensure that they refer to the pupils’ IEPs and any other published guidance in order to meet their needs.

Funding
There is an element of funding within the school’s annual budget to cover SEN. Pupils with statements may attract additional funding depending on the nature of their SEN.

Partnership with Support Services
The school is able to call upon the services of the Educational Welfare Officer and Educational Psychologist when required. It is also able to engage the support of other LEA services such as the Sensory Consortium Service and other specialists as and when necessary (e.g. specific learning difficulty, physical disability, Health etc).

Training
Training for teaching and support staff will be provided as and when required. This will be funded from the Standards Fund.

Complaints Procedures
Parents who are not satisfied that their child’s special educational needs are being adequately met by the school have the right to complain to the Principal. Guidelines for the resolution of disagreements over provision for SEN are contained in the Code of Practice.

Reviewed October 2003

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SEX EDUCATION
The school Governors have approved a policy for sex education within the framework of Personal and Social Education. The guidelines they have laid down stress that sex education should be taught subject to the terms of the 1986 Act (as amended) and that family life should be emphasised as an ideal. The policy is open for inspection and the matter can be discussed with the Principal should parents wish to raise any particular concerns.

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UNIFORM
We are a “Uniform School” and pupils are expected to wear their uniform with pride. We wish pupils to be neat and tidy, to have polished shoes and not to wear jewellery and make-up.

Full details of the school’s uniform requirements can be found on the uniform page.

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EQUAL OPPORTUNITIES
Slough Grammar School is a [multi-cultural, multi-racial community] of nearly [1500] people of both adults and pupils. We believe that everyone in the school is of equal value and should have equal opportunities in school and the community and in life.

Many people in our society are discriminated against and treated as if they are worth less than others because of their race, religion or language; because of their gender or sexuality; because of their class or because of a disability. This will not happen in our school.

People are individuals and therefore different. They have different needs and different contributions to make to the life of our school and of the community. The staff and governors for their part strive to give unconditional trust and ask of pupils that they endeavour to be honest, respect other people and their property. There may be times when the relationship between staff and a pupil breaks down. In such cases the school will give all the support it can to the pupil concerned and his or her parents even though redress to exclusion may be necessary.

Equal Opportunities is not about treating everybody the same. It is about meeting people’s individual needs and appreciating their individual strengths and gifts. We are all different and should all be equally valued. Everything that follows in this statement is to help everyone involved make Slough Grammar School a real Equal Opportunities and Inclusive school.

Aims
1. Our main aim is to offer an education appropriate to each individual pupil’s needs regardless of their race, colour, ethnic or national origins, gender, sexual orientation, disability or religious beliefs.

2. With regard to the statutory Code of Practice on the duty to promote Race Equality, we aim to tackle racial discrimination and to promote equality of opportunity and good race relations across all areas of school activity.

3. With regard to the revised SEN Code of Practice, the Index for Inclusion and the Social Inclusion initiatives, we aim to ensure equal access to educational opportunities for all our pupils, and the opportunity to reach levels of attainment appropriate to their ability.

4. We aim to ensure that everyone at the school, (staff, pupils, parents, contractors and visitors) is afforded the basic rights of freedom and access to opportunity, including freedom from all forms of harassment or bullying.

5. We aim to ensure that active encouragement is given to all in order to enable them to fully develop talents and personal skills for co-operative interaction and academic excellence. No one person has the right to deny another person of his or her educational opportunity.

6. Where contractors are working on site, measures will be taken to ensure their employees operate according to the schools equal opportunities and racial equality policies and code of practice.

Objectives
1. To regard all our pupils as being of equal value and to ensure that the needs of all pupils are identified and met, and that they are able to achieve their full potential, helping to raise standards across the school.

2. Take direct action (including providing resources and mentoring/counselling support) to remove inequalities between racial groups in their levels of achievement and progress; their experience of disciplinary measures (such as exclusions); admissions; or assessment. This will be reflected in IDPs, with particular emphasis on action plans promoting social inclusion and raising the levels of attainment of all pupils.

3. To challenge in a positive way any form of prejudice, racism or sexism, whether overt or covert, which contradicts the school’s equal opportunities and racial equality policies and codes of conduct. This means adopting a consistent and unambiguous stand, from which we strive to overcome prejudice and ensure equality of opportunity for all, thus protecting the rights and liberties of every individual.

4. To foster self-esteem and respect for each person as an individual and to create a positive and inclusive atmosphere where there is a shared commitment to respect diversity and difference, challenge and prevent racism and discrimination, and encourage good relations between people of different racial groups.

5. To prepare pupils to be good citizens, living and working in a multi-ethnic society and to take up the responsibility of participation, and to treat all others as we would wish to be treated. The Citizenship Education programme and the agendas of Year and School Councils will play key roles in achieving this objective.

6. To create and retain a workforce that are valued for their diverse contributions and represent different perspectives, ethnic backgrounds, experience and skills. To achieve this the school will maintain strong community/parental links and governors’ will give support to the school and all its stakeholders, to ensure an effective educational delivery.

Guidelines
Any policy related to equal opportunities and racial equality must reflect in its mission, aims and objectives, and practice (with acknowledgement to the Development Education Association):

• Human dignity (pupils develop a sense of worth of self and others, irrespective of social, cultural, ethnic, linguistic or faith background).
• Justice and fairness (pupils value genuinely democratic processes and principles and are willing to take action on this).
• Commitment to equality (pupils recognise the principle of equality as the underpinning of relationships between individuals, groups and societies).
• Appreciation of diversity (pupils develop an open-minded approach to other cultures and social groups and are willing to learn from them).

From this the following key guidelines emerge:
1. All pupils should be encouraged to value their own cultural heritage and the culture and lifestyles of others, and to show respect for self and others while at the same time finding common ground to talk to one another and valuing living together in a community.

2. Every member of staff needs to accept responsibility for establishing a reasonable climate for debate and extending opportunities for controversial discussion. They must address widely held misconceptions to avoid the risk of pupils with limited experience arriving at consensus views of doubtful validity.

3. The provision of genuine equality of opportunity must be inherent in the education the school offers. The [5-11][11-16] curriculum opportunities must be open to all [and post-16 provision must give access for both sexes to all subjects]. The school must challenge any gender stereotyping, which leads to constraints on the development of pupils’ abilities and aspirations and should include the opportunity to study multicultural issues as an intrinsic part of all programmes and teaching.

4. The school should clearly demonstrate the unacceptability of attitudes, incidents, taunts or remarks that give offence, intimidate, devalue another’s view or opinion, or undermine another’s self esteem.

5. More specifically this means the following codes of practice for governors and staff, pupils, parents and carers, visitors and contract staff.

Governors and Staff
1. Staff will treat each other and all pupils with respect.

2. Staff will examine the ideas and images in books and other resources and will challenge negative images and give all pupils positive images.

3. Policies on displays, notices, meals, uniform, etc in the school will reflect its multi-cultural, multi-racial population.

4. Attendance at in-service training courses on equal opportunities will be encouraged. Staff will make every effort to understand the origins and nature of racism and sexism and to recognise their own prejudice.

5. The school values the fact that many pupils are bilingual and will encourage the teaching and/or use of community languages.

6. Positive links will be developed with the homes of pupils and communities from which our pupils come.

7. Preventing and dealing with discriminatory behaviour, abuse, bullying and intimidation is the responsibility of us all. The school will support victims of such incidents, on or off the premises.

8. Appointment and promotion of staff will be made and monitored in accordance with the school’s Equal Opportunities policy for staff selection, appointment and promotion. The governing body will monitor the balance at all levels of gender and ethnicity as well as membership of the governing body.

Pupils
1. All pupils are valued for themselves and can expect to have their culture and language treated positively and with respect.

2. Pupils will be given the opportunity in the classroom to discuss and with which to identify and understand racism, sexism and other forms of prejudice.

3. Pupils will be able to contribute to the development of equal opportunities and other school policies through the Year and School Councils.

4. If pupils feel they have been abused racially or bullied they should report the matter immediately to their Tutor/Pastoral Co-ordinator or a Deputy or Assistant Headteacher. All pupils can expect to be listened to and have their complaints investigated. If a pupil feels their complaint has not been properly dealt with they may take the matter to the Headteacher.

5. Pupils, who have suffered racist or sexist behaviour, abuse, bullying or intimidation will be supported by the school and in particular their tutor and/or year head. Anyone who has committed such offences will be appropriately dealt with - in the case of pupils this may include exclusion from the school.

6. All pupils should treat each other and staff with respect.

Parents/Carers and Visitors or Contract Staff
1. Parents/carers are very important to the school and in particular they have much to contribute to our equal opportunities policies; their views are welcome and valued at all times. We ask that all parents/ carers fully support the school Equal Opportunities policy.

2. The school will discuss with parents/carers any incidents of racist or sexist abuse or bullying in which their sons or daughters have been involved.

3. If parents/carers are aware of incidents of racism, sexism or bullying then they should contact their child’s tutor, Pastoral Co-ordinator or the appropriate senior member of staff.

4. Any visitors or contract staff visiting or working at the school who become aware of any incidents of racism, sexism or racism should report them to the headteacher or one of his or her senior staff. They should also abide by the code of conduct established by the school in relation to equal opportunities and racial equality.

Implementation
1. The school will issue a code of conduct pamphlet that incorporates the codes outlined above with details of contact personnel to whom to report incidents. Everyone involved with the school will be given a copy (including contractors) and it will be publicly displayed in the school.

2. Detailed procedures will be developed and published to make sure that everything in this policy statement happens.

3. The school will operate the policy in respect of all staff appointments and promotions and monitor gender and ethnicity balance of appointments and promotions.

4. All subject teaching and pastoral programmes of study will take into account the objectives and guidelines of this policy.

5. Information will be collected about pupils’ performance and progress in all areas of school activity, including racial groupings, to analyse trends that could have an adverse impact on pupils’ attainment:

• admissions and transfer procedures
• assessment, and subsequent groupings by ability/attainment levels
• curriculum, teaching and learning (including language and cultural needs)
• pupil behaviour, discipline, punishment and reward
• exclusions (fixed and permanent)
• racism, racial harassment and bullying
• staff recruitment and career development
• membership of the governing body
• parental involvement
• working with the community
• support, advice and guidance given by tutors, year heads, learning mentors and counsellors.

6. All contraventions of this policy will be treated as disciplinary matters.

Evaluation (Monitoring and Assessment)
1. This policy is to be monitored by the designated personnel to ensure its effectiveness through the school’s self-review processes.

2. Evidence will be sought to confirm that the policy is promoted effectively to all stakeholders, ensuring that staff, pupils and parents understand and meet their responsibilities.

3. The effectiveness of the policy will be confirmed by its impact upon the raising of all pupils’ levels of attainment, together with an increased inclusive atmosphere for all stakeholders and towards particular goals such as strengthening the gender balance at senior level.

4. This policy statement will continue to be discussed with pupils, parents/carers and staff and governors.

5. The revision of the policy will be ongoing, ensuring the involvement and commitment of the whole school community. The statement will be reviewed annually.

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