Committee/Person Responsible for Policy: / Local Advisory Board/Headteacher
Date Approved by Governing Body: / Summer 2014
Next Review Due: / Summer 2016
Student Welfare encompasses everything that our Academy community does to meet the personal and social needs of students and enhance their well-being. It involves recognising and developing each student as a total and unique person in the context of society.”
“Our Student Welfare Program is the sum total of all of the policies, structures and activities which are planned and implemented by the Academy to promote student welfare.”
Students, teachers and parents
Working together in a learning community
1.0INTRODUCTION
1.1 The Taunton Academy provides a comprehensive quality education for all students taking into account their age, background, ability and interest.
1.2 We encourage our students:
- To develop self-reliance;
- To take responsibility for their own welfare and development
- To contribute to the welfare of others
- To contribute to the life of the academy community
1.3 To promote our Academy, as a place where every student can learn and grow with confidence, where teaching and learning occur in the context of Student Welfare.
2.0Christian values and student welfare
2.1Motivated by our Christian values we commit ourselves to serve others by aspiring to the following standards in all our community work.
2.2We will provide an inclusive service to our community by:
- Serving and respecting all people regardless of their gender, marital status, race, ethnic origin, religion, age, sexual orientation or physical and mental capability.
- Acknowledging the freedom of people of all faiths or none both to hold and to express their.
- Beliefs and convictions respectfully and freely, within the limits of the UK law.
- Never imposing our Christian faith or belief on others.
- Developing partnerships with other churches, voluntary groups, statutory agencies and local government wherever appropriate in order to create an effective, integrated service for our pupils.
- Providing and publicising regular consultation and reporting forums to client groups and the wider community regarding the effective development and delivery of our work and our responsiveness to their actual needs.
2.3 We will value all individuals in a way that is consistent with our distinctive Christian ethos.
- Creating an environment where clients, volunteers and employees are encouraged and enabled to realise their potential.
- Assisting our pupils, volunteers and employees to take responsibility for their own learning and development, both through formal and informal training opportunities and ongoing assessment.
- Developing an organisational culture in which excellence and innovation are encouraged and rewarded and individuals learn from any mistakes made.
- Promoting the value of a balanced, holistic lifestyle as part of each individual's overall personal development.
- Abiding by the requirements of employment law in the UK and implementing best employment practices and procedures designed to maintain our distinctive ethos and values.
- Implementing best practice procedures in terms of Health and Safety and Child Protection in order to protect our staff, volunteers and clients.
2.4Our Academy is a safe and happy place for students, staff and parents. We strongly encourage community participation and derive great benefits from the positive interactions of all stakeholders in our Academy Community.
3.0CONTEXT
3.1Student Welfare in our academy encompasses everything the academy community does to meet the personal, social (academic, spiritual) and learning needs of students creates a safe, caring academy environment in which:
- Students are nurtured as they learn
- The curriculum offer is varied and matched to pupils interests and abilities
- incorporates effective behaviour for learning
- incorporates preventative health and social skills programs
- stresses the value of collaborative early intervention when problems are identified
- provides ongoing educational services to support students recognises the diversity within the academy community and provides programs and support which acknowledge difference and promote harmony.
- enjoy success and recognition.
- make a useful contribution to the life of the Academy Community.
- derive enjoyment from their learning .
3.2.1 Our Academy provides effective learning and teaching within a secure, well-managed environment, in partnership with parents, caregivers and the wider academy community. The objectives and outcomes that follow therefore relate to:
- Effective learning and teaching
- Positive climate and good discipline
- Community participation
4.0 OUR ACADEMY ETHOS
4.1The educational environment at The Taunton Academy is based on the following:
Our ethos is an expression of our character. It is a statement of who we are and therefore the lens through which we assess all we do. Our work is motivated and inspired by the life, message and example of Christ, which shapes and guides every aspect of our Academy. This is foundational to our belief that all people are created and loved by God as equal and unique beings, and to our commitment to model inclusion and compassion throughout all the aspects of the life and culture of each Academy community.
5.0MISSION STATEMENT:
5.1To create and sustain a network of excellent learning communities where everyone can realise their full potential.
5.2For the potential of our Students to be activated, we must have a culture in which students learn actively, where teachers can give of their best and where students and parents know and understand why and how the Academy operates.
5.3We hold the following the following statements to be a true reflection of everyday life at our academy.
- All students can experience success in learning
- Students grow and learn best when they feel cared for and liked
- Our academy community creates the environment for success to occur
- Our teaching and learning programs promote fun and enjoyment
- Our students learn best when they are secure, experience recognition, achieve success and derive enjoyment from their learning
- Student welfare is the responsibility of all members of the Academy Community.
5.4Student Welfare is achieved through the total curriculum and the way it is delivered.
- Tolerance thrives in our Academy community because co-operation and ‘Can Do’ thinking is used.
- Positive attitudes and expectations impact on all student outcomes
- Our academy recognises the special learning needs of students and ensures appropriate support is provided.
- All members of our Academy Community can contribute to decision-making
- Our students have the right to feel safe.
6.0 FOCUS AREAS – RESULTS FOR STUDENTS
6.1 Students will participate in decisions about their own learning.
6.2 Students will pursue a program of learning relevant to their needs and aspirations.
6.3 Students will develop an understanding of themselves as well as skills for positive, socially responsible participation
6.4 Students will develop competencies which enhance the quality of their relationships with others
6.5 Students will feel valued as learners.
7.0 Positive Climate & Good Discipline:
7.1 Students will be safe in the academy environment
7.2 Students will know what is expected of them and of others in the academy community
7.3 Students will be provided with appropriate support programs
7.4 Students will contribute to decision making in the Academy
7.5 Students will participate in all aspects of Academy life as equals
7.6 Students will value difference
7.7 Students will be respected and supported in all aspects of their education.
7.8 Students will know and understand their Academy’s organisation and know about student representative councils or other representative bodies such as the Academy Trust and Governing Body .
8.0Community Participation:
8.1 Students will be supported by parent and community participation in academy activities
8.2 Students will value the academy as an integral part of the community.
8.3 Students and their families will know how to gain access to relevant support services in the community.
8.4 Students will be partners with parents and teachers in the teaching and learning processes at the academy.
9.0 RESPONSIBILITIES
9.1PRINCIPAL and LEADERSHIP STAFF:
The Principal will ensure that:
- A commitment to student welfare underpins all the policies and activities of the academy
- The academy community reviews policies and practices related to student welfare
- Student welfare is regularly reviewed using appropriate planning processes
- A academy discipline policy is developed and regularly reviewed
9.2The review processes take into account other mandatory policies strategic issues identified in reviews are incorporated into the Academy development plan. Students, staff and parents are assisted to develop strategies for addressing student welfare and discipline needs in all the activities of the Academy’s other policies and practices in the academy are regularly reviewed to ensure that they meet the needs of all students in the academy.
9.3TEACHING and SUPPORT STAFF:
Teaching and support staff, according to their role in the academy, will:
- Ensure that they are familiar with the Student Welfare and Academy Behaviour for Learning Policy and the Academy Supervision Plan.
- Contribute to the provision of a caring, well-managed, safe environment for all students, fellow staff and parents
- Participate in the Academy community’s implementation of the Student Welfare Policy.
- Staff with a specific student support role will ensure that:
- The academy develops effective mechanisms for integrating behaviour management, conflict resolution and support for students experiencing difficulties.
9.4STUDENTS:
Students will be encouraged to:
- act according to the Keys to Success (see Behaviour for Learning Policy) established by the Academy Community
- contribute to the provision of a caring, safe environment for fellow students, staff and parents
- participate actively in the learning and teaching process
9.5PARENTS:
Parents will be encouraged to:
- participate in the learning of their children and the life of the academy, including reviews of student welfare and the discipline code
- share responsibility for shaping their children’s understanding about acceptable behaviour
- Work with teachers to establish fair and reasonable expectations of the academy.
- Raise the aspiration of their children through the participation in adult education programmes
10.0Inclusion
10.1 All students irrespective of ability, physical fitness, social class or psychological condition exhibit particular needs which should be met. The Academy will not label students nor use any organisational strategy which would disadvantage any particular group of students.
10.2 All teachers have a responsibility to ensure that individual needs are addressed through the delivery of a differentiated curriculum.
10.3Who is responsible for carrying out this policy?
The Senior Leader Team (SLT) are responsible for ensuring that the principles outlined in the policy are applied to individual students. All staff are responsible for adhering to this policy.
10.4What are the principles behind this policy?
10.4.1TTA expects all students to have access to a curriculum which is appropriate for their individual needs without being labelled or discriminated against.
10.4.2The Academy will work in partnership with students, teachers, parents and, where appropriate, other external agencies to ensure that, as far as possible, individual learning needs are addressed within the context of the Academy curriculum.
10.4.3Students should expect:
- Lessons that stimulate, engage, challenge, inform, excite and encourage through partnership and dialogue with teachers and other students and active participation in the lesson.
- Skilled, well prepared and informed teachers who have a perspective and understanding of whole school needs, problems and policies, especially those concerning issues related to those students identified as having Additional Educational Needs.
10.5Procedure
10.5.1When a member of staff believes that a particular student may have his/her needs best addressed outside the learning community, the first step is to discuss the matter with the Inclusion Coordinator to discuss appropriate actions.
10.5.2In the first instance the Inclusion Coordinator and the LCL will determine an appropriate course of action, following reference to all relevant information about the student, e.g. IEP, Statement, etc.
10.5.3If inclusion in lessons is deemed the appropriate course of action, and in the best interests of the student, the LCL will make arrangements within his/her LCL to accommodate the student, ensuring that the teachers have all relevant information about the student.
10.5.4The subject teacher, LCL and Inclusion Coordinator will monitor the situation in terms of its impact on the learning, progress and emotional well being of the student.
10.5.5Schemes of work, and lesson plans will show the provision made for identified students, in terms of curricular experiences.
10.5.6Continuing professional development for staff will address the implications of including students within individual subject areas and will develop teaching and learning styles that take account of differentiation.
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Author: Jenny Veal Safeguarding & Student Welfare Policy