Gonville Academy

Staff Handbook
2012-2013
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 Academy. If all staff value and maintain the agreed structures, Gonville Academy will continue to be a truly inclusive learning environment.

Striving together for excellence

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Introduction
The Staff Handbook is one of our most important school documents. For new and existing staff, it defines the key values and structures of the Academy. To ensure all our children receive a similar offer, it is vital the systems outlined in this Handbook are consistently applied; therefore, staff are asked to familiarise themselves with them. Underpinning everything we do, is the shared ethos. At Gonville, we have worked hard to establish a dynamic ethos which drives the 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 Gonville 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 at Gonville is spent productively; once wasted, it is gone for ever and cannot be given back. Positive Staff have a responsibility to be positive and supportive of each other. Negativity leads to low expectations and has no place at Gonville. Aspirational Embodied in the Academy 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 Gonville. The interests of children are always placed ahead of those of staff. An important bi-product of PUPAC must be an enduring sense of dissatisfaction with the status quo. Whilst it is right our achievements are celebrated, we should always remain focused on the challenges ahead. There will always be so much still to achieve.

Grey or black trousers Royal blue jumper / sweatshirt / cardigan Light blue shirt / polo shirt 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, grey 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 confiscated and given to the class teacher to keep until the end of the day. Lockers are available in the photocopier room for staff to store personal belongings.

Visitors
All visitors to the school should sign the visitors book unless they are a timetabled peripatetic teacher or parent helper. They are then given visitors badges to wear for the duration of their visit. 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 Co-Heads, or 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 taken home by the children to be washed and sterilised.

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On returning to work, a Return to Work Form should be collected from the Finance Manager. The completed form should then be given to the employees line manager. Class teachers forms are given to the Co-Heads, 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.

Contents
The School Day Times Punctuality Lunchtime arrangements The locking / unlocking of school The Childrens Behaviour Noise levels Whistle / lining up procedures Sanctions 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 Important Principles Communication Being positive Flexibility Accountability 17 18 18 19 Confidentiality Collaboration Professionalism Equal opportunities 16 16 17 Observations Meetings Curriculum coordination 12 13 13 14 14 15 Lesson preparation Lesson format Assessment The Curriculum Special educational needs Homework 9 10 11 Movement around the school Rewards Incidents of bullying and racism 5 6 7 8 Pages 8-12 9 10 12 Assemblies Playtime arrangements The end of the school day Pages 5-8 6 6 7

Telephone / 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 lesson time or when supervising children. Children are not allowed mobile phones. If children bring a mobile phone into school, it should be sent to the school office for security reasons and should be collected by a parent/carer at the end of the school day.

Unexpected teacher absence

A number of the schools teaching assistants are willing and able to supervise classes in the event that a teacher is unexpectedly absent. At the start of the academic year, each teacher prepares a cover file containing appropriate work; this should be replenished as required. The teaching assistant uses work from the file to set the children tasks; however more often than not, the year group partner is able to provide appropriate planning and lessons for the day. 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 files 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.

Pages 12-15 12 13 14 14 15 15 Pages 16-17 16 16 17 Pages 17-19 18 18 18 19

Uniform
All children should wear the correct school uniform. The following constitutes the Gonville School uniform: Grey skirt / pinafore

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Health and Safety Fire regulations Accidents and illness Hot drinks 19 21 21 Health concerns Child protection issues

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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.

Other Important Procedures/Structures Appointments / time off school Communication with parents 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 21 22 23 23 23 24 25 25 26 26 27 27 28 28 29 29 30 31 31 Cleaning Curriculum resources 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 / Mobile Phones Uniform Visitors

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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.

15 for teachers per term 10 for full time support/office staff per term 5 for part time support staff 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 the office (receipts are provided). Cheques should be made payable to Gonville Academy. 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. In addition, at 3.00 pm each day, two teaching assistants check that the staff room is tidy and ready to be cleaned.

Staff sickness
When a member of staff is so unwell that they are unable to come to work, they must inform their line manager on their mobile, by 7.30 am. If the employee is unable to speak to their line manager, they should contact one of the Co-Heads. Texts and messages should not be sent as notification of absence. Calls should be made by the employee (relatives and friends should not report an absence on an employees behalf), each morning of absence. However, 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 Finance Manager 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.

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

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Times P.E. clothing

Children are expected to wear appropriate clothing for P.E. lessons a team colour t-shirt, blue shorts, and plimsolls. In cold weather, the children may wear a tracksuit. 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 miss their morning play. During the lesson, they should be sent to the parallel teacher with work. If a child consistently has no P.E. kit their parents should be informed.
8.45 am Morning meeting

The School Day

All teaching staff assemble in the staffroom. Messages and general information are given out. Teachers on duty go into the playground immediately after the meeting. Parents/carers take EYFS pupils into their classrooms and leave by 9.15 am (the register is taken at 9.00 am)

8.45am9.00am 8.55 am

EYFS start

KS1 and KS2 collect The whistle is blown and teachers collect their classes classes from the playground. Playtime begins Y1 A member of the Leadership Team is on duty throughout Playtime begins Y2 morning play. At the end of playtime, the teacher on Playtime begins KS2 whistle duty calls the children to their lines. Teachers then lead the children back to class. Teaching Assistants Playtime ends Y1. remain in the playground until all children have lined Playtime ends Y2 up, and then go back into class with the teacher. Playtime ends KS2 Infant lunch begins Reception, year 1 and year 2 teaching assistants escort the children to the dining hall. Reception children are escorted back to their playground once they have eaten. Year 1 children are taken to the dinning hall at 12:10. Year 2 children have 20 minutes of play in the big playground and go into the dinning hall at 12:20. They then return to their own playground. Teachers escort their children into the playground.. Year 3 pupils go back to their playground at 1pm. Classes are collected from the FS or KS1 playgrounds.

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.

10:30am 10:45am 11.00 am 10:45am 11:00am 11.15 am 12.00

Recycling
At Gonville we are committed to recycling. Staff and children are asked to conserve resources and recycle wherever possible. As far as possible, documents are shared electronically via the MLE.

Registration
Registration takes place at 9.00am and 1:00pm for FS/KS1 and 1.30pm for KS2 when the children enter their classes. Registers are submitted electronically at 9.10am and 1:10pm/1.40pm. The names of children arriving after 9.00am are recorded by admin staff and registers are adjusted accordingly.

12.30 pm

Junior lunch begins

1.00 pm

Infant lunchtime ends KS2 Lunchtime ends Playtime begins Year 1 and 2

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 PSHE leader meets with the children once a month. Minutes are kept and copies are given to class teachers to share with their classes. Pupil Advocates At the start of each year, a number of Year 6 children are selected (via an interview process) as Pupil Advocates. These pupils perform a number of important roles across the school and are line managed by relevant staff members.

1.30 pm

Classes are collected from the playground.

2:15pm 2:30pm 3.15 pm

Same procedure applies as in first play. During Y3 Autumn term transition, Y3 have 2:30pm playtime. Playtime ends.

School day ends

Teachers supervise the handover of children to parents/ carers.

Nursery
8.45 am 12.30 pm Morning nursery begins Afternoon nursery begins 11.45 am 3.30 pm Morning nursery ends. Afternoon nursery ends.

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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. Staff must be present at the first assembly of each term and all teachers should stay for the Achievement 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. In the case of the achievement assembly, they are required to stay. Where teachers are required to take an assembly, they should prepare their assembly ensuring it lasts no more than fifteen minutes. All children are required to greet the assembly taker at the start of assembly. On days where an assembly is not scheduled, teachers plan a short act of collective worship in their class. 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 hours. However, the Executive Headteacher or Co-Heads, must agree overtime before it is arranged (an Overtime Form should be completed and given to the Finance Manager). Timesheets recording the time worked should be submitted to the Finance Manager after overtime has been completed.

Monday
Department 11.00 am Infants Teachers timetabled to take assembly.

Packed lunch boxes

In the morning, KS2 pupils take their packed lunches to the dining hall. The boxes are then collected by the children from the dining hall at the end of the school day. FS and KS1 pupils carry their packed lunches to their classes in the morning. The children then take their box to the dining hall at lunch and return it to their class once they have finished. Staff are asked to monitor the contents of the childrens packed lunches. Where a child is regularly issued with an unhealthy lunch, the Phase Leader should be informed.

Tuesday
Department 12:15pm Juniors Teachers timetabled to take assembly.

Thursday
Achievement 12:15pm Juniors Taken by a member of the Leadership Team.

Parents evenings
Parents evenings are held over two days, three times a year, usually in October, March 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.

Friday
Achievement 11.00 am Infants Taken by a member of the Leadership Team.

Punctuality
In order for the school to run smoothly, it is important staff are punctual. Assemblies, playtimes, meetings etc, must start/finish at the correct times.

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. Sweets and cakes etc. should not be given out. Class parties are organised at the end of the Autumn Term; the school provides healthy food.

Playtime arrangements
At 8.50 am all teachers begin to make their way to the playground. No ball games are allowed before school. All teachers must be in the playground by 8.55 am. A named Teaching Assistant blows the whistle and the children form two straight lines in front of their teacher.

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Lost property
Unnamed lost property should be put into the lost property 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.

There are two teachers on whistle duty each day, one covering the KS1 play area and the other the KS2 playground. The teacher on duty does not have to be in the playground during playtime 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. All members of support staff are required to supervise the playground during first play. Positions are agreed with the designated member of the Leadership Team. In the event that it is a wet play a member of the admin team will inform staff at 10:40 (KS1) and 10.55 (KS2) and a member of support staff will be allocated to each class.

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 dining 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 10:00 am. Although the school covers the cost of meals for the two teachers on duty and the midday supervisors, all other staff requiring a meal must arrange payment at the school office.

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.

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 first be checked by a member of the Senior Leadership Team before being distributed. Memos should then be uploaded to Fronter and stored in the Staff Room area. Staff are asked to transfer important dates into their work diaries (these are supplied by the school at the start of the academic year). By using these systems, we can be sure all members of staff receive important information.

Infants Reception teaching assistants take their children over to the hall

for12.00pm. A teacher is on duty in the dining hall from 12pm to 12:30pm. Year 1 teaching assistants take the children to the hall for 12.10pm. Year 2 teachers take their children to the junior playground at 12:00pm and at 12.20pm a mid-day supervisor will call them in for lunch.

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. 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 covering their class has all the necessary information

Juniors Teachers take their classes to the playground at 12.30pm. Mid-day supervisors inform each year group in turn when to enter the hall. Two teachers are on duty in the reflection room from 12.30pm to 1.00pm
and 1.00pm to 1.30pm, supervising children missing lunchtime play . Reception and KS1 teachers collect their children from the playground at 1.00 pm. KS2 teachers should be outside ready for the teacher on whistle duty to call classes to their lines at 1.30pm. Teaching Assistants remain in the playground until all children have lined up with their classes.

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 in the school office.

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The locking / unlocking of school

The Site Manager is responsible for locking and unlocking the school building. It is currently unlocked at 6.30 am and locked at 6.30 pm.

Jewellery and make-up

The children should not wear jewellery or make-up (including nail varnish and lip balm) in school. Plain stud earrings are permitted for children with pierced ears. Watches should not be worn.

The Childrens Behaviour

As 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 nonconfrontational, calm manner, by insisting that:

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. Children arriving after 9.00 am are marked late. Registers are submitted electronically or collected at 9.10 am by the Attendance Officer. The afternoon Nursery starts at 12.45 pm; the register should be returned to the office by 12.55 pm. 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 Attendance Officer 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, members of the Leadership Team 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 Inclusion Manager.

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 Co-Heads 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 teachers line manager 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.

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Educational visits
If 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 Phase Leader and perform a risk assessment; Complete an Educational Visits Form 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 Phase 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. Parent volunteers are often required as teaching assistants from other years cannot be recruited to supplement numbers; Following the visit, complete an Educational Visits Evaluation Form.

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. 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. However if children do need to go during school time, they should always be accompanied by a partner.

Fronter
Fronter, the schools managed learning environment , is used by staff to communicate, collaborate and share resources. All members of staff are required to login everyday and respond to messages promptly.

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.

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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.

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 a member of the admin staff 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.

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, 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. G Cards All adults are able to award G Cards; these are designed to acknowledge significant achievements. The completed cards are recorded on a database and count as team points. The winning team come to school wearing their own clothes, in the colour of their team, on the last day of term. The G Cup is awarded termly to the team with the highest number of 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 and the display outside the classroom is changed. Class of the Week Each week, the teachers select an Infant and Junior Class of the Week. Cups are presented in the Achievement Assemblies.

Displays
Each class teacher is responsible for organising displays within and directly outside their classroom. Corridor displays should be changed once a term; deadlines are communicated by the Creativity Team Leader. There are designated Good Work Boards. Each class contributes two double-mounted pieces of work each term; these are submitted to the Creativity Leader the penultimate Friday of half terms 1a, 2a and 3a. Teachers are asked to ensure children do not damage displays when walking along corridors and that they repair any damaged displays immediately.

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 includes accompanying children on a school trip. If, however the children are dressed more casually, for example on school journey, then members of staff may do so as well. Trainers and tracksuits should only be worn when teaching P.E. 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. It is very important that emails and stickies are responded to promptly.

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.

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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 blue Request for Leave Form before discussing the request with their line manager.

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. Phase Leaders will determine whether this is necessary. If a child is required to miss their lunchtime play, the class teacher should escort him/her to the reflection room and inform the teacher on duty of the reason for the detention and how long he/she should stay in. The teachers on lunch duty will supervise children missing lunchtime play. Pupils should complete a reflection log to reflect on their behaviour. Work should not be brought to the reflection room. Teachers may keep children in 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. At the end of the lesson, the Phase Leader should be informed of the incident so that further action can be taken. Children should never be asked to leave the classroom unaccompanied. For serious incidents, a member of the Leadership Team should be sent for immediately. When a child is behaving poorly, parents must be informed. 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 a Phase Leader, Assistant Headteacher, Deputy Headteacher or the Headteacher. In rare cases, the Headteacher will ask parents to keep their child at home for a period of time. The LA is notified of such cases.

Cleaning
The school building is cleaned between 2.30 pm and 6.30 pm each day by a team of cleaners. A Cleaner-in-Charge has been appointed to lead the cleaning team. The Site Manager, however, 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 Co-Heads 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 many 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 Phase Leader 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 curriculum cupboard, support room, library, ICT suite, P.E., science and Art/DT cupboards. Curriculum Leaders regularly check resources, but if any member of staff identifies a shortage or breakage, the relevant Curriculum Leader should be informed immediately. It is the responsibility of curriculum leaders to ensure that resources are organised and stored appropriately.

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Accidents and illness 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 Inclusion Manager. 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. 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 Phase Leader. If it is deemed necessary, the Phase Leader will send the child 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 person dealing with an accident, other than very minor ones, should record it in the Accident Book (kept in the medical room). If an accident is of a more serious nature, the childs Phase Leader should be informed and an Accident Form completed. Forms are kept in the office.

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. For this reason, managers carefully monitor planning. Planning must be consistent with the current school policy. Teachers submit weekly plans to their line manager every Monday, after school. These are checked, signed and returned by the following morning. 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 the Fronter. Teachers meet weekly with their Phase Leader to review the week and discuss future plans.

Child protection issues

All concerns should be referred to the Child Protection Officer (Inclusion Manager) or the Co-Heads.

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. A blue Request for Leave Form needs to be completed and discussed with the line manager for approval. These forms are kept in the school office. There are rare occasions where unpaid leave may be granted by the Co-Headsf or example, a close relatives graduation or marriage. Permission will be dependent on adequate notice being given and suitable cover being arranged. 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.

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 classes spare pencils, exercise books, paper etc as children must not be sent during lesson time to gather resources. Children are not permitted to collect or return ICT equipment unless supervised by an adult.

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At no time, until the All Clear is given, should anyone re-enter the building. If the fire alarm sounds, the most senior member of staff 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 Co-Heads. Staff should notify the office if they leave the school building at anytime during the day, including 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.

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

Lesson format
All lessons should: Have clearly defined learning objectives and STS. These should be made explicit to the children, explained and displayed near 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 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 AFL as an integral part of every lesson. Have a teacher focus. The teacher must be constantly involved in teaching. (whole class, group or individual).

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).

Health concerns
If a teacher is concerned about the health of a child, they should discuss the matter with the Inclusion Manager. A referral may then be made. 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 Headteacher 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 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 Headteacher or most senior member of staff informed. A member 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 (letters are sent when contact cannot be made). 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.

Marking
Through marking, children receive feedback on the work they have done and teachers are able to assess the childrens level of understanding. 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 children's presentation of their work; Children are given opportunities to assess their own and each others work, and respond to teachers marking. Phase Leaders will formally monitor the marking of books against the current Marking and Presentation Policy, on a 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.

Accountability
Any successful organisation accepts accountability as an important principle. As professionals we take seriously our accountability to stakeholders.

Equal opportunities
Our aim at Gonville 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.

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; Be communicated effectively to the child; Be constantly reviewed and modified/updated; Involve parents wherever possible. From assessments, teachers should develop target setting as an important part of their daily routines.

Health and Safety

Gonville 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 procedure. 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 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. 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 their agreed allocated area where they should line up in their normal lines. The Nursery children and staff vacate the Nursery building immediately and assemble in the outside play area. 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 Headteacher or a senior manager will check on all other staff.

The Curriculum
Gonvilles 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 Gonville. They are held before school, at lunchtimes or after school. The Extended Schools Leader is responsible for coordinating extra-curricular activities.

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Confidentiality
Many issues are discussed openly in meetings and sometimes involve individual children or 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 Inclusion Manager. The Co-Heads will always be informed.

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 their 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.

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 Gonville. We remain committed to finding solutions and making them work in the pursuit of raised standards of achievement for all children.

English as an additional language

A high percentage of children who attend Gonville do not speak English as their first languagein some classes over 50%. 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 .

Collaboration
Gonville staff aim to work closely as professionals, sharing good practice and developing teamwork. We encourage an atmosphere where teachers feel comfortable leaving their classroom doors open inviting and offering support.

Homework
Learning at home, with parental support, homework 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).

Flexibility
The Executive Headteacher and managers of Gonville 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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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.

2.

Staff Inset Often incorporated into the planning meeting, members of staff discuss and develop areas of the curriculum. The nature of the meeting determines its organisation. 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.

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.

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 Co-Heads of School, the Assistant Headteacher, the Phase Leaders, the Team Leader and the Inclusion Manager.

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 Headteacher, 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.

Curriculum coordination
Each area of the curriculum is coordinated by a Subject Leader. Curriculum Leaders work together to develop their subjects. More experienced staff are encouraged to lead an area of the curriculum. Curriculum leaders meet on a termly basis to discuss areas for development, and produce an annual report to governors.

In service training
Performance management and the School 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 INSET coordinator is responsible for booking courses and organising cover. 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.

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 Gonville 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 CoHeads or 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. It is important that messages are responded to promptly.

Meetings
There are two types of meetings which teachers must attend as part of their directed time. 1. Weekly phase meetings these meetings follow a set agenda: general business, children (behaviour or academic issues) and planning. Meetings are usually held on Thursdays at 3.45 pm.

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