A guide to Stoke College

Contents:
Absence from school
Accident Insurance
After school arrangements
Bullying
Child Protection
Clothing
Communication with the College
Complaints
Daily routine
Dietary requirements
Discipline
Equipment
External and Internal Assessment Appeals
Financial advice
Health
Insurance of Personal Property
Minibus
Music lessons
Notice to leave
Parent Teacher Association
Parking
Payment of fees
Personal property
PSE
Pupil post
Quarantine regulations
Reports
Scholarships
Spectacles
Student Council
Uniform

UPDATE
Boarding

Absence from School
Written application to the Head is necessary for any pupil to be absent from school other than on school business or as a result of sickness. If a pupil is unable to attend school parents should ring the College between 8.45am and 9.35am. This should be followed with a letter from home explaining the absence. If any pupil is to be excused Games or PE for medical reasons a note should be brought from home and handed to the Form Tutor at morning registration.
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Accident Insurance
The College has arranged for all pupils to be covered at all times, the premium being part of the fees. Further details about the policy, or about claims, may be obtained from the Bursar.

The College does also offer an optional insurance for loss of fees when pupils are absent for an extended period of time. This premium is added to the termly fees account and can be cancelled by parents if it is not required, again details can be obtained from the Bursar.
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After school arrangements
Day pupils should wait to be collected in the vicinity of the Junior School playground. Pupils remain our responsibility and subject to school rules, until they have been collected by parents Permission should be sought via the tutor if pupils wish to stay longer than is normal after the end of the school day or arrive earlier than is normal in the morning. Pupils should normally not arrive at school before 8.40am and should leave no later than 4.20pm.
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Bullying
The Bullying Policy at Stoke College

Statement of Intent
We are committed to providing a caring, friendly and safe environment for all of our pupils so they can learn in a relaxed and secure atmosphere.  Bullying of any kind is unacceptable at our school.  If bullying does occur, all pupils should be able to tell and know that incidents will be dealt with promptly and effectively.  We are a TELLING school.  This means that anyone who knows that bullying is happening is expected to tell the staff.

Bulling issues will tackled as part of the Schools PHSE programme.  Pupils play time will be supervised by members of staff.

Objectives of this Policy

• All governors, teaching and non-teaching staff, pupils and parents should have an understanding of what bullying is.  Training will be periodically undertaken as part of the schools INSET programme.
• All governors and teaching and non-teaching staff should know what the school policy is on bullying, and follow it when bullying is reported.
• All pupils and parents should know what the school policy is on bullying, and what they should do if bullying arises.
• As a school we take bullying seriously.  Pupils and parents should be assured that they will be supported when bullying is reported.

• Bullying will not be tolerated.

Definition of bullying:

"We say that a person is being bullied, or picked on, when another person or group of people, say nasty or unpleasant things to him or her.  It is also bullying when a person is kicked or threatened, locked inside a room, and things like that..... It is also bullying when a person is teased repeatedly.”

What Is Bullying?
Bullying is the use of aggression with the intention of hurting another person.  Bullying results in pain and distress to the victim.

Bullying can be:

• Emotional            being unfriendly, excluding, tormenting (e.g. hiding books, threatening gestures)
• Physical            pushing, kicking, hitting, punching or any use of violence
• Racist            racial taunts, graffiti, gestures
• Sexual            unwanted physical contact or sexually abusive comments
• Homophobic            because of, or focusing on the issue of sexuality
• Verbal            name-calling, sarcasm, spreading rumors, teasing
• Cyber                        All areas of internet, such as email & internet chat room misuse Mobile threats by text messaging & calls Misuse of associated technology , i.e. camera &video facilities

“It is not bullying when two people of about the same strength have the odd fight or quarrel."

If not dealt with bullying will lead to one or more of the following:

1.            lack of self confidence
2.            fear
3.            failure to concentrate on school work
4.            absence from school .. or worse
5.            the victim becoming a bully to those younger or weaker

Recording of incidents:

The tutor records in a "Bullying Incident" book, any cases which have been brought to their attention.  A member of the Senior Management Team should then inspect this book at regular intervals so that persistent bullies or "likely" victims can be identified.

Teacher reports back to person who told of bullying and let them know that it is being dealt with.

Bullying can be perpetrated by:

pupils, teachers, non teaching staff and parents.

Potential victims are:

pupils, teachers, non teaching staff and parents.

To combat bullying:

1.            It is important that the college as a whole exudes a friendly, non-confrontational atmosphere.  Adults must set the example by remembering that whether they are talking to other adults or to children, they do so with respect for that other party thereby showing the right way to speak even if one happens to be angry.

2.    Victims coming to adults for help must be believed, protected and taught strategies to protect themselves.

3. The college has agreed to adopt the Anatol Pikas "No Blame" approach.

Pupils finding themselves victims of bullying ought to:

1.            try any strategies known by them to protect themselves

2.            tell someone they trust

Who assists the victim:

Initially the person of the victim's choice.

Who deals with the bully:

When an incident is reported to a member of staff they pass the information on to the form tutor of the bully.  The form tutor will then deal with the whole incident, follow up and complete the report in the Bullying Incident book.

Parents who learn of a bullying problem in the evening and feel that they need to inform the school immediately can telephone Matron who will ask the form teacher to contact the parent at their earliest convenience the following day.  It is stressed that Matron is merely acting as a go-between and under no circumstances can she deal with any matter concerning the day school. 

DEALING WITH BULLIES
(No blame approach)
An example dialogue:
Teacher:            I hear Robin has been having a hard time recently

Student: Don't know nothing about it (pause)

Teacher:            Robin has been rather upset recently

Student:            What, do you mean Robin in Yr?

Teacher:            Robin has been rather upset recently

Student:            Well he was crying, yes. 1 suppose so but he asked for it

Teacher:            I'm glad you agree that Robin was upset, I wondered if you could do anything to help the situation.

Student:            What me?

Teacher:            Yes, I was wondering if you could help the situation?

Student:            What, you mean do something?

Teacher:            Yes - help the situation?

Student:            Well 1 suppose he could play with us or join our group sometimes

Teacher:            Excellent - try that for a week and I'll see you again on Monday
                        Afternoon

This Stoke College Policy was upgraded in September 2007 making reference to the Kidscape sample policy to be found on their website.
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Child Protection
Stoke College Child Protection Policy

1 Introduction

1.1 The staff and governors of Stoke College are committed to protecting and safeguarding all their pupils to ensure, as far as possible, that they are free from harm.

1.2 The school recognises that children sometimes suffer abuse from those who should be caring for and protecting them. Abuse can take place within any socio-economic group and can occur at home or in institutions such as schools.

1.3 This document sets out the procedures which Stoke College has in place for exercising its duties in relations to safeguarding pupils.

2 The Area Child Protection Committee

2.1 The safeguarding and protection of children cannot be achieved by schools or agencies working alone. It is a multi-agency task and depends on agencies working well together.

2.2 The Area Child Protection Committee (ACPC) is made up of representatives from all groups whose work brings them into contact with children, including the Education Service. The Suffolk ACPC in whose area Stoke College is located has produced ‘Joint Policies and Procedures for the Protection of Children’, copies of which are held by the Head, Mr Gibson, and the General Office. A copy is also available on the ACPC web-site (www.suffolkacpc.org.uk)

2.3 There is an obligation on all agencies to comply with these procedures at all times. The procedures outlined in this document reflect those of the Suffolk ACPC and have been endorsed by Stoke College Board or Governors.

2.4 In addition to Suffolk ACPC Procedures, Stoke College will have regard to the Department of Health, Home Office and Department of Education and Skills joint publication, ‘What To Do If You’re Worried A Child Is Being Abused’. A copy of this publication is available with the ACPC procedures held by Mr Gibson and the General Office.

3 The Child Protection Coordinator and Governor

3.1 As required by central government guidance, Stoke College has a designated senior member of staff, known as the Child Protection Co-ordinator, who is responsible for co-ordinating child protection issues within the school and for liaising with other services. There is an alternate Coordinator who acts in the Co-ordinator’s absence and a member of the Governing Board with responsibility for child protection.

3.2 At Stoke College, the above roles are undertaken by:
• Mr John Gibson as the Child Protection Co-ordinator
• Mrs Jane Harland as the alternate Co-ordinator
• Mrs Gwen Caddock as the named Governor who will report annually to the Board of Governors, having reviewed this policy and procedures, on the efficiency with which related duties have been discharged. Deficiencies or weakness in child protection policy will be remedied without delay.

3.3 Child abuse can take place in all strata of society, in families, in institutions or between children. There is, therefore, a responsibility on staff to report all concerns about all children where there is suspicion that they are, or may be at risk of suffering significant harm.

3.4 The Child Protection Co-ordinator and alternate Co-ordinator will be released from school to attend specialised child protection training, which will be up-dated at least every two years. The named Governor will also receive training.

3.5 It is the Child Protection Co-ordinator’s responsibility to ensure that all staff, teaching and support, paid and volunteers know who the Co-ordinator and alternate Co-ordinator are, and that they all receive on a regular basis, information which enables them to identify child protection matters and respond appropriately. Training will be provided which will be updated every three years.

4 Recognising possible abuse

4.1 Children can be harmed in a number of ways. Abuse can be physical, sexual or emotional, or it can take the form of neglect. Children sometimes suffer more than one type of abuse at a time. (See Appendix 1)

4.2 Stoke College will ensure that staff members are trained to recognise signs of possible abuse or neglect and will know what to do if they suspect that a child is suffering harm.

4.3 The school will strive to create an atmosphere in which children feel able and safe to talk about their worries and fears. Staff will listen carefully to anything children want to tell them. They will:
• not ask leading questions
• not promise to keep the matter secret
• not attempt to investigate the situation themselves

4.4 Staff might also have concerns about a child’s safety because of the way he or she is behaving.

4.5 Whether suspicions arise through disclosures children make or as a result of observations, the member of staff concerned must:
• Make a written note, signed, dated and timed, of what was said or seen
• Refer the matter immediately to the Child Protection Co-ordinator.
Staff will be aware of the possibility that their record might have to be used as evidence in court and must, therefore, be aware of the need to distinguish fact from opinion.

5 Making referrals to Social Care Services

5.1 The Child Protection Co-ordinator will refer all cases of suspected abuse to Social Care Services immediately. Where practicable, the school will inform parents of the referral before it is made, or at least as soon as possible afterwards if contact cannot be made with them quickly. The only circumstances in which a parent will not be informed of a referral are if it is considered:
• the child might be at greater risk of harm as a result
• such action might impede a criminal investigation
• the child might be the victim of fabricated or induced illness

5.2 Irrespective of the child’s home address, referrals of suspected abuse or neglect will be made by telephone to the Duty Social Worker at the Haverhill Social Care Office. (01440 762051), If for any reason this number is not available, the referral will be made by telephone to the Suffolk Social Care Customer First number (0845 6023023). After 5.20pm and at weekends the referral will be made by telephone to the out of hours team (01473 299669)

5.3 The telephone call will be recorded, noting the name of the person spoken to, and the record signed by the Co-ordinator with the date and time the telephone call was made. This will be followed up in writing, keeping a copy of the referral for the school’s own records, and sent by first class post (or hand delivered) to the Social Care Office, Camps Road, Haverhill, Suffolk CB9 8HF within 24 hours.

5.4 Any other referrals (i.e. those not of an immediate child protection nature) which Stoke College makes to Social Care will be made in writing. In these circumstances, the agreement of the child’s parent will always be obtained beforehand.

5.5 The school will expect a prompt response from the Social Care Services once a referral has been made to that Department. If nothing is heard within two days, the Child Protection Coordinator will telephone the office to which the referral was made and make enquiries. The telephone call will be recorded, again noting the name of the person spoken to, and the record signed by the Co-ordinator with the date and time the telephone call was made. If there has still been no response after a week, the Co-ordinator will write to the Immediate Needs Manager at the Haverhill Social Care Office requesting a response.

5.6 Where the school believes a referral to be a matter of child protection, but staff in Social Care Services are not of the same opinion, the Child Protection Co-ordinator will write to the Immediate Needs Manager or, if necessary, to the Director of Social Care, restating the school’s views.

6 Attendance at and Reports to Child Protection Conferences

6.1 If Social Care Services decide, having received a referral from the school that a child might be at risk of harm, a child protection conference may be called.

6.2 The Child Protection Co-ordinator will be asked to attend this conference and it is an expectation of Stoke College that he will do so, unless it is considered that another member of staff has greater or more relevant knowledge of the child, in which case that person will attend. Where a conference is held during a school holiday, the school will do its best to send a senior member of staff.

6.3 The school will provide the person chairing the conference with a written report on the child at least 48 hours in advance. The author of the report will be aware that the child's parents will have access to it.

6.4 If a child's name is placed on the Child Protection Register following a decision made at a child protection conference, a 'core group' consisting of those with the most knowledge of and involvement with that child will be identified. The Child Protection Co-ordinator or other relevant member of staff will attend.

7 CONFIDENTIALITY

7.1 Information on child protection cases will only be shared within the school with those who need it in order to ensure the safety of the children concerned.

7.2 All school records of child protection concerns and referrals are kept in a locked cabinet separately from the main pupil files. Only the Child Protection Co-ordinator, alternate Coordinator and Headteacher will have access to this cabinet.

7.3 Only one child protection file will be kept on a child, and will contain, on the inside front cover, a maintained chronology of events. No other information of a child protection matter will be kept anywhere else in the school

8 TRANSFER OF RECORDS

8.1 When a child whose name is on the Child Protection Register leaves Stoke College, the Child Protection Co-ordinator will inform the relevant social worker and send the child protection records to the receiving school immediately. If the name of the receiving school is not known, the Child Protection Co-ordinator will notify the child's social worker as a matter or urgency as soon as the child leaves or appears to be missing. In these circumstances, the child protection records will remain at Stoke College until the child is known to have registered elsewhere.

8.2 When a child joins Stoke College and records from the previous school indicate his/her name is on the Child Protection Register, the Headteacher or Child Protection Co-ordinator will notify Social Care Services immediately.

8.3 When a child whose name is known to be on the Child Protection Register joins Stoke College and no child protection records have been received from the previous school, the Child Protection Co-ordinator will contact the Co-ordinator at that school to request the records to be sent immediately. This request will be confirmed in writing and repeated if necessary. If they remain unavailable, the school will inform Haverhill Social Care Services of the problem.

9 School Attendance

9.1 Regular school attendance has a very important part to play in safeguarding children. The school will remain alert to the possibility of abuse or neglect where a child’s parents/carers repeatedly fail to provide adequate reasons for absence, or where the absence is ongoing without medical evidence.

10 Curriculum

10.1 Stoke College will strive to create a safe environment for its pupils. The curriculum will therefore be instrumental in preparing children for their future responsibilities as adults.

10.2 Through the curriculum, Children will be helped to understand what is and is not acceptable behaviour towards them. They will be taught about staying safe from harm and the importance of speaking to a member of staff if they have worries or concerns.

11 Bullying and Child-on-Child Abuse

11.1 It is important that children should be safe from each other in school. Stoke College will not tolerate bullying amongst its pupils and is committed to dealing with all complaints of such a nature. Strategies for dealing with bullying are explained in the school’s Anti-Bullying Policy.

11.2 Members of staff need to understand that children as well as adults can be abusers. Where abuse by a fellow pupil is suspected the Child Protection Co-ordinator will, if necessary in consultation with the Governor for Child Protection, examine the information available and assess whether the matter should be referred to Social Care Services for investigation. Both sets of parents will be informed by the school, unless Social Care Services, having taken account of the particular circumstances, advises otherwise.

12 Staff recruitment

12.1 Before confirmation of appointment, all staff (teaching and support) and volunteers who apply to work at Stoke College will be subject to rigorous recruitment process to ensure, as far as possible, their suitability to work with children. References will be taken up and they will be required to give evidence of their qualifications and details of previous experience and work history.

12.2 As part of this recruitment process all potential staff and volunteers will be required to declare any criminal record. Those likely to have unsupervised access to children will have their details checked by the Criminal Record Bureau and will not be employed if it is considered they are unsuitable to work with children.

13 Allegations against Staff

13.1 Any allegation made against a member of staff or volunteer at Stoke College will be taken very seriously and will be referred immediately by the Headteacher or Child Protection Co-ordinator to the Chair of Governors. Where an allegation is made against the Headteacher, the Child Protection Co-ordinator or alternate Co-ordinator will inform the Chair of Governors.

13.2 The decision to report a colleague can be a difficult one but staff must remember that the welfare of the child is paramount and takes precedence over loyalty to school or colleagues. No action will be taken against a member of staff who raises concerns in good faith, even if that concern after investigation proves to be unfounded. However, failure to report suspected abuse of a child will be regarded as a disciplinary offence.

14 Conclusion

14.1 The aim of these procedures is to ensure that all children at Stoke College are safe and free from harm. If they are considered to be at risk of, or to have suffered abuse or neglect, the school will take the steps described to minimise the risk or protect them from further harm.

14.2 In order to monitor the effective safeguarding of Stoke College’s pupils, the Governor for Child Protection will submit an annual report on child protection issues within the school to the Board of Governors. The report will not reveal details of any individual children or families.

14.3 In all its work to safeguard children, Stoke College will work in partnership with other agencies and with parents.

14.4 The adequacy of these procedures will be reviewed annually and formally adopted by the Board of Governors.

APPENDIX 1

SIGNS AND SYMPTOMS OF ABUSE
Physical, Sexual, Emotional Abuse and Neglect

The first indication that a child is being abused is not necessarily the presence of a severe injury. Concerns that a child is being abused may be raised by the sign of bruises or marks on a child’s body or by remarks made by a child, his/her parents or friends, or the observation of a child’s behaviour or reactions, from an awareness that a family is under stress and may need help with caring for the children or from a number of other factors.

The following is not a comprehensive or definitive list, but it does provide a guide to the more common non-accidental injuries.

Clusters of signs may be more important than any one sign on its own. Much depends on whether the right questions are asked in order to make sense of what is seen.

Bruises

• Symmetrical bruised eyes are rarely accidental, although they may occur where there is an injury to the head or nose and blood seeps from the injury site to settle in the loose tissue around the eye. A single bruise may be the result of an accident or abuse.

• Bruising in or around the mouth (especially in small babies).

• Grasp marks on arms or chest of a small child.

• Finger marks (e.g. you may see 3-4 small bruises on one side of the face and one on the other).

• Bruising on opposite sides of the body is rarely accidental.

• Outline bruising (e.g. belt marks, hand prints).

• Linear bruising (particularly on the buttocks or back).

• Bruising on soft tissue with no obvious explanation.

• Different age bruising (especially in the same area e.g. buttocks).

N.B. (1)
Most falls or accidents produce one bruise on a single surface - usually on a bony protuberance. A child who falls downstairs generally has only one or two bruises. Bruising in accidents is usually on the front of the body as children generally fall forwards. In addition, there may be marks on their hands if they have tried to break their fall.

N.B. (2)
Bruising may be difficult to see on a dark skinned child. Mongolian blue spots may be mistaken for bruising. These are purplish-blue skin markings most commonly on the backs of children whose parents are non-white.

N.B. (3)
The following are uncommon sites for accidental bruising:

• back of legs, buttocks (except, occasionally, along the bony protuberances of the spine).

• mouth, cheeks, behind the ear.

• stomach, chest.

• under the arm.

• genital, rectal area.

• neck.

Bites

These can leave clear impressions of the teeth. Human bites are oval or crescent shaped. If the distance is more than 3 cm across, they must have been caused by an adult or older child with permanent teeth.

Burns/Scalds

It can be very difficult to distinguish between accidental and non-accidental burns.

Remember also:

• a responsible adult checks the temperature of the bath before a child gets in.

• a child is unlikely to sit down voluntarily in too hot a bath and cannot accidentally scald its bottom without also scalding its feet.

• a child getting into too hot water of its own accord will struggle to get out again and there will be splash marks.

• small round burns may be cigarette burns (but may be friction burns, and accidental, if along the bony protuberances of the spine).

Scars

Children may have scars, but notice should be taken of an exceptionally large number of differing age scars (especially if coupled with current bruising), unusual shaped scars (e.g. round ones from possible cigarette burns), or of large scars that are from burns or lacerations that did not receive medical treatment. (some medical conditions can cause scarring).

Fractures

A child with a fracture is usually in very considerable pain, and generally will not be moving the part that is fractured. There is usually swelling, and possibly discoloration over the sight of a fracture. However, children sustain fractures relatively easily, and small children may not always be distressed following a fracture. It can therefore be difficult for a parent to be aware that a child has been hurt.

General Points

Some bruises and marks may seem insignificant by themselves but repeated injuries, even of a very minor nature, may be symptomatic of a family in crisis and, if no action is taken, the child may be injured more seriously.

Any school, day nursery or childminder is entitled to expect a parent to tell them if there is anything wrong with a child. If this is made clear from the start, it can become an accepted part of routine and therefore be less difficult to comment on an injury which may look suspicious. Parents should always be asked for an explanation of any injury which is observed and consideration given to the feasibility of the explanation, whether it is appropriate to the child’s age and whether it was dealt with suitably. If there is any doubt, the parents should be told the matter will have to be taken further. (It may help if an explanation is offered about why injuries to young children are taken seriously as a matter of routine.) It is important, at this stage, not to accuse the parents (if it really was an accident, they will feel guilty enough, anyway), but to involve them in any action taken (e.g. medical examination).

Sexual Abuse

Below is a list of behavioural signs which have been known to act as indicators of sexual abuse. However it is important to realise that many of these signs could be equally indicative of a range of different problems.

There are very few physical signs of sexual abuse and the majority of those will require a medical diagnosis or forensic evidence. Pregnancy and sexually transmitted disease are examples.

Because those who sexually abuse children take great care to ensure that they have the compliance and silence of the child it is very difficult to know what is happening unless a child tells. It is important that whatever a child says, which may indicate they have been abused, is taken very seriously and is referred to those who are skilled in the investigation of the abuse of children.

POSSIBLE BEHAVIOUR SIGNS

• Mood changes, tantrums, aggression, sudden school difficulties.

• Insecurity.

• Sleep and eating disorders.

• Poor self-esteem, anxiety, depression, despair.

• Withdrawal, secretiveness.

• Poor peer relationships.

• Lies, stealing, arson.

• Running away.

• Suicide attempts, self-poisoning, self-mutilation.

• Unexplained money, gifts.

• Premature understanding of sex, inappropriate sex play.

• Seductive, promiscuity.

• Abuse of solvents, drugs, alcohol.

Emotional Abuse

Emotional abuse may take the form of failure to meet a child’s need for affection, attention and stimulation (even though good physical care may be provided) or there may be constant verbal abuse, rejection, scape-goating, threats of violence or attempts to frighten the child. Conversely, some parents may be so over-protective and possessive that they prevent normal social contact or normal physical activity. Both states can be difficult to document or evaluate, but may have crippling long term effects on a child’s development. Children suffering from emotional abuse may exhibit these behavioural symptoms:

• excessively clingy or attention-seeking behaviour.

• low self-esteem.

• apathy.

• be fearful or withdrawn.

• constantly seek to please.

• be over-ready to relate to anyone, even strangers.


Where emotional abuse is suspected, it is important to seek help for the child.

Neglect and Delay in Growth (Failure to Thrive)

Neglect includes not only poor physical care and inattention to the child’s basic needs, e.g. for regular feeding, cleanliness and clothing but also a failure to provide the necessary stimulation to sustain behavioural and emotional development. Warning signs include:

• poor growth for which no medical cause is found, with a dramatic improvement on a normal diet away from home.

• unkempt, dirty appearance.

• medical needs of child unmet - failure to seek medical advice for illness, severe untreated nappy rash, missed immunisations.

• developmental delay.

• lack of social responsiveness.

• self-stimulating behaviour such as head banging or rocking.

• repeated failure to prevent (accidental) injury.

REMEMBER, IF YOU HAVE ANY CONCERNS REGARDING THE SAFETY OR WELFARE OF A CHILD, DISCUSS IT IMMEDIATELY WITH THE SCHOOL’S CHILD PROTECTION CO-ORDINATOR

Adopted March 2004
Revised June 2005
Revised September 2007
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Clothing
Parents are asked to adhere to the clothing list in respect of all regulation clothing. ALL CLOTHING BROUGHT TO SCHOOL MUST BE PROPERLY MARKED WITH NAME TAPES. If parents need to confirm that an item of clothing conforms to the school's regulations they should contact the Matron or School Secretary. A system of handling second hand regulation clothing exists and information on this can be obtained from the Matron. An up-to-date clothing list can be found with these instructions. Girls choosing to wear trousers must wear the logoed trousers supplied by Needlepoint. No other makes of trousers may be worn.
Pre-Prep/Prep School Uniform, Reception - J2
Prep School Uniform, J3 - J6
Senior School Uniform
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Communication with the College
In Term times the College Office is manned on Mondays to Fridays from 8.30am to 4.00pm. It is a great help if telephone messages come during office hours.

Should it be necessary to contact the College outside general office hours there are staff on duty, however, please make allowance for the fact that they may, in the course of their duties, be temporarily away from the telephone. An answerphone will be in operation in holiday periods.

There is a payphone for the use of pupils, in-coming calls are not taken.
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Complaints
Introduction

Stoke College has long prided itself on the quality of the teaching and pastoral care provided to its pupils. However, if parents do have a complaint, they can expect it to be treated by the School in accordance with this procedure.

Stage 1 – Informal Resolution

• It is hoped that most complaints and concerns will be resolved quickly and informally.

• If parents have a complaint they should normally contact their son/daughter’s form teacher. In many cases the matter will be resolved straightaway by this means to the parents’ satisfaction. If the form teacher cannot resolve the matter alone, it may be necessary for them to consult with the head of department, the Deputy Head or Head.

• Complaints made directly to a head of department, Deputy Head or Head will usually be referred to the relevant form teacher unless the head of department, Deputy Head or Head deems it appropriate for them to deal with the matter personally.

• The form teacher will make a written record of all concerns and complaints and the date on which they were received. Should the matter not be resolved within 10 days or in the event that the form teacher and the parent fail to reach a satisfactory resolution then parents will be advised to proceed with their complaint in accordance with stage 2 of this Procedure.

Stage 2 - Formal Resolution

• If the complaint cannot be resolved on an informal basis, then the parents should put their complaint in writing to the Head. The Head will decide, after considering the complaint, the appropriate course of action to take.

• In most cases, the Head will speak to the parents concerned, normally within five working days of receiving the complaint, to discuss the matter. If possible, a resolution will be reached at this stage.

• It may be necessary for the Head to carry out further investigations.

• The Head will keep written records of all meetings and interviews held in relation to the complaint.

• Once the Head is satisfied that, so far as is practicable, all of the relevant facts have been established, a decision will be made and parents will be informed of this decision in writing. The Head will also give reasons for his decision.

• If parents are still not satisfied with the decision, they should proceed to Stage 3 of this procedure.

Stage 3 – Panel Hearing

• If parents seek to invoke Stage 3 (following a failure to reach an earlier resolution) they will be referred to the Chair of Governors who has been appointed by the Governors to call hearings of the Complaints Panel.

• The matter will then be referred to the Complaints Panel for consideration. The Panel will consist of at least three persons not directly involved in the matters detailed in the complaint, one of whom shall be independent of the management and running of the school. Each of the Panel members shall be appointed by the board of governors. The Chair of Governors, on behalf of the Panel, will then acknowledge the complaint and schedule a hearing to take place as soon as practicable and normally within 5 days.

• If the Panel deems it necessary, it may require that further particulars of the complaint or any related matter be supplied in advance of the hearing. Copies of such particulars shall be supplied to all parties not later than 2 days prior to the hearing.

• The parents may be accompanied to the hearing by one other person. The hearing is designed to be a non-adversarial opportunity to resolve the complaint and the school will not meet any costs of parental legal representation.

• If possible, the Panel will resolve the parents’ complaint immediately without the need for further investigation.

• Where further investigation is required, the Panel will decide how it should be carried out. After due consideration of all facts they consider relevant, the Panel will reach a decision and may make recommendations, which it shall complete within 10 days of the Hearing. The Panel will write to the parents informing them of its decision and the reasons for it. (The decision of the Panel will be final). The Panel’s findings and, if any, recommendations will be sent in writing to the parents, the Head, the Governors and, where relevant, the person complained of.

Parents can be assured that all concerns and complaints will be treated seriously and confidentially. Correspondence, statements and records will be kept confidential except in so far as is required of the school by paragraph 6(2)(j) of the Education (Independent Schools Standards) regulations 2003; where disclosure is required in the course of the school’s inspection; or where any other legal obligation prevails.

Adopted March 2004
To be reviewed March 2000
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Daily Routine
Day pupils must arrive at the College in time for registration at 8.55am. If a Senior School pupil is late he/she must report to the General Office on arrival. The school day ends at 3.30pm for pupils in J1 to J3, and at 4.00pm for all other pupils, with the exception of Friday when all pupils finish at 3.40pm. Day pupils should be off the premises as soon as possible after this time unless they are taking part in a recognised activity. Arrangements can be made through the Matron for day pupils to have tea at school for a nominal charge if there is a particular reason for staying late.
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Dietary Requirements
If your son or daughter has any special dietary requirements, please inform the Head so the catering department can make the appropriate arrangements.
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Discipline
Stoke College has a carefully constructed ‘Behaviour Policy’ which deals with the way pupils are expected to behave on a day to day basis at school. Parents are sent a copy and it is helpful if they could go through it with their son or daughter in order to make sure there is full understanding. Lunch time detentions are awarded to pupils who transgress, while for more serious offences there will be after school detentions and, occasionally, suspensions when circumstances warrant this.
Stoke College also implements a 'Bullying Policy'.
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Equipment (General)
Pens (Fountain or felt, i.e. Berol Notewriter - Not biros)
Pencils and Coloured Pencils
30 cm ruler (plastic or metal - not wooden)
Pencil sharpener
Eraser
Felt coloured pens - optional
Calculator - optional

Maths Equipment (Senior School)
30cm Ruler
Protractor
Compasses
Set Squares (45 & 60/30)
Eraser
Calculator (Recommended - Casio FX 85N or equivalent)
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External and Internal Assessment Appeals
Examinations Officer: Mrs P Sample
Director of Studies: Mrs P Harland

External Assessment Appeals Procedure
This applies to GCSE work that is assessed externally. In general it relates therefore to written papers, and also the few pieces of coursework that are wholly assessed externally.

It is possible to appeal against the procedures of an Exams Board in the conduct of an examination.

This is not to be confused with making a Result Enquiry, querying a mark. The routine for this can be found by asking the examinations officer. It is not possible to appeal against the outcome of Result Enquiry unless there is evidence that the exam board was not adhering to the Code of Practice.

An appeal might be against the inappropriate application of a mark scheme, or perhaps against a change in specification without properly making it known. In each case the College would need to look very carefully at the Code of Practice, to see if there has been a procedural error. The process is long winded, and probably has to go through all three stages before success is likely. The final conclusion may be 6 months after the exam results are published, by which time any changes in marks will be far too late for most purposes. Making an appeal is very rare.

Any appeal must be made through the School; submissions will not be accepted from individuals. The final arbiter is the Examinations Appeals Board.

Internal Assessment Appeals Process
This applies to GCSE coursework, performance etc providing the work is assessed internally.

If at any stage during your exam courses you have concerns about the procedures used in assessing your internally marked work for public exams (e.g. coursework / portfolio / projects), then you MUST initially discuss this with your tutor, the teacher concerned, and/or the relevant Head of Department. Hopefully this will resolve the issue.

If the matter is not resolved then you should see the Director of Studies or Examinations Officer as soon as possible to discuss whether a formal appeal could be made. Any appeal is very much a last resort, and a request for an appeal will not be accepted unless these other avenues have first been explored. It is expected that appeals will be extremely rare.

An appeal would be very weak if you have not kept to the agreed deadlines (unless this is what the appeal is about), or you have not tried to sort it out within a fortnight of the problem arising. You may not appeal against any mark that has been awarded unless you think that this has been because of a procedural error, and you must be able to identify the procedural error.

In accordance with the Code of Practice for the conduct of examinations, the College is committed to ensuring that:

• internal assessments are conducted by staff who have the appropriate knowledge, understanding and skills.
• assessment evidence provided by candidates has been produced and authenticated according to the requirements of the specification.
• the consistency of internal assessment is secured through internal standardisation.
• staff responsible for standardisation have been properly trained.
• the College will comply fully with the Joint Council guidelines.

Appeals may be made to the School regarding the procedures used in internal assessment, but not against the actual marks or grades submitted by the School for moderation by the Awarding Body.

A pupil or parent wishing to appeal against the procedures used in internal assessments should contact the Director of Studies or Examinations Officer as soon as possible to discuss the appeal and a written appeal must be received by the School before the end of the exam season in question. In the summer, for example, the appeal must be lodged in sufficient time for the matter to be dealt with before the end of the first half of term, but should in reality be lodged much earlier.

On receipt of a written appeal, an enquiry into the internal assessment will be conducted by the Examinations Officer, the Director of Studies (or a representative if either is involved in the assessment in question) and one other Head of Department not involved with the internal assessment decision.
This enquiry will consider whether the procedures used in the internal assessment conformed to the published requirements of the Awarding Body.

The School would encourage the candidate to be supported by a parent, guardian, or friend in the presentation of their case. The appeal decision will be recorded and filed.

The candidate will be informed in writing of the outcome of the appeal, including details of any relevant communication with the Awarding Body and of any steps taken further to protect the interests of the candidate(s).
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Financial Advice
The College has links with financial bodies that give help and advice with regard to fee planning etc. Any parent wishing to use these services should contact the Bursar for contact names and telephone numbers.
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Health
All pupils should remain on their home doctor's list for all medical treatment. In the event of an emergency at school the necessary action will be taken by staff. The school has retained the services of a local G.P. who will attend in an emergency. We would ask that the enclosed medical record be filled in and handed in to the Form Tutor or School Office on the first day of term. All pupils will have a medical examination soon after joining the College and probably at 3-yearly intervals after that, unless requested not to do so by parents in writing.
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Insurance of Personal Property
Whilst every effort is made to inculcate high standards of care for property, it must be made clear that the College cannot accept liability for damage to, or loss of, personal items of property or of money. Please, therefore, ensure that your own insurance policies will cover any claims arising in respect of valuable items.
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Minibus
The school owns three minibuses. These are used for two main purposes, firstly to operate a collection and delivery service for some pupils from the Cambridge, Sudbury and Thurlow/Hartest directions and secondly to take pupils on fixtures, outings and trips. If parents would like to investigate the possibility of making use of the collection and delivery service they should contact the bursar's office who manages this. Parents should understand that there are times when fixtures or trips take precedence over the collection and delivery service when parents will need to make alternative arrangements. Advance warning will be given about such occasions.
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Music Lessons
If you wish your son or daughter to commence instrumental lessons at the College, please inform the Director of Music in writing. Half a Term's notice is required to cease Music lessons.
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Notice to Leave
Parents are reminded that unless notice to leave is given a term in advance then they are liable to pay the full fees for the following term, even if their son or daughter does not attend. For pupils in the 5th Year of the College no written notice to leave, at the end of the Summer Term, is needed.
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Parent Teacher Association
Stoke College has a very successful and active Parent Teacher Association.  Parents of all pupils are members of the PTA.
The main aim of the PTA is to raise money to support the school and enhance its facilities for the benefit of all pupils.  Through a varied programme of social events and fundraising projects it helps to make Stoke College a friendly, caring and supportive community for pupils, their families and the staff.
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Parking
There is inevitable congestion at busy times of the day, patience and consideration are needed. Please remember that young children are making their way around the campus so care should be exercised at all times. There is a one-way system in operation from 8am to 9am and 3.15pm to 4.15pm. Please enter by the back gate off Ashen Road and leave by the front gate by St John’s church. There is no parking at all on the Junior School playground during the school day. Parking should normally be along the left hand side of internal roads or in the car park between the Science labs and the front gate.
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Payment of Fees
Fees are payable by the first day of each term. Parents with a problem over prompt payment are urged to contact the Bursar or Head in good time as this can save considerable embarrassment on both sides.
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Personal Property
Whilst every effort is made to inculcate high standards of care for property, it must be made clear that the college cannot accept liability for damage to, or loss of, personal items of property or of money. Please therefore ensure that your own insurance policies will cover any claims arising in respect of valuable items.

Pupils will need a suitable bag for carrying the wide range of belongings associated with modern schooling. The amount of ‘kit’ required today can be onerous so it is vital that only what is required for the day is brought to school. This will require some planning and parents are asked to help with this.
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PSE
PSE is part of the Stoke College curriculum for all pupils from J5 to Year 11 and we have worked hard to produce a clear and constant scheme of work for this important subject. But what is it? PSE stands for Personal, Social Education. It often has another letter placed between the S and the E usually an H for Health or M for Moral. It is a subject delivered by tutors in the senior school and either the class teacher or Mrs Warmington in the junior school, typically taking up to a period per week. We see the subject as so important that governors have formulated a policy to help guide the process.

PSE policy
Stoke College aims to give its pupils a rounded education which will equip them to face many of the problems which they may encounter both during teenage and later in life. To this end a series of lessons is organised under the PSE syllabus which addresses a wide variety of topics in the fields of health, morality and social responsibility. This will inevitably involve discussion of subjects over which there may well be considerable differences of opinion—such as the questions of contraception and abortion, the legalisation of soft drugs and the permanence of personal relationships.

The governors advise that all such matters should be discussed openly and in such a manner as to enable pupils to make their own informed decisions, rather than receiving didactic advice. They appreciate that occasionally it may appear that opinions expressed in the classroom may differ from sincerely held parental view. While respecting the right to withdraw children from particular lessons they urge parents to take the broadest possible view of the syllabus so as to allow pupils to develop their own codes of conduct. An undertaking is given by the Governing Body that advocacy or illegal or immoral acts will not be tolerated.
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Pupil Post
Letters and other communications are often made via ‘Pupil Post’. A red ‘REMINDER’ stamp is put in the Prep Diary when a pupil is asked to take something home.
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Quarantine Regulations
When a boy or girl at home has developed an infectious disease, his or her parents are asked to telephone the Head. The period of exclusion from school should be as follows:-

CHICKEN POX for 6 days from first appearance of rash

MEASLES for minimum of 7 days after
appearance of the rash

MUMPS until swelling has disappeared and
the child is medically certified fit.

RUBELLA (German Measles) for 4 days from
onset of rash and until child is fit.

WHOOPING COUGH for 10 days, after which the child may be re-admitted if declared medically
fit.

If the child has been in contact with any of the above diseases there is no need for him or her to be excluded from school UNLESS THE PARENTS HAVE GOOD REASON TO SUSPECT THE CHILD IS INFECTIOUS. If in doubt, please contact your own doctor.

Whether illness is infectious or not, PUPILS WHO ARE ILL AT HOME MUST BRING BACK A LETTER FOR THE SCHOOL RECORDS.

If the illness is infectious they should not return to school until the completion of the periods shown above and not until their doctor gives a written certificate that they are fit to resume normal school life.
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Reports
Parents receive written reports during each term. Shorter, interim, reports are the norm with full reports after examinations which are held each year.

The parents of each pupil also have the opportunity to meet the subject/class teachers once a year at the relevant parents' meeting in order to discuss progress. Parents who are concerned about their son's or daughter's progress need not wait for reports or parents' meetings; they may contact Form Tutors/Class Teachers and arrange to meet with relevant staff at any mutually convenient time.
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Scholarships
Please ask about the current range of scholarships. A separate brochure is available.
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Spectacles
All pupils who wear spectacles for games should be provided with glasses with hooked sides and safety lenses. A pupil who is completely dependent upon glasses should have a second pair for use in case of damage to the main pair.
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Student Council
The Student Council has been set up to enable pupils to have a forum in which they can voice their opinions and represent the views of pupils at Stoke College.

Election of Council Representatives

Each tutor group may elect one representative to the Student Council following discussion within tutor groups about the qualities required to become a Student Councillor.  the appointment of the Council representative can be made either for the whole year or for one term. 

The senior year (Year 11) elect a group of pupils who will run and organise the Council.  They will be responsible for:

a)            Informing pupils of dates, times and venue of Council meetings

b)            Issuing agendas prior to meetings

c)            Chairing the meetings

d)            Taking minutes

(i)            Reporting on any issues to the Senior Management Team and the Bursar’s office

(ii)            Reporting back to pupils via their tutor groups. 

e)            Matters arising from the minutes will then be further discussed between Senior Management/Bursar and senior year Council representatives

f)            During school Assembly, any developments following the Council Meeting and meeting with the Senior Management team/Bursar, will be announced by the senior year pupils.

BOARDING
Beginning of Term
You are reminded that new boarding pupils should arrive at the College at 7.00p.m. on the Monday before term begins.

Extra Curricular Activities
A range of activities has been set up to take place during the day and in the period between tea and supper. Each pupil is encouraged to take part in a several of these activities during the week.

Medication
All medication that has to be taken during the week must be handed to Matron for safe keeping.

Non-Uniform Clothing
Boarders are allowed to change into non-uniform clothing at the end of the working day. However, parents should note that space for this clothing is not unlimited and are asked to send only reasonable quantities to school with their children.

Prep
Prep is carried out under staff supervision in the classroom areas. The length of Prep does vary depending upon the form in which the boy or girl is placed.

Settling In
The vast majority of new boarders settle down to the boarding routine very quickly and happily and few problems normally arise. It would be helpful, however, if new boarders could be told by their parents that if they experience any problems then they should not be shy about approaching the boarding house staff to discuss these problems.

The staff are experienced in helping new pupils during the first few days of this novel routine and their first concern is to ensure the happiness of all pupils in their charge.

Valuables and Money
In the event of pupils needing to bring valuables and/or large sums of money to school then they should hand these to the boarding house staff for safe keeping.

ITEMS REQUIRED BY BOARDERS

Bedding Requirements:
BOYS & GIRLS: Continental Quilt, Quilt Cover, 1 Sheet, 1 Pillowcase.

All Boarders: Towels - 2 bath, 1 hand (1 bath towel is for swimming)
Spongebag etc.
Nightwear.
Underwear.
Handkerchiefs.
Shoe Bag.
Shoe Cleaning Kit (including whitener for plimsolls).
Plain Clothes for Evening Wear.
Wellington Boots.
Laundry Bag with tie cord.

PLEASE ENSURE THAT ALL ITEMS OF CLOTHING AND EQUIPMENT ARE CLEARLY MARKED WITH THE OWNER'S NAME.
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