ERASMUS + PROJECT: K101. "BILINGUAL SCHOOL"
This project, called "Bilingual School" consists of two staff mobilities to the United kingdom in 2016 and two toFrance in 2017. Our main aim is Bilinguism and Methodological Innovation.
Este proyecto, denominado " Escuela Bilingüe" consiste en dos movilidades del personal docente al Reino Unido en 2016 y dos a Francia en 2017. Nuestra meta principal es el Bilingüismo y la Innovación Metodológica.
Detailed programme of the training period:
Programa detallado del período de formación:
Our purpose in the accomplishment of the activities of our mobility covers the following expectations:
Nuestra finalidad en la consecución de las actividades de nuestra movilidad cubre las siguientes expectativas:
. Improvement of linguistic Competences and communicative skills, as well as methodological lines in English.
Mejora en las Competencias lingüísticas y destrezas comunicativas, así como en las líneas metodológicas en inglés.
· We need to improve our linguistic skills to adapt to Bilingualism as teachers and to adapt to the pedagogic innovation in English and French (to promote French as the second foreign language at school)
Necesitamos mejorar nuestras destrezas comunicativas para adaptarnos al Bilingüismo como profesores y adaptarnos a la innovación pedagógica en inglés y francés (para promover el francés como segunda lengua extranjera en la escuela)
· We want to elaborate CLIL materials for our subjects.
Pretendemos elaborar materiales CLIL para nuestras asignaturas.
·We will study other educational practices of organization and management of the didactic departments and the functions of coordination of subjects to obtain a major coherence of our project, the educational purposes and the functioning of our school.
Estudiaremos otras prácticas educativas sobre la organización y la gestión de los departamentos didácticos y las funciones de coordinación de las asignaturas para obtener una mayor coherencia de nuestro proyecto, las finalidades educativas y el funcionamiento de nuestra escuela.
. We will seek to explore other ways of organization and distribution of classrooms, as well as of the didactic material used for the attainment of educational purposes.
Buscaremos explorar otras formas de organización y distribución de las aulas, así como de los materiales didácticos usados para lograr las finalidades educativas.
· We need to know other educational systems which develop projects that promote creativity, innovation, teamwork and cooperative tasks, by means of innovative methodologies.
Necesitamos conocer otros sistemas educativos que desarrollan proyectos que promuevan la creatividad, la innovación y tareas cooperativas y de equipo, por medio de las metodologías innovativas.
· We need new ways of cooperation, new synergies among the different fields of education and with other institutions: local, regional, national and international.
Necesitamos nuevas formas de cooperación, nuevas sinergías entre los diferentes campos de educación con otras instituciones: local, regional, nacional e internacional.
· We want to improve the quality of education in our school, in relation with other European centers.
Tasks of the participants before, during and after mobilities:
Tareas de los participantes antes, durante y después de las movilidades:
BEFORE: Contact between schools, by e-mail, to establish the aims of the program and the detailed activities to perform.
ANTES: Contacto entre escuelas, por correo electrónico para establecer las metas del programa y las actividades detalladas a desarrollar.
DURING: daily attendance to all the programmed activities, accomplishment of programmed tasks (meetings, observations, cultural visits ...) and, specially, observation of languages lessons and CLIL's meetings.
DURANTE: asistencia diaria a todas las actividades programadas, realización de las tareas programadas ( reuniones, observaciones, visitas culturales...) y, especialmente, observación de las clases de lenguas y reuniones CLIL.
LATER: Establishment of strategies derived from the period of observation to individual level and in relation to the school, with possible activities derived from this contact (projects eTwinning, exchange pupils' …)
DESPUÉS: Implantación de las estrategias derivadas del período de observación a nivel individual y en relación con la escuela, con posibles actividades derivadas de este contacto (proyectos eTwinnings, intercambio de alumnos...)
FIRST DAY: SUNDAY, 11TH SEPTEMBER 2016
ARRIVAL AT STANSTED AIRPORT AND ACCOMMODATION IN LONDON
SECOND DAY: 12TH SEPTEMBER: MEETING THE SCHOOL
HACKNEY NEW SCHOOL
Hackney New School is a Secondary School with a focus on music. They opened in September 2013 with four Year 7 classes of 25 pupils each and they are filling up, year group by year group, until They have a full complement of 700 children in 2019.
Hackney New School’s curriculum focuses on the core subjects of the English Baccalaureate and Music with additional options such as a further Modern Foreign Language, providing all their students with the opportunity to take at least ten GCSEs and five A/AS levels.
Their emphasis is to provide their students with an outstanding education, to teach them to think independently and develop a sense of responsibility for the society in which we live.
In this way we will prepare them as well as possible for a challenging and interesting life. Hackney New School has an innovative ‘extended day’ with opening hours from 7.30am (with an optional breakfast club) until 5- 6pm, divided into a ‘Teaching Morning’ and a ‘Study Afternoon’.
Their timetable has been designed to offer students the very best mix of class lessons, supervised private study, group work and co-curricular activities to deliver a truly inspiring and enriching education.
THIRD DAY: 13TH SEPTEMBER: AT SCHOOL
Their objective at Hackney New School is to equip students with the intellectual and emotional tools they need to lead an interesting, rewarding and diverse life. We believe that the four central elements of our core vision are required to achieve this:
- -Academic excellence: we need knowledge to navigate through life. Self-belief: children must learn to believe in their judgement and their abilities; if they do, they will be able to have full control over their lives
- Self-belief: children must learn to believe in their judgement and their abilities; if they do, they will be able to have full control over their lives
- Intellectual curiosity: everything can be interesting – we believe it is worthwhile regularly to review one’s beliefs and explore new facts, phenomena and points of view
- Responsibility towards others: we share our lives with others, and our liberty and happiness depends on that of other people. We want to remind HNS students of this important feature of our lives
- In pursuit of this core vision they encourage their students to consider a number of beliefs and characteristics that they think are naturally supportive of their objectives.
- core diagram: The length and structure of the school day and the curriculum have been designed to help them achieve this core vision. Ten specific examples of how they do this are:-
- Focus on the Core: Getting Maths and English right is critical, alongside Science, Humanities and Modern Foreign Languages
- Teaching Morning: All lessons will be delivered between 8am and 1.30pm
- Study Afternoon: Independent study and enrichment activities take place from 3.15pm-5/6pm
- ‘The Core’ Programme: A unique debate-based course to explore the history of ideas in literature, politics and science
- Regular Assessment: They assess students every week, in many different ways, focusing on problem solving and coherent thought and expression
- Personal Tutors: Each student has their own personal tutor/mentor
- House System: Each pupil is part of a “House” to establish networks of support between different age groups
- Learning Expedition: Exploring the world outside Hackney New School
- Public Performance: Students participate in a range of public performances in Sport, Music and Art, assembly and the classroom
- Sport: There are lots of competitive sports and activities to keep students healthy and agile
They are more interested in developing certain faculties that they believe are required to lead a good life regardless of whether they are being put to use at university or in some other walk of life – for instance, an ability to think critically, solve problems, and understand how and why others may have very different beliefs than oneself.
FOURTH DAY: WEDNESDAY, 13 TH SEPTEMBER 2016
The school day at HNS starts with breakfast at 07.30 for those who like to have breakfast at school; otherwise, students arrive by 7:55am for registration followed by the first lesson.
Time / period Monday Tuesday Wednesday Thursday Friday
7.55-8.05 ENGLISH/ MATHS/ ENGLISH /MATHS /ASSEMBLY/CHOIR
8.05-8.50 PHYSICAL EDUCATION/ BIOLOGY/ MATHS/ CHEMISTRY/ ENGLISH
8.55-9.40 PHYSICAL EDUCATION ENGLISH SPANISH ENGLISH MATHS
9.45-10.30 MATHS CORE PHYSICS PHYSICAL EDUCATION MUSIC
11.00-11.45 FRENCH GEOGRAPHY ART PHYSICAL EDUCATION CORE
11.50-12.35 SPANISH MUSIC ART HISTORY FRENCH
12.40-13.25 ENGLISH PHYSICAL EDUCATION MATHS BIOLOGY HISTORY
13.25-15.15 LUNCH, READING TIME AND CLUB
15.15-16-00 PREP /MUSIC
They divide the school day into a “Teaching Morning” and a “Study Afternoon” divided by an extended lunchtime. This works as follows:
Teaching Morning: They have six 45 – 50 minute lessons in the morning with movement breaks in between until lunch at 1.25-2.25pm. The form rooms contain the Chromebook charging stations where each student’s personal Chromebook charges overnight ready for the next day’s lessons. Students also have their individual lockers in their form rooms. Morning break of 30 minutes enables students to fill their water bottles, eat fruit, spend time outside, play table tennis, practice musical instruments or use their Chromebooks.
Lunch and Break: Before, or after, lunch, students have reading time. Reading may be individual or as a form activity with Friday being the day for writing reviews and taking comprehension tests. Lunch is followed by activities in teacher-led clubs from 2.30-3.15pm. These are used for sport and other forms of exercise such as yoga or dance, as well as a range of music activities. A range of other clubs such as cooking, drama and animation cater for a wide range of student interests.
Study Afternoon: From 3.15pm until 5pm children study, do their homework, have individual and small group music lessons and engage in various enrichment activities. The idea is to use this time for practice, thinking and revision. Children do not sit at a desk all the time – the afternoon is broken up into various units of activity to keep everyone engaged, motivated and interested. We also use this time for mentoring, house activities and personalised learning sessions. Students may stay until 6pm to practice their musical instrument or work with individual teachers on specific curriculum areas.
Their current students are enjoying and responding to our extended day because it is providing structure, an opportunity to learn from each other, and time to practice and learn (as well as plenty of time to do sports). By the time the students leave for the day their work is done and they can enjoy the evening with their family.
What difference does Place2Be make in schools?
Place2Be is a national charity working in over 235 UK schools to improve the confidence and emotional wellbeing of students aged 4-14. Place2Be help young people develop resilience by supporting them [therapeutically] when they are experiencing challenging life issues and helping them to develop self-confidence and lifelong coping skills. When they are supported in this way, they are able to learn more easily and that means less worry for parents
How Place2Be helps students?
All students can find help with friendship issues and other daily worries by choosing to visit Place2Talk. These short sessions are open to individuals and to groups. Place2Be also works with students one-to-one and in small groups, offering regular timetabled support for those who will benefit most. The school SENCO (Special Educational Needs Coordinator) will often refer pupils for this service.
How Place2be helps families?
Place2Be routinely meet with parents to discuss any concerns they may have about their children. Hackney New School also has A Place for Parents, offering adults counselling support for any issues they may have.
How Place2Be helps teachers and school staff
Through its Place2Think service, Place2Be also supports teachers and school staff members to think through the emotional needs of our students. School staff can consult Place2Be trained counsellors on specific issues and discuss solutions to creating better relationships with our students and promoting emotional health and wellbeing across the school.
How Place2Be works
Hackney New School has a dedicated Place2Be room where students can meet with a therapist and talk about the challenges they are experiencing. As well as offering therapeutic support through talking and creative work, counsellors help young people to develop lifelong coping skills, increasing their self-confidence and enhancing their wellbeing and resilience. This helps them to engage productively in their own learning and develop positive relationships
There are times when young people feel particularly sad, confused, anxious or angry, due to family issues at home, or relationships with peers (both in person and online), and pressures at school. Some may become withdrawn; others may become demanding or challenging in their behaviour: that’s when having Place2Be in school is especially helpful.
HNS has a focus on personalised learning and ensures flexibility in the curriculum to allow for this. Students with additional educational needs receive extra provision where needed and their progress against individualised targets is regularly monitored and shared with parents. In addition they ‘back-plan’ all subjects from A grade at A-level all the way to year 7 to ensure their students gain the necessary skills to get on track for success from an early age.
Central elements of their curriculum are:-
Key Stage 3 (years 7-9 / age 11-14)
Key Stage 4 (years 10-11 / age 14-16)
Key Stage 5 (years 12-13 / age 17-19)
Key Stage 3
Years 7-9 / age 11-14
For the first three years, pupils are taught a broad academic programme, including:
-Mathematics which is taught daily
English language and literature
Science: biology, chemistry, physics
Modern languages: two foreign languages (French and Spanish) commence in year 7
Music: students have the opportunity to play an instrument and study musical theory and composition from year 7, supervised by dedicated tutors
In addition, we teach a range of other subjects as part of a diverse educational program, including:
Art and ICT
As an introduction to ‘The Core’ at KS4, HNS teaches Core at KS3, which includes religious education and citizenship.
Key Stage 3 Level Ladders
HNS uses level ladders to provide examples of questions that could be asked, or knowledge that should be understood, at different curriculum levels.
Key Stage 4
Years 10-11 / age 14-16
At Key Stage 4 the main focus will be on preparing students for the English Baccalaureate which will comprise six GCSEs, including English language and literature, mathematics, two sciences, one humanity and one MFL.
In addition, they will encourage all students to take a GCSE in music and choose two other subjects from a pool of options including one additional humanity, advanced maths/statistics, one additional science (so that together with the two E-Bacc sciences students can take all three sciences at GCSE), religious education, art and one additional MFL.
All Key Stage 4 pupils will participate in a program called ‘The Core’‚ an inter-disciplinary course that will focus on the central questions that have occupied humanity since its beginning, divided into three parts – civilisation, literature and scientific enquiry. This course will be delivered through 1-2 weekly sessions and involve projects, written work and oral debate.
Physical education will continue to be compulsory throughout Key Stage 4.
Key Stage 5
Years 12-13 / age 17-19
The timetable has been planned with the intention that students will be given the opportunity to take 5 A/AS level subjects, and carry out an extended AS Level project in a topic of their choice and related to their desired university degree course.
Students will also receive two/three sessions per week in “university skills” which will introduce them to life at, and the particular demands and expectations of, universities.
‘The Core’ will be taught for two lessons per week for those students taking relevant subjects at A/AS level. Some students with particular specialisations at A/AS level will be able to swap ‘The Core’ for an additional lesson in their special subjects (for instance, if a student takes two MFLs at A/AS level).
The ‘Study Afternoons’ will provide more time for revision and study, including time for the extended project as well as special tutorial sessions to prepare each student for A/AS level exams in line with their PLP.
Their Focus on Music
Music and musical education are at the heart of Hackney New School. The founders of Hackney New School wanted to ensure that all pupils have access to musical education and its many benefits from their very first day at the school.
Playing and performing music has a deep impact on our students’ lives, from developing their focus and concentration to their understanding of the merits of hard work and practice. Our music education rewards both individual effort and team work and has been a cornerstone in building the uniquely supportive community of Hackney New School.
Every student has the opportunity to learn an instrument, free-of-charge, at Hackney New School. Our instrumental staff are professional musicians, many of whom work for Hackney Music Service and in the wider community. We offer small group and individual instrumental lessons on flute, clarinet, saxophone, violin, cello, double bass, trumpet, French horn, trombone, piano, drumkit, guitar and voice.
FIFTH DAY: THURSDAY, 14 TH SEPTEMBER 2016
Policies and Information
There are two types of school policies, statutory ones which exist across all schools and non-statutory ones which may be similar between similar schools. There is a review cycle for policies to make sure their relevance is maintained.
Admissions Policy for 2018 Entry .Annual British Values. Statement and Financial Statements 2015-16. Admissions Equal Opportunities. Policy Entry for 2017 . Charging and Remissions Policy. Data Protection Policy. Exclusions Policy. Health and Safety on Education Visits Policy. HNS Value for Money Statement. Managing Behaviour. Preventing Bullying. Pupil Premium. Safeguarding Children- Child Protection Policy. Safeguarding Children- Safer Recruitment Policy. School Complaints Procedure. School Drugs Policy. Sex and Relationships Policy.
Hackney New School Behaviour Policy
Objective of the Behaviour Policy
The objective of HNS is to create an environment of disciplined learning with a “Tough Love” approach to behaviour management, which will support the attainment of HNS’ Core Outcomes i.e. to provide students with access to the widest range of opportunities in life by fostering academic excellence and instilling self-belief, intellectual curiosity and responsibility towards others in society.
A calm and purposeful learning environment facilitates excellence both in academic study and pastoral development. In creating this policy reference has been made to Behaviour and Discipline in Schools (DfE, Jan 2016)
Priorities for 2016/2017
1. Continue to embed routines which facilitate a calm and purposeful learning environment.
2. Establish incentives which develop good character in all students.
3. Recognise and appropriately reward excellence.
We tolerate no behaviour which undermines the academic progress or wellbeing of others.
HNS recognises the need to incentivise young adults by rewarding them for good behavioural choices. Students may experience rewards on a daily, weekly, termly or annual basis. Examples of rewards on offer at HNS include.
- Verbal praise for excellent class work
- Written praise for excellent written work
- Positive Behaviour Points (PBPs)
- Form Tutor phone call home
- Half-Termly AIRScore prize
- PBP Auction prizes
- Attendance Trip to Thorpe Park
- Certificates in End of Term Assembly
Praise or rewards are only used by HNS staff to reflect acts of genuine excellence and should never be used as a reward for mere compliance.
HNS recognises that consequences are sometimes required to remind students about the boundaries in peer to peer and peer to adult relationships. Examples of the consequences used at HNS include:
- Non-verbal behavioural reminders
- Quiet conversations
- Verbal and Written Warnings
- Negative Behaviour Points (NBPs)
- Behaviour Support Plan or Behavioural Support Unit (BSP/BSU)
- Saturday Detention
All systems at HNS are tailored to encourage positive behaviour and prevent negative behaviour.
HNS does not endorse the use of shouting as a tool for managing student behaviour.
Expectations of Staff
All HNS staff are expected to play a positive role at all times in the school day by fostering harmonious relations with students.
Expectations of Parents
Parents are expected to play a positive role in their child’s education according to the terms set out in
the Home/School Agreement.
All behavioural events are logged through Arbor and parents are encouraged to check Arbor on a
regular basis to keep up to date with your child’s progress.
This policy will be updated annually following consultation with the Governors and Headteacher and input from Staff, Student Council and Parents.
Hackney New School
Preventing Bullying Policy
Our core vision is to provide students with access to the widest range of opportunities in life by fostering academic excellence and instilling self-belief, intellectual curiosity and responsibility towards others in society. The Governors and staff value the good relationships between all of the school community as fostered by the school, and expect that every allegation of bullying will be taken seriously. We consider that children should be treated as being bullied simply because they perceive that they are.
Children learn better in a challenging yet supportive atmosphere. Hackney New School expects all members of its community to support each other. This includes ensuring supporting peers by reporting bullying to a member of staff. Communication is an important tool in bringing bullying to light and therefore helping eradicate it.
Bullying is unacceptable in this school and will not be tolerated.
Hackney New School recognises that it must take note of bullying which occurs outside school which spills over into school. The school will do what is reasonably practicable to eliminate any such bullying. Hackney New School aims to promote responsibility towards others and will support students to recognise, understand and appropriately express their emotions.
We will not accept bullying of any type since it indicates a lack of appreciation of the feelings of others. Bullying will not be tolerated and will be addressed. Bullying in all forms, both physical and emotional, can cause lasting psychological damage.
We aim to create an environment where students can grow and flourish without fear. Each student has the right to feel safe in school and to be supported when s/he feels vulnerable.
● to ensure that students learn in a supportive, caring and safe environment, without fear of being bullied;
● to demonstrate that Hackney New School takes bullying seriously and that it will not be tolerated;
● to take measures to prevent all forms of bullying in the school and during off-site activities;
● to support everyone in actions to identify and protect those who might be bullied;
● to clarify for all students and staff that bullying is always unacceptable;
● to demonstrate that the safety and happiness of students is paramount;
● to promote an environment where students feel they can trust and tell staff if they are being bullied or know about any bullying;
● to promote positive attitudes in students;
● to ensure all staff are aware of their duty of care over those in their charge and the need to be alert to signs of bullying;
● to ensure all staff are aware of procedures through regular training.
Definition of Bullying
Bullying is behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally. (Preventing and Tackling Bullying, Advice for Head Teachers, Staff and Governing Bodies, DfE, Oct. 2014)
At Hackney New School we take all forms of bullying equally seriously. We understand that bullying can take place between pupils, between pupils and staff, by individuals and groups, face-to-face, indirectly or using a range of cyber bullying methods. We understand that all children have disagreements with each other and friends fall out for a time. This is not usually bullying.
Four main types of bullying can be identified:
Physical - hitting, kicking, hiding or taking belongings;
Verbal - name calling, teasing, insulting, writing or sending unkind notes or messages, including cyber-bullying;
Emotional - being intentionally unfriendly, excluding, nasty looks, spreading rumours;
Cyber - email and internet chat room misuse, mobile phone threats by text, calls, social websites.
Specific types of bullying include:
● bullying relating to race or colour, religion or belief or culture;
● bullying related to special educational needs (SEN) or disabilities;
● bullying related to appearance or health conditions.
● bullying related to sexual orientation;
● bullying of young carers or looked-after children or otherwise related to home circumstances;
● sexist or sexual bullying;
● bullying using electronic forms of contact (cyber bullying).
Different roles within bullying have been identified:
● those relying on social power, dominating others, often with group support (ring leader);
● others joining in and therefore afraid of ring leader (associates);
● the awareness of a silent majority that bullying is taking place, but feeling unable to do anything about it (bystanders).
● those who try to stop bullying (defenders).
Signs and Symptoms
A child may indicate by signs or behaviour that he or she is being bullied. Adults should be aware of these possible signs and they should investigate if a student:
○ is unwilling to go to school;
○ becomes withdrawn, anxious or lacking in confidence;
○ starts stammering;
○ attempts or threatens self-harm;
○ has nightmares;
○ regularly feels ill in the morning;
○ begins to underperform in school work;
○ comes home with damaged clothing or books/possessions;
○ has possessions go missing regularly;
○ has unexplained cuts and bruises;
○ loses appetite;
○ is frightened to say what is worrying them;
○ is frightened to walk/travel to or from school; or
○ changes their usual routine with no explanation.
All staff at Hackney New School should be aware of these possibilities
The Role of Governors
The Governors will liaise with the Headteacher over all anti-bullying strategies, and be made aware of individual cases where appropriate. The Governing Body will discuss, review and endorse strategies and will discuss the Headteacher’s report on the working of the policy. The Governors will liaise with the Headteacher to arrange for a regular programme of staff development, which will include safeguarding and anti-bullying strategies. This will include training for all school staff.
The Role of Staff
The Headteacher has a legal duty under the School Standards and Framework Act 1998 to draw up procedures to prevent bullying amongst pupils.
The Headteacher will:
○ ensure all staff have an opportunity of discussing strategies and reviewing them regularly;
○ determine the strategies and procedures with members of the Senior
○ ensure appropriate training is available;
○ ensure that the procedures are brought to the attention of all staff, volunteers, parents and students; and;
○ report to the Governing Body.
The SENCo is responsible for the day-to-day management of the policy and systems, ensuring that there are positive strategies and procedures in place to help both the bullied and the bullies.
The Assistant Head will keep the Headteacher informed of incidents, refering and liaising with inter-agency working groups if necessary. She will arrange relevant student training, determining how best to involve parents in the solution of individual problems. She will ensure proper record keeping including a method of record keeping that will highlight trends of bullying behaviour.
Heads of Departments
Heads of Departments will be responsible for ensuring that the school’s positive strategies are put into practice.
Form tutors will be responsible for liaising with the SENCo or Pastoral Manager over all incidents involving students in their forms. They will be involved in any agreed strategy to achieve a solution.
All Staff and Volunteers
All staff and volunteers will:
○ know and follow all relevant policies and procedures;
○ keep clear records of any incidents;
○ be observant and keep lines of communication with students open;
○ deal with incidents according to the policy;
○ never let any incident of bullying pass by unreported;
○ take action to reduce the risk of bullying at all times.
The Role of Staff in Dealing with Incidents
If bullying is suspected or reported, the incident will be investigated and dealt with immediately by the teacher approached.
If a racial or homophobic element to the bullying is suspected the Assistant Head or Headteacher must be informed immediately.
The teacher will record the details of the incident on the Bullying Report Form (Appendix 1) and inform the relevant senior staff. The incident is logged on Arbor, the school MIS.
All the parties will be interviewed and a report made.
Staff teaching the bullied pupil and the Form Tutor will be informed.
The appropriate strategy and plan of action to combat the bullying and support the student will be decided upon.
The implementation of the strategy will be overseen by the Assistant Head.
Parents will be kept informed by the relevant staff.
Any sanctions will be determined by the Assistant Head and/or Headteacher. In any incident of bullying, staff at Hackney New School are aware of the following principles:
It is important that students who experience bullying can be heard.
It is important to note that that people react differently to bullying and it is often very difficult to tell if someone is upset or hurt.
If students feel upset, they are encouraged to speak to their teacher, their buddy or a responsible adult at an appropriate time or send a message via the SOS email service (firstname.lastname@example.org) which goes directly to the SENCo.
It must be emphasised to all students that they should NEVER take the law into their own hands and should remember that physical aggression is not acceptable. They should be reassured that the adult will try to sort out the problem as calmly as possible.
The most serious incidents are referred to a member of the Senior Leadership Team or Headteacher.
Parents would be requested to come and discuss matters.
The incident would be noted down and put into the student’s personal file.
Students will be told always to report incidents of bullying.
These principles will always form part of the Form Time discussion, at least, at the start of every term and more frequently if deemed appropriate.
Reporting and Recording:
All incidents must be reported and recorded as outlined to ensure the SENCo, Pastoral Manager and Form Tutors can respond and support students and to enable patterns to be identified.
A bullying incident should be treated as a child protection concern where there is reasonable cause to suspect that a child is suffering or likely to suffer significant harm.
The relevant agencies such as social care or the police will be informed.
Anti-Bullying Education in the Curriculum:
● Hackney New School will raise the awareness of the anti-social and damaging nature of bullying through the Personal, Social, Health and Citizenship Education (PSHE)Programme, Core Programme, school assemblies and performances, the School Council, house system, form time, mentoring sessions, drama workshops and in the curriculum (such as social skills PLP and Place2Be sessions) where appropriate.
● The SENCo and Core Subject Leader are responsible for initiating and developing an anti-bullying programme as part of the PSHE Programme.
● Subject Leaders are responsible for introducing anti-bullying material into their programmes of study where appropriate.
● Changing the attitudes and behaviour of bullies will play a major part in the strategies used by the school. A key part of this is to develop the emotional literacy of all students by teaching them a wide vocabulary of words for emotions.
The use of performance and debate will be used to develop confidence and self-esteem. If students are better able to express their feelings, it is believed they will be better able to resist attempts at bullying. We believe that being able to understand and express emotions increases communication and reduces conflict between students making them less inclined to misinterpret others’ actions which can be a factor in bullying.
● Esafety is taught as part of the PSHE programme, during enrichments such as coding and assemblies. This information includes the vigilance around social media and off site expectations of students and staff.
Bullied Pupils: All staff who deal with pupils who have been bullied must always offer reassurance. Pupils who have been bullied will be given relevant support.
Bullies: It is recognised that support must also be given to the bully. Changing the attitude and behaviour of bullies will part of the positive procedures used by the school. However, the school recognised that sanctions will also have to be used against the bullies. All the students concerned should be fully involved in the discussions leading up to the solution and should not be left feeling isolated. Honest group discussions that involve both bullied and bully, with support from friends if wished, help the students to resolve the matter themselves with support and vigilance from the staff and is often the most effective way to reach a resolution. Parents will be kept fully informed. Helpful examples are set by staff and older students when creating an environment of good behaviour and respect.
Where pupils do not respond to preventative strategies to combat bullying, tougher action will be taken to deal with persistent and violent bullying. Sanctions are determined by the nature of the bullying on a case to case basis. Sanction might include:
● restorative justice;
● writing a letter of apology;
● removal from the group (in class);
● withdrawal of break and lunchtime privileges alongside isolation;
● withholding participation in any school trip or events that are not an essential part of the curriculum;
● Fixed term and permanent exclusion from school. An exclusion would only be considered in a case of extreme and continuing bad behaviour, bullying, sexual harassment etc. Any exclusion would be discussed and agreed by the Chair of Governors and the Headteacher. Details to be found in the school’s Exclusions Policy.
Parents, as well as all staff and pupils, should know that Hackney New School does not tolerate bullying, and takes a positive, active approach to educating pupils to combat it.
Parents will be informed of the policy and procedures via the school website, parental portal and information evenings.
Parents of pupils who are being bullied and parents of the bullies will be involved in the solution to the problem as appropriate.
Students will be involved in the positive strategies through the school council, form and house groups and mentoring. Students will have an input into the anti-bullying strategy.
A major part of the strategy will consist of educating students how to communicate in a positive and clear manner, and how to respond to bullying.
Students must be clear on whom they should go if they are being bullied or if they are concerned for another student.
Monitoring the Effectiveness of the Anti-Bullying Strategies
The Headteacher and the Senior Leadership Team will consider reports of bullying to determine what can be learned from the incidents and how they were handled, with a view to improving the school’s strategies. These reports will also enable patterns to be identified. The Headteacher will report to the Governing Body termly.
This Policy will be reviewed annually with input from pastoral staff and students, via the school council, and the review brought to the Governing Body
SIXTH DAY: FRIDAY, 15 TH SEPTEMBER 2016
COMING BACK TO SPAIN. RETURNING FLIGHT