Staff handbook 2021-V1

Years 1 – 6 Equipment Timetable Pirate Ship & Climbing Frames Gaga Pit Monday Forest Year 2 (12:00 – 12:55) Year 5 (12:20 – 13:20, 5P Year 1 (12:00 – Year 4 (13:00 – 13:40) & 5S) Year 3 (13:20 – 13:40, 3H 12:55) & 3F) Tuesday Year 5 (12:20 – Year 6 (12:20 – 13:20) Year 2 (12:00 – 12:55) Wednesday 13:20) Year 3 (13:00 – 13:40) Year 4 (13:00 – 13:40, 4P Thursday Year 4 (13:20 – & 4S) 13:40) Year 5 (12:20 – 13:20) Year 4 (13:20 – 13:40) Year 1 (12:00 – 12:55) Year 6 (12:20 – Year 3 (13:00 – 13:40 3P 13:20) ** Year 1 (12:00 – 12:55) & 3S) Year 3 (13:00 – 13:40) Year 6 (12:20 – 13:20, 6P Year 6 (12:20 – & 6S) 13:20) Year 3 (13:20 – 13:40 3H & 3F) Friday Year 1 (12:00 – Year 5 (12:20 – 13:20, 5H 12:55) Year 2 (12:00 – 12:55) & 5F) Year 3 (13:00 – Year 4 (13:00 – 13:40) 13:40) **Forest not available after 13:00 Wet lunchtimes When we experience light rain we expect to remain outdoors during lunchtime. To allow outdoor play in most weathers to take place both pupils and staff are expected to have suitable warm and waterproof clothing in school at all times. In more extreme weather, the decision will be made by the Leader of Play as to whether to close the outdoor areas and for pupils to have indoor play in classrooms. Wet lunchtimes are managed by the Lunchtime playworker team. Pupils will need to remain in assigned seats. Activities such as drawing and reading can take place. Children can also watch age-appropriate programmes on the screen. Children may not use computers or write on boards. The classes with the most supportive teachers will see an adult from the teaching staff now and then making sure that everything is running smoothly. Lunchtime playworker staff will have everything packed up ready for a prompt afternoon start. Wet lunchtime supervision Year Group 12.00 – 12.55 Reception Bushra Sabirah TBC TBC - 98 -

12.10 – 12.55 Year 1 Aisha Year 2 Year 3 Phil Year 4 Callum (until 12:35) Year 5 Asia Year 6 Afiya Anna (Until 12:35) 13:00 – 13:40 Phil Aisha 13:00 – 13:40 Asia Afiya (Until 13:30) Callum (after 13:20) 12.35pm – 13.20 13.00 – 13.20 Anna (Monday to Bushra Thursday) Eun (Friday) Jaqcui L (when available) Callum Sabirah - 99 -

Day RH RF RP RS Adult Bushra Sabirah TBC 12:00 – 12:30 TBC Outside - Track Inside Inside 12:30 – 13:00 Inside Outside - Sandpit Outside - Track Outside - Sandpit Inside Morning Break Equipment Timetable Zone 3 Zone 4 Zone 5 Autumn 1 - KS1 & KS2 Zone 1 Zone 2 Monday Year 2 & 4* Year 5 Year 1 & 3 Year 6 Tuesday Year 6* Year 1 & 3 Year 2 & 4 Year 5 Wednesday Year 5* Year 2 & 4 Year 6 Year 1 & 3 Thursday Year 1 & 3 Year 6 Year 5 Year 2 & 4 Friday Year 2 & 4 Year 5 Year 1 & 3 Year 6 *Forest not available after 13:00 Lunchtime supervisors Year 2 Lunchtime 11:55 – 12:55 Reception Lunchtime 12:00 – 12:55 • Asia (12:00 – 12:55) • Phil (12:00 – 12:55) • Bushra • Anna (12:00 – 12:35 Monday to Thursday) • Sabirah • Eun (12:00 – 12:35 Friday) • TBC • TBC Year 4 Lunchtime 12:40 – 13:40 Year 1 Lunchtime 11:55 – 12:55 • Asia (13:00 – 13:40) • Afiya (13:00 – 13:30) • Aisha (12:00 – 12:55) • Afiya(12:00 – 12:55) Year 6 • Callum (12:00 – 12:35) Lunchtime 12:20 – 13:20 Year 3 • Callum (12:35 – 13:20) Lunchtime 12:40 – 13:40 • Sabirah (13:00 – 13:20) • Phil (13:00 – 13:40) • Aisha (13:00 – 13:40) • Callum (13:20 – 13:40) Year 5 Lunchtime 12:20 – 13:20 • Anna (12:35 – 13:20 Monday to Thursday) • Eun (12:35 – 13:20 Friday) • Bushra (13:00 – 13:20) Wet Lunchtime Supervision Year Group 12.00 – 12.55 - 100 -

Reception Bushra Year 1 Sabirah Year 2 Year 3 TBC Year 4 Year 5 TBC Year 6 12.10 – 12.55 Aisha Afiya Callum (until 12:35) Asia Phil Anna (Until 12:35) 13:00 – 13:40 Phil Aisha Charles (3P TBC) 13:00 – 13:40 Afiya (finishes at 1.30pm) Asia 12.35pm – 13.20 13.00 – 13.20 Anna (Monday to Bushra Thursday) Eun (Friday) Jaqcui Callum Sabirah Links with Lunchtime supervisors and Year teams • Year leaders will continue to promote relationships Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Afiya Anna Callum Bushra Aisha Asia Phil Sabirah Toilet breaks during lessons Children should be discouraged from leaving class to use the toilet according to age. However, adults must use their discretion to avoid the embarrassment to a child of an accident in class. Generally: • By end of Year 4, no child should be leaving class unless ‘emergency/bursting’. • Encourage appropriate time to leave class; avoid leaving during main input, leave during independent work times. • Children to use toilets nearest their classroom and on same floor, unless out-of- order. • Be sensitive to girls in upper key stage 2 who may have started their periods and need to use the toilet more often. Sanitary products are available in the girls toilets. Assemblies A range of different assemblies are held at Fielding, partly according to the age of the children and to meet our vision. - 101 -

Main Values Assembly Cross-phase focus, Year 1 to Year 6 (with R, Summer Term), 180 children (Some may be remote due to COVID restrictions) Times & Locations Main Hall Lower Hall S classes P classes Monday, 9-9.30am F classes H classes Monday, 2.55-3.25pm Children to sit in a single row from youngest (front) to oldest (back). Oldest children to sit on benches. Staff to sit by class, equal number of staff on each side of hall. See whole school overview for focus of assembly Phase Assembly Phase focus, year group pairs, up to 240 children Led by Phase Leader, or Year Team Leader in their absence, see master timetable for times and locations. Content to be a Values based story focusing on a famous person who represents the value of the month – values role model – or, story to reinforce value of the month. Singing (with support from MM) Achievement assembly Year Group focus, up to 120 children Times & Locations, see master timetable, Led by 2 teachers from Year Group on a rota Content to be celebration of learning and achievement, award of learning and values certificates 1 star of the week & 1 values certificates per class. Class teacher to keep record of who has achieved certificates on Bromcom. Certificates to state exactly why awarded e.g. ‘for mastering measuring capacity during a science investigation’; ‘co-operating as part of a team of 4 people presenting learning about Shakespeare’ Certificates to be displayed for a week on a corridor/shared/public year group display and then be sent home Sharing Assembly Friday, 9-9.30am 9.15-9.45 during COVID, streamed to parents Class focus and presentation of learning to parents, same script for all classes in age group Welcomed by Head (or in his absence, Deputy or Phase Leader) 1 per class, per year, see school overview for dates. Singing Assembly, Led by Maria Neil-Smith, in sports hall for KS2 children (240 children), see master timetable for days. Will resume from wc 4th October Class assembly Reinforce the values, reflection on the world, - 102 -

Lunchtimes Key principles • Reduce food waste and more attention to individual needs • Calm environment, known seating arrangements through a shared & dedicated time to eat, reduce anxiety • Uninterrupted play, no bells. Lunchtime rules for pupils: • sit while eating; • stay in the hall or dining room, do not move room (or table); • use knife and fork to eat; • help each other out, for example pouring water; • use the tongs to get salad. Role of dining room supervisors: • Supervise 1 class ( 2 tables) during each sitting H & F, P or S • Offer care, guidance and support • Ensure water, cutlery topped up (with help of monitors) Role of staff: • Set up tables at ready for start of service • Provide food in ‘family style’ serving containers, two per table, • Ensure each table has the required food at the set timeslot • Keep jacket potato, vegetarian and salad and bread bars topped up • Clean up during service as needed and after service Logistics: i. Years 1, 3 and 5, dining room, including decked area o Year 1: 11.50 o Year 5, 12:20 o Year 3, 12.40 o Year 1, enter through the door from the middle playground o Year 3 and 5 enter from classrooms o Exit through the dining room and Year 4 door • Year R, 2, 4 and 6, main hall o Reception: 11.35 o Year 2: 11.55 o Year 6: 12.25 o Year 4: 12.45 o Year 4 enter the hall straight from class o Year 1 and 5 enter from middle playground door o Reception walk up central corridor. o Exit through the rear hall doors - 103 -

Food Service: Reception, Year 1 and Year 2 Family style dining • Pupils sit at named tables with their class. ‘Family Style’ served in shared containers at table, portioned • Cutlery, plates, cups and water at table • Salad and bread bar, self-service • Jacket potato and vegetarian station, self service • Monitors in each class serve their class friends Research tells us that implementing family style dining will foster children’s: • Social/Emotional Development – Children learn how to be responsible for themselves as well as others by following rules and routines such as passing food items. They are also developing independence and self-direction. • Physical Development – Fine motor skills are developed as they use utensils to serve and eat as well as pitchers to pour. Their eye-hand coordination benefits from these simple tasks as they learn to control the small muscles in their hands. • Language Development – Language and literacy skills are developed as they engage in conversations with staff and other children. Staff can use this time to talk with children about activities and important events going on in their lives, about the healthy foods being introduced, and classroom happenings or plans. • Cognitive Development – Children’s problem-solving, reasoning, decision-making and understanding are developed by learning amounts, sizes, textures, numbers, counting, position of food items and tableware. Years 3, 4 , 5 and 6 • Counter service • 16 children at a square table, 8 children at a round table, set seats • Children with a packed lunch you can with pupils who have school dinners; • pupils can sit with friends from other classes. • once each table is ready an adult will tell them to go up to counter to be served; • all children at each table will eat together; • once everyone has finished pupils should clear thier plates, cutlery, cups & any rubbish and go out to play; • each class will have 2 lunchtime monitors, selected by dining room supervisors, these pupils will make sure there is cutlery, cups and water for the next year group; • once most of the year group has finished, the tables & benches will be wiped down, and the next year group should be called in. Dietary/medical needs First aid box/bag monitor • First aid box/bag to be put in the central place in the hall/dining room, leave it there for the whole lunchtime. Collect at the end of lunch before they go back to class. - 104 -

Allergies/dietary requirements • Pupils will have individual menus which are created each year by staff in liaison with parent • Needs will be detailed on Bromcom (overseen by Jacqui L) • Pupils to wear colored bands: • Allocated front of house dining supervisor (class teacher in reception) to take child with know allergy/dietary need to the allergy counter Adult Meals All other adults (including volunteers and work-experience students) are expected to pay for meals taken at school. Please pay ISS direct via their website. link Clubs/pupil helpers Please use the Meeting Point outside - collect and bring children back into the building. Please do not ask them to come in to meet you because doors are locked! Dining Room Supervision Each ‘Front of house dining supervisor’ is linked to classes in one letter group. Adult Assigned Hall Laura B S classes, Dining room Lucia P classes, dining room Nayana F classes, dining room Yildiray H classes, dining room Elise H classes, Main hall Neide F classes Main hall Karima S classes, Main hall Reema P classes, Main hall - 105 -

Afternoon Registration & Reflection • ‘’Brain Break’. Reflection time, a minute of inner calm. Use visual cue, music to help establish atmosphere. See Values Leader for more details. End of Day Ethos to be calm, reflective and thoughtful. Consider playing some background music. MUST • Remind children and name who’s going to after-school clubs (and meeting point) and After-school club. • Check for clothing belongings – reunite all items of clothing with children – Classroom should be empty of clothes at end/beginning of the day. Late Collection 3.30-3.40pm Class teachers Please ask uncollected children if Playground 3.40pm they go to After-School Club or a Specialist Club School Office Teachers take uncollected children to School Office Administrators make the phone calls home, check pupils into ASC After-School Club and Specialist Clubs These are managed by Karen Esprit, Childcare Manager. See http://www.fieldingprimary.com/topic/clubs-and-childcare for more details. • Years R -2, pupils are collected from the classroom door • Years 3 -6, pupils make their way to the specialist club meeting point or hall. Master Timetables No changes should be made to the master timetable without discussing this with AHT/DHT first. The timetables have been designed to ensure consistency. Link to master table in Excel - 106 -

Section 9 – Staff expectations and personnel procedures Fielding staff members are expected to maintain a positive and professional manner - which includes integrity (honesty), a willingness to reflect, discuss and develop, a commitment to live the vision of the school and to put the well-being of the school and its pupils as the number one priority. From time to time, difficulties do arise and a commitment to raise concerns so that a way forward can be identified is expected from all staff as well as an expectation that whatever is agreed or is policy is followed, even if it is not your personal choice. Code of Conduct All members of staff must follow the guidelines set out in the Ealing Code of Conduct. The purpose of the code of conduct is to help all employees understand what is expected of them. The code of conduct covers general standards of behaviour relating to people, finance, child protection and safety at work. There are a number of reasons why your conduct at work is important. The Government requires that all local authorities implement a code of conduct that sets a benchmark for appropriate standards of behaviour for public employees. Good conduct not only helps to promote good relations with parents, carers, customers and clients but also helps protect you and your colleagues for example by not leaving individuals open to criticism or legal action. Ealing Code of Conduct Induction All new members of staff and volunteers should receive induction training from their line manager to help them understand their roles and responsibilities. Induction training must include: • Emergency evacuation and in-vacuation procedures • Safeguarding • Child protection • Details about our equality policy • Health & safety issues Personal Presence We are a staff where everyone is responsible for what is happening in the school. If there is rubbish on the floor, anyone passing it is responsible for having it picked up. If there is poor or excellent behaviour, we deal with it. If there is a H&S issue, we deal with it. This results in a much easier school to be in as all children know what must happen and that it will be addressed and noticed by everyone, whatever their post in school Decision Making & Consultation We operate a Phase system under the umbrella of a Phase Leader, with staff being crucial in the decision making impacting on them, their pupils, year group and Phase. This autonomy is an important part of the school’s identity and values. However, the - 107 -

underlying principles cannot be changed or ignored, it is the delivery of required practice that is ‘up for discussion and decision’ so long as polices are adhered to. Whilst teachers have a huge amount of responsibility for the children in your care, it is not ‘up to them’ how your class runs or works, it must be in line with school policy and expectations so that there is consistency across the whole school for staff, pupils and parents. Autonomous decisions There are lots of people to liaise with from the Head to experienced Admin staff etc. Before taking any action, you must discuss the matter with colleagues so that a consistent outcome is achieved and the well-being of children is not compromised. Our weekly Friday Briefing and Phase Meetings are opportunities for issues to be raised and discussed openly. Confidentiality Confidentiality is also essential and there should be no circumstance where matters relating to school beyond the normal awareness of parents or colleagues in other schools should ever come to their attention or, indeed, that any other significant issue is shared outside of school or even within school other than on a need to know basis. Social Networking Caution and discretion are recommended for your own personal use of social networking sites. Unguarded comments relating to your professional role could lead to disciplinary action. Inappropriate photos during social settings may adversely impact on your career. Sharing Information about Children Make sure that you are aware of the GDPR Privacy Notice and data protection policies and the school’s policies on the use of pupils’ images and details for photos Dress Code Smart & Modest Staff should look professional and dressed for the purpose of the task that they are engaged. Adults should wear clothing which: • Is appropriate to their role • Is not likely to be viewed as offensive, revealing or sexually provocative. Staff should dress modestly with underwear and tummies being concealed. • Does not distract, cause embarrassment or give rise to misunderstanding • Is absent of any political or otherwise contentious slogans • Is not considered to be discriminatory and is culturally sensitive. • Nursery and Childcare staff are expected to wear their smart uniform whilst at work, this will be allocated by either the Nursery or Childcare Manager dependant on their role. - 108 -

School Trips Staff should apply the same standard of dress while out on school trips, i.e. professional and modest. These are not automatically a ‘dress-down’ day but clothing should match the needs of the off-site visit eg you would not be expected to wear a formal suit for pond dipping. PE Teaching Staff teaching PE should always wear PE kit. It is not necessary to change – PE kit may be worn all day. Fielding Forest Appropriate, flat, footwear to be worn. Identity Fobs Identity and door access control fobs must be worn at all times while on the school site, a charge is made for lost fobs. Staff Attendance Staff are expected to be at school to meet their contractual obligations, typically, 195 days - 190 teaching days and 5 Professional Training Days (PTDs). Teaching staff undertake 1265 directed hours annually plus the time that it takes to fulfil teaching duties and meet any additional management responsibilities. Holidays Staff are required to ensure that all holiday arrangements mean that they are able to attend school (e.g. flight bookings should be made so that all staff can be in school for their duties even if there are delays in their travel arrangements). If a member of staff wants to request a special holiday or absence arrangement, this must be discussed with the Head before any further steps are taken. Agreement for this type of absence is extremely rare and as a general rule of thumb, will not be agreed. Medical Appointments Routine medical and dental appointments should be made outside of school hours (including scheduled meeting times) and in school holidays. From time-to-time, urgent appointments and hospital treatment cannot always be arranged for these times. These appointments should be discussed with Head and/or Deputy. A sympathetic approach will generally be taken. In these circumstances, wherever possible, early morning and late afternoon appointments are preferred to minimize the burden of absence on others. Dependents There is provision for staff to be allowed time to support an ill dependent, but it is not expected that this is for minor health issues, but for serious situations or where all other avenues for support have been exhausted, e.g. essential for a parent to be with their child if they were taken into hospital or for a significant medical appointment. - 109 -

Staff Illness Working with children means we are often exposed to many germs and staff often find themselves working whilst feeling less than 100%. It is important, however, that if you are really unwell, you look after yourself and take medical advice where necessary. If you have to be absent from school because you are too unwell to be there for your duties, you must follow these steps; • If you decide the night before that you won’t be coming in to school, call Pete or Clare so they know the position and that you are unwell. It is also courteous to contact your year group colleague so that they can begin to make good arrangements for your class to be taught. Typically, supply cover will not be provided on the first day of absence. (See cover arrangements) • On a morning where you decide that you are too unwell for school that day, you (or someone else if you are too ill!) must telephone and speak to Pete or Clare before 7am: o Pete (07780 610 842) or Clare (07958 372 660) o Mobile text or voicemail messages are not acceptable, nor are messages via another member of staff other than in the most extreme of emergencies. • If you have been away during the school day, please telephone school during the afternoon (by 3pm) to let the office know whether you will be in or not for the following day. • The Year Leader is expected to ensure that a purposeful work programme is delivered to the children in the absence of their sick colleague and that any duties that might be left uncovered are covered with any difficulties communicated swiftly to the Head or Deputy. All year group members are expected to contribute towards this and to ensure that children are registered and that the area is tidy and any behaviour issues or rewards/ praise needing attention happens. Children need to feel supported and cared for and also educated! • You will need to complete a certificate upon your return. Contact , HR manager. Doctors’ Notes You need a doctor’s note if you are unwell for more than 5 days. Please check with if it applies to you as timings over weekends and holidays can have a surprising impact on your total days of absence. It is your responsibility to ensure that you have the correct note, where applicable. Religious observance Absence must be requested and approved in advance. Term dates have been adjusted so that an occasional day is used for Eid, No additional time off will be granted. Prayer & Reflection A dedicated room in the school house is available for staff to use when needed for prayer and reflection. Bereavement There is not necessarily automatic right to leave for bereavements, especially for extended family members. Individual circumstances should be discussed with Clare/Pete. All leave should be discussed and then requested through Itrent. - 110 -

Personal Details If your details change, for example your address, email or telephone number, please let Jenny know. Staff taking medication / other substances Adults must not be under the influence of alcohol or any substance which may affect their ability to care for children. If adults are taking medication which may affect their ability to care for children, they should seek medical advice and notify their line manager accordingly. Sickness Absence Cover If a teacher is away from school, the following arrangements apply: • Cover supervisor deployed • If CS not available, see flow chart below • Early Years Educators are treated as teachers for staff: pupil ratios and will cover absent Reception teachers • Reception TAs/EYPs are non-statutory staffing requirements and are not covered On return to school a ‘form’ you should complete the absence declaration from found in the staff team here How cover is planned flowchart - 111 -

Supply teachers/Cover Supervisors Preparation and planning If a supply teacher or cover supervisor is covering your class for a known absence eg professional development course, full details, plans and notes are expected to be uploaded to the Supply Teacher Team and tagged @supplyteacher. ‘ Expectations Clare Haines manages the organisation of supply teachers, but year teams will be crucial in supporting with work, behaviour management and expectations. Pupils do complain about supply staff so please be sure that everything is running as it should report any concerns immediately- we may be able to get our money back! Please make sure that no supply teacher leaves before tidying the room and marking work so that your colleague returns without all that extra work to do. Working in partnership with your cover supervisor Who is our cover supervisor? • Amy Zurbrugg What is her working hours? • 08:15 until 16:00, half an hour lunch break How to get the best outcomes from your cover Planned cover • Cover Supervisor timetable circulated on a Thursday by Clare Haines, please check as this will change week to week depending on our cover needs. • A clear lesson plan should be ready to share in the morning before school (between 8:15 and 8:45, even if your cover is in the afternoon). • All resources should be ready and easily accessible • Lesson plans and resources to be saved in the Cover Supervisor folder, in the appropriate class on Teams. File saved as the “date” so it can be easily located by the cover supervisors. • For cover longer than one session, clearly outline the key times of the day and any routines e.g. assembly times. Whole day cover • Please arrange to see your cover supervisor the day before. What feedback will cover supervisors give? To pupils • You cover supervisor will not mark the pupil’s work – you can use the code CS for any work that you or the children do not assess. • Cover supervisors will give verbal feedback during the session as necessary, and record using a V . To teachers • Oral feedback will be given at the end of a session (beginning of lunchtime or end of day) if the teacher is available. • A written feedback note will be left if the teacher not available. - 112 -

Resignation Please talk to Pete or Clare about your aspirations and potential changes in life circumstances. The earlier we know about your plans and desires the better. If you decide to leave Fielding: • Teachers must give notice by set dates. • Other staff need to give 4 weeks notice. We prefer notice to be given during term- time. An exit form and/or exit interview may be held with the Head Teacher after a resignation is received. Planning, Preparation & Assessment (PPA) Time Precious time to talk learning and teaching with your parallel colleagues. It must be taken together. It is expected that classes will be consistent in terms of provision. There is no valid reason for any class to be in front or behind the other in any subject If separating and sharing planning e.g. I’m doing the Literacy, then a completed draft needs to be brought to the PPA meeting to discuss and finalise (with very minor tweaking!) PPA should taken remotely or in school (up to 2 people in separate spaces). In the autumn term we are avoiding the use of the PPA room due to poor ventilation It is unlikely that you will fulfil all of your professional duties during PPA time – inevitably some work will need to be undertake in your own time beyond directed hours Residential/overnight trips Pupils in Years 3 -6 take part in overnight trips, we will typically ask members of staff in the year groups to accompany the children on these trips. Staff who attend will receive a day in lieu in recognition of this. Directed Time & Meetings Teaching staff are required to work 1265 hours as directed time teaching their class and attending meetings etc. plus any additional time required by them to fulfil their role successfully ie planning, preparation, assessment and marking and any time associated with their leadership role. At Fielding the pattern of this is: • Daily, 8.40am-3.40pm. This is the minimum time directed to be in school. • Continuous professional development – equivalent of 2 hours per week, some of which will be directed pupil performance tasks, timetabled on a Monday between 3.45 and 5.15pm. See overview for details. • Briefing – weekly, Friday 8.30-8.45am, • Parents’ Consultation Meetings – Autumn term and Spring term (16 hours per year) • Any other hours available at the Head’s discretion e.g.: briefing for staff on a particular issue. - 113 -

Other staff are contracted to work a set number of hours per week. There is no automatic entitlement to a ‘break’ in the morning. Length of lunch-break varies according to role. The demands of school life require a balanced and flexible approach to contracted hours – e.g. you may work a slightly longer day on a school trip with this time being offset by a shorter/less intensive day at another point in the school year. A work-to-rule ethos is discouraged. PTFA events do not form part of directed-time however you are encouraged to attend and offer your help where possible, events will be added to the whole school overview once known. Meeting Schedule: Purpose When Who Meeting Termly HT,DHT, AHT’s, YL’s Communicate whole school Strategic overview and priorities – One message to Priorities all RAP – 1:2 Setting and reviewing Termly AHT, HT, DHT RAP – with YL priorities for Phase, RAM’s Achievement, QE, Vulnerable children whole school Priority Leadership Team Setting and reviewing Half termly AHT and YL priorities for Year Group Achievement Twice a year YL’s and CT’s Provision Termly AHT, YL’s, SENCO, HLTA Continuity of provision, Fortnightly – HT, DHT, AHT and Wednesday 3.45 invited (e.g. YL’s, whole school priorities, subject leaders, strategic direction (not when Strategic SENDCO) overview or 1:2 meeting Organisation, updates on planned) PLCs behaviour, parents, general business AHTs Continuity of provision, Half-termly AHTs Daily briefing Changes to the day Mon, Wed,Fri 8.15am HT/DHT, AHT’s, SENDCO Weekly Briefing Refection on week and Friday 8.30 notices for week ahead Whole staff Professional Development/Pupil Monday’s 3.45/see Teaching staff outcome tasks overview - 114 -

Key Training E.g. appraisal, , systems As needed YL’s opportunities linked to and structures role Acceptable use of the school’s IT systems and internet: agreement for staff, When using the school’s ICT systems and accessing the internet in school, or outside school on a work device (if applicable), I will not: 1. Access, or attempt to access inappropriate material, including but not limited to material of a violent, criminal or pornographic nature (or create, share, link to or send such material) 2. Use them in any way which could harm the school’s reputation 3. Access social networking sites or chat rooms unless this is for work purposes 4. Use any improper language when communicating online, including in emails or other messaging services 5. Install any unauthorised software, or connect unauthorised hardware or devices to the school’s network 6. Share my password with others or log in to the school’s network using someone else’s details 7. Share confidential information about the school, its pupils or staff, or other members of the community unless required to do so for work purposes and then only through encrypted channels of communication. 8. Access, modify or share data I’m not authorised to access, modify or share 9. Promote private businesses, unless that business is directly related to the school During school hours I will only use the school’s ICT systems and access the internet in school, or outside school on a work device, for educational purposes or for the purpose of fulfilling the duties of my role. Outside of school hours if I use this a work device for personal use I will not access inappropriate material, including but not limited to, material of a violent, criminal or pornographic nature. Any attempt to do this will be a breach of the staff code of conduct and will result in disciplinary action. I agree that the school will monitor the websites I visit and my use of the school’s ICT facilities and systems. I will take all reasonable steps to ensure that work devices are secure and password-protected when using them outside school, and keep all data securely stored in accordance with this policy and the school’s data protection policy. I will let the designated safeguarding lead (DSL) and ICT manager know if a pupil informs me they have found any material which might upset, distress or harm them or others, and will also do so if I encounter any such material. I will always use the school’s ICT systems and internet responsibly, and ensure that pupils in my care do so too. - 115 -

Shared Spaces & Resources At all times consider others – whether this is the person who is going to use the space immediately after you, or the person who will use your room the following year. Staffroom, PPA room & ECT Professional Learning pod These are shared spaces. • Please keep it clean and tidy • Fill and empty dishwasher • Surfaces to be left clear. At the end of every day, surfaces are cleared by the cleaners and personal items will be thrown away. Shared Areas There is no need to move furniture in shared areas e.g. Library, pods. Classrooms Furniture has been carefully and consistently allocated to classrooms and shared areas. All tables and chairs are the age-appropriate height. Full matching sets of chairs. There is no reason for furniture to be moved from classrooms, especially chairs. In the rare occasion that a class set of chairs (e.g. for assembly seating) are moved from class, they must be returned. Mobile Phones Calls, text or any other form of communication is not allowed during learning time or break times when on duty. Images and video should not be recorded and kept on personal mobile phones for any longer than necessary. Mobile phones may be used off-site or in the Staffroom, PPA room or any offices. Lockers & Valuables The school take no responsibility for loss or damage to personal items you will be provided with • A lockable cupboard or drawer in all classrooms • A locker Communication In order for the school to run smoothly we have produced an annual overview of events, meetings and key dates this is updated at regular intervals and saved in the organisation file on the staff shared drive. In addition to the Friday morning briefing you will also receive an electronic version of ‘Looking Ahead’ via Teams. This will give full details of the week ahead and what is coming up. It is important for the smooth running of the school that you know what is happening – who, where, what and when – and that you are in the right place at the right time. - 116 -

Email All staff are expected to have and use a school email account ([email protected]) for external communication. Your inbox should be checked at least daily. School accounts are accessible from any web-connected computer, at home, school and elsewhere: • talking is better, especially if a response is required within 24 hours • use discretion when cc • avoid Reply to All! Teams All staff have a Microsoft Teams account, the ‘chat function’ and ‘general channel’ in teams are used for internal communication. You will be a member of multiple teams. This should be checked on a regular basis. Visitors Visitors must be looked after by staff and welcomed – remember our Values! • Smile and greet warmly • Introduce yourself • Talk to them in the staffroom • Children may show visitors around the school AHT’s & YL’s (if not organised by named teacher who is present in the event), to take leading role in welcoming, hospitality, introducing/thanking at end of assembly. Deadlines Deadlines are set well in advance and published on the overview It is expected that deadlines will be met as part of each staff member’s professionalism and courtesy to one another. A deadline often means that a colleague will have work to do based on information collected – failure to meet the deadline by just one person impacts adversely on everyone. Workload Management At Fielding we are a hard-working team and extremely committed, but in turn, this can create burdens of our own making where people work longer and harder so that others aren’t let down. For many, teaching is a vocation. The problem is that the job is never ‘done’, it is stimulating and deals with people, especially children - factors that make it seem impossible to do any less. It is crucial that within year groups, staff monitor how much time is being spent in school and challenge additional time which becomes burdensome. Time effective meetings are essential as is good use of PPA time and year group meetings. From time to time, extra working hours may make you feel in better control, but it is important that staff at all levels manage their time so that a work life balanced is achieved. Senior staff must model this as well as ensure that other staff do take steps to ensure that they are not working too many hours and becoming exhausted. - 117 -

To be effective in your role, your own wellbeing has to come first. Think about the safety demonstration when flying; before you can help others you must ensure you have your own oxygen mask on. Recognising signs of stress is a positive starting point and it is crucial that you take a step back and reflect on strategies to support your own wellbeing. Please refer to the Emotional Wellbeing folder on staff share and staffroom display board for more information on recognising signs of stress and anxiety and related support strategies. If you are finding that you have too much to do, talk to colleagues and in particular, the Head or Deputy who are keen to help and empower you to complete your work. Discussions on time management with practical strategies can help as well as setting ‘early to leave’ days and other initiatives to ensure that we can all last the course of the weeks, terms and years. Flexibility in the school’s working arrangements can also help staff, again, an important reason for informing the Head or Deputy who are often able to initiate the steps required to help. All staff have a responsibility to one another to inform the Head or Deputy if they feel that a team member is overburdened, including themselves. Signs can include anxiety, tearfulness, insomnia, short temperedness, tiredness and a range of other health issues. There are people out there and steps that we can take who/ which will help!! What is more, everyone feels this way from time to time so break the cycle and let someone know!! Raising a concern If you have a concern, raise it with the individual responsible. Often communication can help ease situations and clarify issues which were misunderstood. Whole school issues should be discussed with the Head or Deputy. Year Team issues should be discussed with Year Leader or AHT. We aspire to be an emotionally intelligent school using the principles of interpersonal leadership and there should never be a situation where a big issue raises its head unexpectedly when we have protocols for raising concerns and a professional commitment to be open and constructive with each other. Whistle-blowing Any concerning behaviour from colleagues, including mistreatment of children, should be reported immediately to the Head. Concerns about the Head should be reported to the Chair of Governors. Staff must also be honest about the behaviour of colleagues - it could be you that alerts us to the fact that someone is under a lot of pressure and needs some extra support. - 118 -

Section 10 – Financial Procedures Please be fully aware of Fielding’s financial procedures and how they affect your budget before you commit school funds. For all finance queries, please see Jane Peterson our Finance Manager. You need to be aware of financial procedures concerning: • Visitors/establishments invited into school to work with pupils, who will charge a fee for their services • Staff Expenses - reimbursement for goods bought for school use • Ordering from your budget. External fees All quotations should be received and approved by the appropriate budget holder in advance. All paperwork is to be passed to Jane to process. A purchase order must be raised in advance. Staff Expenses All spending must be approved by the budget holder prior to making the purchase, e.g, Year Group Leader or Head Teacher. This is to ensure a purchase order can be raised in advance. Your claim, and the corresponding paperwork, must be submitted via a Staff Expenses Claim form, available from Jane. All claims must be submitted within thirty days of the expense being incurred. Ordering from your budget An order form, available from Jane, MUST be submitted. Notification of orders via telephone or email will not be accepted. Ordering, without prior approval, is not permitted. Where possible, please order from our approved supplier list: Amazon Business, GLS, Davis Sport and Hope Education. All orders must be entered net of VAT and must be signed off by the budget holder. The list of approved budget holders is on reverse of the order form.Budget holders should ensure they have knowledge of their allocation for the financial year and that all spend is closely monitored to ensure it does not exceed budget. - 119 -

Section 11 - Health & Safety Every member of the school staff has a duty under Health and Safety regulations to respond to any matter which compromises the health and safety of anyone on site. Naturally, immediate regard to your own safety is a priority and must not be undermined. How you decide whether there is an issue which requires attention is ascertained by carrying out a risk assessment. It may not be possible for you to resolve a H&S issue all in part yourself. You must report anything outstanding to the appropriate person - the Facilities or Site Manager, However, never leave anything needing attention - cordon off some dangerous carpet or close a flooded toilet- make sure you have done all you can Classroom and shared areas No hot drinks or glass in areas occupied by children. Plastic water bottles are encouraged for adults and children. Insulated cups with lids are acceptable. Trip hazards • Cables – avoid trailing leads. Cables should be cable-tied, placed in trunking or be behind furniture. • Resources – minimize the time that boxes and other resources are stored on the floor. Move them to their correct location. • Fabric – avoid using fabric at low/foot level. Fabric only to be used to significantly enhance a feature display. • Carpet – are edges secured? Report to site team • Chairs – must be stored under tables when not being sat in • Coats and bags – hung on pegs or placed in lockers. It’s everyone’s responsibility to pick up coats and bags. Storage • Minimise the chance of resources falling from any surface above head height (pupil or adult). Resources must be stored appropriately and be accessible. Avoid storage at height e.g. on top of tall cupboards. Broken & damaged items • Remove, or arrange for any old and/or broken resources to be removed and repaired from classroom, including chairs with torn fabric or split plastic. Any things that needs to be fixed should be recorded in the black ‘site maintenance’ book/diary or report on teams site chat – kept under front desk in the office. Safety & Security • External doors must not be wedged open – check the magnetic lock • Entry and exit via Main Office entrance only Classroom Practice • Are you undertaking a hazardous activity? E.g. Science – burning experiment; DT – glue-guns; cutting with knives. You must complete a Risk Assessment and have this approved by Head/Deputy before undertaking the activity. - 120 -

• Risk Assessment will consist of identification of potential hazards with your planned actions to minimize or control the hazards. Adult Well-being • You need to be able to work at an adult height desk, from an adult height chair, especially when working before and after school. This is especially important when using your laptop. The best place for your teacher desk is next to power/data points in your classroom. • When working with children – are you sitting at adult height? • Talk to colleagues and senior staff about your workload. Unsupervised children Children must not be left unsupervised in classrooms at any time • If children are in the building, helping you with a task, there must be direct adult supervision. • If you need to leave your classroom for a short-time e.g. emergency toilet, arrange for a neighbouring teaching colleague to semi-supervise children – switching between own room and yours, or a Teaching Assistant to supervise. • Challenge all unsupervised children in the building. Jewellery & Uniform Promote highest standards for the wearing of school uniform. It needs to be a constant, consistent message. Children wear appropriate school uniform. If you are in doubt, check, then challenge children and work with their parents. Jewellery (and nail varnish) must not be worn by children (with the exception of very small studs in pierced ears and approved religious jewellery – at the time of writing, no religious jewellery has been approved for any child). Ask children to remove jewellery on sight. You may offer to keep it safe if you wish, at your own risk of loss (see confiscation,) Children moving around school Classes and other large groups: i. Children should be quiet, talking only to child to side. ii. Supervise children from classroom to exit door on stairs. iii. Your position in the line should alternate from front – centre – back. You may wish to ‘hover’ on landing areas. Individuals – e.g. messages, welfare, jobs • Minimise children walking around the building – e.g. lost property delivery or search is not appropriate. • Pairs, at least one very responsible child. • Challenge all individuals out of class - 121 -

Evacuation & In-vacuation All Staff must make sure that they familiarise themselves with the evacuation and in- vacuation procedures for the particular room in which they are teaching. Teachers are responsible for the safety of the pupils and any other adult in their classroom at the time of the alarm. Fire & Evacuation The sound for evacuation is the continuous ringing of the alarm Fire and evacuation arrangements require staff to lead children outside to the Assembly Area (on the field). The registers are checked by class teachers and any missing children reported to the Chief Fire Marshall Jateen Patel The procedures are listed on walls around the school. It is the responsibility of staff to know what these procedures are and to ensure that they can fulfil their role in an emergency. In-vacuation The signal for in-vacuation is an intermittent sounding of the fire alarm. In-vacuation may be used if there is a need to muster adults and pupils to places of safety inside the building, for example, from threat of an intruder or bomb scare. In the event of any perceived threat to the school, the Head teacher, Deputy Head teacher or Named teacher in charge should be informed immediately. They will give the instruction to activate the In-vacuation alarm. The alarm activation button is located inside the main Administration Office. Also refer to Evacuation & In-vacuation Arrangements. Educational Visits and visitors When organising an off-site educational visit, ensure the intent and impact for the children is clear. It is important that it is purposeful and enriches the current learning challenge, as well as being suitable and accessible for all children who are going on the visit. The Educational Visit Co-ordinator’s approval is needed before any booking is made. The process and documentation for this can be found in the Educational visits folder in the Fielding Staff Team. This process should begin at least a term in advance of the proposed date of the visit. For higher risk activities that take place in school (such as cooking, a heart dissection as part of a Science lesson or using a glue gun as part of a D&T lesson) approval and a risk assessment is also needed. Fill in a blank risk assessment and save into your year group/subject folder. Visits to school from external providers are also a useful and engaging way of enhancing the curriculum. For these visits, a risk assessment is not always necessary, depending on the activity, but in order to safeguard the children, background checks on the provider should be carried out and recorded on the appropriate form found in the educational visits folder Save this into your year group/subject folder. For all overseas and residential visits involving adventurous activities, please note that an SV1 form needs to be completed to send to the local authority for approval as well as the documentation for any other educational visit. Save all of this documentation into your year group folder. - 122 -

Whenever you save a document into your year group/subject folder that needs reviewing and approving, please email the Educational Visit Co-Ordinator. You do not need to attach the documentation to the email. Accidents If there is an accident, whether in the playground or out on a visit or in any place involving a member of staff, it must be recorded. If an accident involves a pupil, they must go to medical to have it recorded on Bromcom, and an email sent to parent. If a member of staff is hurt by a pupil, then they must see the Head or Deputy. If the accident falls into a specific category, an official report may need to be carried out and the staff member supervising the child or the adult themselves will need to contribute to this. In some instances, this is followed up by Ealing or even the Health and Safety Executive. If you have followed your risk assessment and made sound judgements in line with school and Ealing requirements, even if there was an unexpected accident, you are in a very strong position. The school has a duty to ensure certain common aspects of life where there are accidents do not happen on site and all staff are required to promote these. For example, the HSE do not accept that fingers can be ever be trapped in doors so we have a duty to teach the children this and monitor it. Pupil Medicines and First Aid Staff do not usually administer medicines, but from time to time, we deliver training so that we can support children with extreme conditions e.g.: needing an Epi-pen, pupils with diabetes. Teachers are sometimes asked to administer medicine, but only in specific circumstances and with their agreement and that of the parent. Relevant forms will be completed with Jacqui Lacey, Welfare Assistant. It is important that all teachers are aware of the medical needs of the children in their class and safeguard them. In serious cases year group colleagues need to know what to do and must monitor their well-being in your absence. Medical details are stored electronically on Bromcom Make sure that you know who the children that are asthmatic are and keep a close eye on them in activities which may exacerbate their condition and well-being whilst being aware of their nearest inhaler (all pupils must have an inhaler in their classroom and one in the Welfare Room at all times). All teachers are expected to complete on-line asthma training annually. Pupils with a broken limb are not allowed in school without a doctor’s confirmation of fitness for school and a full risk assessment. Jacqui Lacey, Welfare Assistant completes this assessment. Safeguard yourself and never touch, or allow others to touch, blood or body fluid without protective gloves. Send for help from the Welfare Assistant if you need to. - 123 -

First Aiders/Welfare officer Role In the event of any injury do not move a child or make decisions about their treatment unless you are certain that they have had a very minor injury. Get help asap. You should make sure you know who the nearest First Aider is to your class base and never leave school on a trip without a First Aider. Jacqui Lacey is our Welfare Assistant and is available between 9:00am -11.30am and 2:30pm -3.30pm. During the above hours Jacqui will be available to administer first aid, check on children who are not feeling well/had a bumped head and administer any required medication. Please do not send the children to the first aid room – Jacqui will come to you, please ring down to the first aid room if a child needs her assistance 331. At times Jacqui will also work from the main school office and can be contacted on 302 Jacqui’s duty’s include: • To inform parents of any accident or illness relating to their children. • To maintain electronic records of medical, accident and treatment records in accordance with current requirements Bromcom. • To maintain the medical room and its contents in a secure, safe and tidy manner. • To administer medication to pupils with long term medical needs • To maintain Health Care Plans, asthma and Epipen registers – to share this with class teachers • To ensure medication is in date, first aid boxes stocked • To provide first aid kits for school trips • To organise first aid provision during the lunchtime period During the lunchtime period any first aid needs will be dealt with by the SMSA’s. If a child has a medical need between 11.30am and 12.00noon and 1.30pm and 2.30pm and is not the child’s lunchtime, please see a TA within the year group. Please remember in your classrooms you have a stock of first aid resources for your use, plasters, wipes etc. for you to use for minor first aid. If first aid is needed during playtimes TAs on duty should continue to administer basic care, if Jacqui is needed she can be called on 331/302 or the child can be taken to the First Aid Room. Head Injury Guidance A minor head injury (including bumped head) can occur in school. Fortunately, the majority of head injuries are mild and do not lead to complications or require hospital admission. However, a small number of children do suffer from a severe injury to the brain. Complications such as swelling, bruising or bleeding can happen inside the skull or inside the brain. How much damage is done depends on the force, speed and/or location of the blow. All children who suffer a head injury at school should be seen by the Welfare Assistant or a First Aider for assessment and to plan ongoing care. After any head injury, even when none of the signs below are present, the child’s parents or carers should be informed via phone call and email from Bromcom (template email). - 124 -

Minor Head Injuries (bumped head) Symptoms (usually short lived) • a mild headache • nausea (feeling sick) • mild dizziness • mild blurred vision If none of the signs below are present: • apply a cold compress, • give the child an opportunity to rest • inform class teacher • monitor child throughout the day, if symptoms change see below. Serious Head Injury Adult at the scene, do not move the child, call for welfare assistant or first aider. State facts of incident quickly and clearly. Call an ambulance & inform Head or Deputy (or AHT in their absence) if: • Unconsciousness or any period of loss of consciousness (for example problems keeping eyes open) • Problems with understanding, speaking, reading or writing • Numbness or loss of feeling in part of body • Problems with balance or walking • General weakness • Any changes in eyesight Any clear fluid running from either or both of the ears or nose • Bleeding from one or both ears • New deafness in one or both ears • A black eye with no associated damage around the eye • Any evidence of scalp or skull damage, especially if the skull has been penetrated • A forceful blow to the head at speed e.g a fall of less than 1 metre or a fall down any number of stairs • Any convulsions or having a fit If the child does not have any of the problems listed in above, but has one or more of the problems in the following list, there is the possibility of complications and the child should be taken by a responsible adult (parent) to the Accident and Emergency department straight away. If in doubt or there is a delay, then call an ambulance. • Any loss of consciousness (being ‘knocked out’) from which the child has now recovered • Any problems with memory • A headache that won’t go away • Any vomiting or sickness • Previous brain surgery • A history of bleeding problems or taking medicine that may cause bleeding problems (for example Warfarin) - 125 -

• Irritability or altered behaviour such as being easily distracted, not themselves, no concentration or no interest in things around them, particularly in infants and young children (younger than 5 years) Head injuries that occur during PE & Sports Any injury involving the head that occurs during sporting activities requires the child to cease play immediately and sit out for the rest of that lesson or the duration of the match. Staff should consider whether referral to a medical practitioner is required using the information in this document. Graduated return to sports & PE after concussion The majority of concussions will resolve in 7-10 days although a longer period of time is recommended for children. During this recovery time the brain is vulnerable to further injury. If a child returns to sport too early then they may develop prolonged concussion symptoms or long-term health consequences such as brain degenerative disorders. During the recovery time a further episode of concussion can be fatal due to severe brain swelling (second impact syndrome). Graduated return to play should be undertaken on an individual basis and with the full cooperation of the child and their parents / guardians. If symptoms return, then the child must stop sport immediately and be seen by a doctor or attend A&E the same day. Before they can return to graduated play the child must: • Have had two weeks of rest • Be symptom free • Have returned to normal academic performance • Be cleared by a doctor (it is the parent’s responsibility to obtain medical clearance) NB: Earliest return to PE & Sport after concussion for a child is 23 days. Head injury online guidance: http://www.redcross.org.uk/en/What-we-do/First-aid/Everyday-First-Aid/Head-injury https://www.nhs.uk/conditions/minor-head-injury/ Suspected COVID-19, Isolation guidance If a child/staff member develops a high temperature and/or continuous cough they will be isolated behind closed doors until collection, with minimal supervision. If children are suspected of having COVID they must be isolated, until collection by a parent. The isolation room us the first aid room (and the toilet in the main reception). Door must be closed and windows open. Supervision should be from afar unless the child is in Nursery or Reception (In this case supervision must be by an adult they know). Clear signs will be put up to tell pupils and staff not to enter the medical room or the toilet. Once the child/ren has been collected these areas will need to be cleaned before they can be used again. If it is not possible to isolate them, move them to an area which is at least 2 metres away from other people. - 126 -

If they need to go to the bathroom while waiting to be collected, they should use a separate bathroom if possible. The bathroom should be cleaned and disinfected using standard cleaning products before being used by anyone else. If a member of staff has helped someone who was taken unwell with a new, continuous cough or a high temperature, they do not need to go home unless they develop symptoms themselves. They should wash their hands thoroughly for 20 seconds after any contact with someone who is unwell. Once collected the first aid room and toilet should be disinfected. Working at Height & Lifting People using unsuitable platforms is a common area of accident and one which should not happen - tables and chairs are not acceptable for standing on and other equipment, such as a ladder, can only be used if it is used correctly by trained personnel. Also make sure that you safeguard yourself when lifting. If you need information on any safe working or procedures, see the Site Manager who can refer you to the appropriate source of further information. Staff Medical Conditions If you have a medical condition, it is confidential to you. However, it does help us to keep you well if you let our Welfare Officer and the Head know. Pregnancy If you are pregnant, you must inform us so we can safeguard you and carry out risk assessments. Similarly, if you have a medical condition that needs us making an adjustment to the workplace or risk assessment, please tell the Head or Deputy. Personal Safety & Vulnerability You must make sure that you do not put yourself in a vulnerable situation in school. Never see children or a parent alone without the door being open and someone nearby- it is even better if you are with another member of staff, even if they are in the background of the room you are in rather than sitting next to you. You may want to make some notes on some occasions or tell another member of staff that you are going to have a chat with a child or a parent and then relay or confirm that conversation with them. Avoid touching children in any way which could leave you vulnerable to allegations of inappropriate behaviour. If a child or other person makes some unusual, leading or inappropriate comments, terminate the conversation quickly and report the incident to the Head or Deputy. Never agree to take responsibility for a child (e.g.: walk them home, take them to the bus stop, give them a lift, look after them before/after school) without permission from the Head. Similarly, never go to a child’s home without permission from the Head. - 127 -

Lone Working If you are working in school very early or late, you are vulnerable. Let someone know where you are and get them to check that you are safe periodically. Working alone or a long way from others in Fielding, especially later in the evenings, is unwise. Gather together with colleagues or, quite simply, go home. We try to ensure that all those on site are authorised, but we have many people who are not necessarily closely monitored and staff should not compromise their safety in any way. - 128 -

Section 12 – Other useful information Types of on-line publishing and use in school Communicating with parents We communicate to parents in a variety of ways; through informal discussions before and after schools, structured meetings, workshops, our website, a weekly bulletin and an annual calendar of events. All written communication to parents should be electronic. Standing web-pages For factual information for reference about the school which changes infrequently. Content includes text typed directly to the web-page, images, video and uploaded documents. For example: school policies, staff list, values-ethos. Latest news pages News articles about the school which promote our successes, update parents with information, reinforce school’s expectations or share moment-in-time events with our audience. Include traditional paper-based school ‘newsletter’ articles. Can be used in combination with publishing to standing web-pages to promote any update or change as ‘news’. Parents receive a ‘Weekly Bulletin’ which summarises all of the latest news. Latest news should be updated by Thursday at 5pm each week to be included in the bulletin. Year Group Noticeboards ‘One-stop shop’ for parents, publish all notices, reminders, letters and home learning. These should be updated weekly. Twitter, Facebook, Instagram and YouTube Use to • promote publishing of any news page or update to standing web-pages * update on any significant school event or any off-site event as it is happening, for example, ‘Y6 boys football, Fielding 1-0 Little Ealing’ House style All published documents should follow the house style (see this document as an example): Nunito font for heading Ariel 12 for main text Corporate colours (use the RGB numbers in MS office products, ‘more colours’ – ‘custom’ tab) Dark Blue: Pantone Blue 072, RGB 6,14,159 Light Blue: Pantone Blue 2717 RGB 167, 198, 237 Secondary Colour Palette Green: Pantone 354, RGB 0,175,65 (typically Y3 &4) Purple: Pantone 246, RGB, 205,37,176 (typically Y1 & 2) - 129 -

Red: Pantone Warm Red, RGB 255,67,56 (typically 5 &6) Yellow: Pantone 123, RGB 255,198,39 (typically N & R) Pastel Grey: Pantone 429, RGB 162, 170, 173 Green: Pantone 337, RGB 143, 214, 189 Pink: Pantone 0521, RGB 214, 178, 220 Fawn: Pantone 4675, RGB 220, 191, 166 Logos and templates saved in staff team, organisation file. School Wi-fi When logging on to the internet please use the ‘staff’ network. Password: F13ldin9Pr1mary Lost Property Use classroom time to help children manage clothing. Support and ask them to check for sweat-shirts after breaks etc. Encourage and promote children who have labelled clothing items – spot checks on your class are appropriate. If un-named items are found and are re-united to their owner, class teachers and Teaching Assistants need to name and label the clothing – biro is acceptable and easily accessible. Any unnamed items should be placed in the ‘lost property’ bins. These will be sorted weekly and emptied half-termly by Jacqui Lacey. Pupil’s Mobile Phones Pupils should be discouraged from bringing mobile phones, if they do bring them they should be handed to the class teacher and locked away in a secure cupboard/drawer until the end of the school day. Volunteers in school check and update At Fielding we recognise that there are many situations where volunteers can make an appropriate and significant contribution to the work and services of our school. The contribution of volunteers to the work of the school is especially value and respected. We recognise that they bring with them a range of skills and experience that can enhance the learning opportunities, achievement and enjoyment of children at our school. Our Volunteers include: • Parents and other relatives of pupils • Members of the Governing Body • Members of PTFA • Students on work experience • Members of the local community (including those from charitable organisations) - 130 -

Volunteering Opportunities The types of activities that Volunteers support and assist with include: • Hearing children read • Working with small groups of children • Undertaking art and craft activities with children • Running or assisting with after-school clubs • Working with children on the computers • Accompanying school visits • Talking to groups of children about their experiences/line of work • Helping the PTFA • Community projects Becoming a Volunteer We greatly value and appreciate the time and effort that each of our volunteers generously gives to our school, whether it is on a regular or more ad hoc basis. In order to try to make our volunteers feel welcomed, valued and well informed about our school we aim to provide active and positive support to our volunteers in several ways, including: • A Welcome Pack, supporting a structured induction process • Regular newsletters • Appropriate references for those seeking to build on their volunteering experience in their career Before starting to help in school, volunteers will also be invited to complete the Volunteer Agreement which sets out the school’s expectations of volunteers. Prospective volunteers who will be engaged in ‘Regulated Activity*’ will be required to complete a DBS (Disclosure and Barring Service) check and a Self-Disclosure regarding their suitability for working with children. This will be arranged through the school office before starting in school. *Regulated activity is any activity that takes place in school or on a school trip that involves contact with children frequently, i.e. on 4 or more days in a 30 day period or overnight (in the case of school journeys) When Things Go Wrong Nightmare scenario? An accident or inappropriate behaviour, maybe someone is behaving strangely, perhaps you have seen something or are unhappy and concerned, maybe you suspect something or maybe you want to leave or haven’t been paid properly or have a health problem……??? Tell Peter or Clare immediately. Especially if it is an issue where there could be other consequences. - 131 -

Index medicines, 123 Meetings, 108, 113 Absence, 111 Microsoft Teams, 20, 21, 76 After-school, 92, 94, 106 MindUp, 10 Assembly, 102, 122 Neil Hawkes, 9 assessment, 54, 55, 60, 61, 65, 113, Ofsted, 24, 64, 65 Parent 120, 123, 127 Attendance, 78, 81, 109 parents, 60 behaviour, 11, 12, 60, 65, 68, 70, 75, 78, Personal Performance Summary 95, 107, 110, 112, 114, 118, 127, 131 PPS, 65 broken limb, 123 Personal Safety, 127 Budgets, 119 Phases, 65, 93 Carol Dweck, 9 PPA, 54, 61, 82, 113, 116, 117 Child Protection, 74 Pregnancy, 127 Classes, 93, 121 Priorities, 114 Communicating progress, 55, 59, 60, 64, 65, 78 risk assessments, 127 communicate, 60, 129 Routines, 92 Conduct, 107 safeguarding, 74 COVID-19, 55, 92, 126 Safety Curriculum safety, 120, 123 curriculum, 55, 80, 82 SEND, 55, 64, 78 Directed Time, 113 Special Educational Needs Disadvantaged pupils, 64 Early Years SEND, 75 Specialist, 54, 92, 106 EYFS, 64, 111 Staff, 1, 32, 102, 108, 109, 110, 111, Equality, 68, 70 Evacuation, 122 113, 118, 122, 123, 127 evaluate, 9, 31 starting points, 55, 64 Expectations, 68, 94, 112 Teachers, 30, 55, 60, 61, 64, 65, 106, Family style dining, 104 Feedback, 57, 64, 65 113, 122, 123 first aid, 124 TED, 74 Fish!, 10 Term Dates, 92 Hattie), 61 values-based, 11 Home Learning, 59 Values-based, 9, 10, 11, 81 impact, 31, 32, 59, 61, 64, 65, 68, 82, Vision, 9 Volunteers, 130, 131 108, 110 Whistle-blowing, 118 John Hattie, 9, 31 Workload, 117 Keeping Children Safe in Education, 74, year group, 59, 65, 94, 102, 107, 110, 75 117, 123, 124 Looked After Children, 75 Lunchtime, 100, 101 medical needs, 123, 124 - 132 -