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                                           CHS ITT Handbook

   1.   Welcome Letter

   2.   A message from the Head Teacher and our mission statement

   3.   Induction Outline

   4.   ITT policy and benefits of ITT

   5.   Who’s Who? In Training School.

   6.   School Day

   7.   Tasks for PGCE students – getting to know the staff/ PGCE area in staffroom

   8.   Professional studies programme

   9.   Behaviour Policy

   10. Absence Policy

   11. Assessment for Learning

   12. Your role as a form tutor at CHS

   13. Bullying Policy

   14. Child Protection Policy

   15. Tutors and Heads of Year List

   16. Educational Visits Policy

   17. Extra – Curricular Activities

   18. Fire positions

   19. Health and Safety

   20. Reprographics

   21. Support Staff

   22. G&T

   23. SEN

   24. ICT Policy

   25. Learning Resources – The Library

   26. Record of meetings with mentors

   27. Training School Information

   28. Arts College information

   29. Guidance for observation

   30. Advice for your first lesson

   31. Useful websites

   32. Examples of Enrichment Activities

Dear PGCE Student,

Welcome to Chorlton High School. We are delighted you have been placed with us for your
teaching practice and hope you enjoy your time with us. From today you are a teacher -you
should behave as one and be treated as one by your colleagues and students at CHS.

We would like to outline what you can expect from us during your placement whilst you are
at CHS, as well as what we expect from you in return. We have very high standards here
and we hope you will join us in maintaining and celebrating these at all times.

What you can expect from us:

      A weekly meeting with your mentor as well as a weekly lesson observation
      A weekly meeting for professional studies
      A Senior Coordinator to contact in the event of any query and to provide the EPS
      Support from your mentor and Senior Coordinator on the background to the school,
       its students and procedures
      The opportunity to observe members of staff teaching in the department you are part
       of and in wider subjects
      The opportunity to contribute to small group teaching in learning support
      The opportunity to be involved in wider school enrichment activities
      The opportunity to take part-responsibility for a tutor group
      Help with job applications
      To be treated like any other member of staff and take part in formal meetings and
      To be provided with at least one social event
      To be provided with a buddy
      To be given constructive criticism about your performance in the classroom
      To be given the opportunity to teach a range of abilities

What we expect from you:

      To be punctual and dress appropriately
      To be prepared to get involved in departmental and whole-school activities
      To listen to advice and to act upon it
      To be courteous to staff and to recognise that they are busy and have a lot of duties
       to do. Choose an appropriate time to speak to staff.
      To follow school and departmental procedures
      To be prepared to show your notes, journals, observations ands lesson plans to
       subject mentors and the senior coordinator
      To be prepared to attend departmental and other team meetings
      To be prepared to attend parents’ evenings where appropriate.
      Hard work and a positive contribution to school and our students
      A good record of attendance, with absence procedures followed in the event of

   Skills to pick up while you are here:

      Enhance your ICT skills
      Build up a resource file

      Try to gain experience of teaching both KS3 and KS4
      Become a critical observer yourself –reflect on other people’s teaching and learn to
       use observation to improve your practice
      Get into the habit of collecting evidence for you professional development portfolio

When shadowing classes/students or observing a lesson please ensure that you:

      Arrive promptly to lessons
      Observe conventions
      Introduce yourself to the teacher
      Ask the teacher where they would like you to sit
      Seek permission before looking at students’ work
      Thank the teacher at the end of the lesson
      Inform the relevant teacher if you are unable to observe a scheduled lesson
      Act professionally in any discussions that take place with other teaching staff or
       fellow trainees

What to look for when shadowing/observing a class:

      Teaching and learning styles and strategies used
      Examples of creative practice
      Examples of personalised learning
      How do the students know what to do
      Questioning skills
      Different learning layouts and environments/displays etc
      Homework does it develop the lesson, how is it set etc.
      Examples of good behaviour management

Please visit the school prospectus for further information:

Yours Sincerely,

Clare Robertson

Senior ITT Coordinator/Professional Mentor.

                                                   It gives me great pleasure to introduce you to
                                                   Chorlton High School, a High Performing Specialist
                                                   Arts College that is rapidly transforming into a centre
                                                   of learning excellence for the Chorlton Community.

                                                   Chorlton High School is truly comprehensive. We are
                                                   a mixed, multi-cultural and multi-faith school catering
                                                   for students aged 11 to 16. We are very proud of our
                                                   diversity, as this is one of our many strengths. We
                                                   are a school at the heart of our local community with
                                                   strong, effective links with local primary schools, sixth
                                                   form providers, further education colleges and local

                                                   During the past few years Chorlton High School has
                                                   become one of the most popular and over-subscribed
 Andy Park and Chorlton High School Students       schools in Manchester. We have a highly dedicated
                                                   and hard-working team of staff who place great
                                                   emphasis on providing quality education for all our
                                                   students. Our examination results have improved
                                                   significantly at both Key Stages and will continue to
                                                   do so, attendance is above the national average and
                                                   rising, and our innovative, personalised curriculum
                                                   ensures that the individual needs of a student are
                                                   catered                                           for.

                                                   We are committed to enabling all our students to

                                                    Successful learners – Students who take
                                                   responsibility for their own learning, gain
                                                   independence and engage fully with their learning
                                                    Confident individuals – Students who embrace all
                                                   aspects of school life with enthusiasm and who are
                                                   able to live happy, safe, healthy and fulfilling lives.
                                                    Responsible citizens – Students who take
                                                   responsibility for their own actions, display maturity
                                                   and respect in all relationships and make positive
                                                   contributions to school and the wider community.

                                                   Ours is therefore a school with a very exciting future.
                                                   I am confident that, in choosing Chorlton High
                                                   School, you will make a positive investment in the
                                                   future            of            your             child.

                                                   Andy Park


  'Parents and students like the school. Students enjoy t heir learning in a safe and
                          welcoming environment.' - Ofsted

                                CHORLTON HIGH SCHOOL

                           MISSION STATEMENT AND AIMS


      Building on Success
      Creating Opportunity For All
      Delivering Excellence


   1. Emphasise achievement and encourage the pursuit of excellence so that all are able to
      develop their full potential.

   2. Value diversity and equality of opportunity.

   3. Create a caring environment in which courtesy, mutual respect and concern for the
      individual are paramount.

   4. Enable everyone to acquire the skill and knowledge essential in successfully meeting the
      demands of adult life in a rapidly changing society.

   5. Provide additional support both for pupils with learning difficulties and for the most able and

   6. Encourage and promote responsibility, reliability and co-operation.

   7. Develop the partnership between Home and School.

   8. Work creatively together with Education and Business Partners and local people to develop
      the school the school at the heart of the community.

   9. Be committed to the continuous development of all staff.

   10. Pledge the school’s commitment and contribution to the development and improvement of
       education in the City of Manchester.

                            MMU PGCE Induction at Chorlton High School

                    Senior ITT Co-ordinator: Clare Robertson


08.45 - Period 1: 9am. Welcome meeting and go over handbook etc. Introduction to
Senior Member of Staff.
09.45 - Period 2: “TS Leaders” take trainees on a tour of the school.
Break in staff room.
11.05 - Period 3: Students taken to departments to meet mentors and get SoW etc.
12.10 - Period 4: Observe a lesson within department.
13.45 - Period 5: professional studies session 1: professionalism, timings and
procedures, school day.

Period 1-4: pupil tracking – yr 9
Period 5: professional studies session 2: behaviour management in CHS.

8.30am - Form tutor attachment
Periods 1-5: cross-curricular observations/time with HoY and SENCO.

Period 1: professional studies session 3: pastoral role/form tutor role.
Period 2-5: departmental time/observations. (Timetable to be done by

8.30 am – Form tutor attachment
Period 1 – professional mentor session – address queries and concerns, check all
is well pre- teaching practice/ evaluation of Induction/certificates.
Period 2 – 5 - departmental time.

                MU PGCE Induction at Chorlton High School 2007-08

                        Senior ITT Co-ordinator: Clare Robertson



Period 1: 9am. Welcome meeting and go over handbook etc. Introduction to Senior
member of staff. (Meeting room)
Period 2: “TS Leaders” take students on a tour of the school.
Break in staff room.
Period 3: Students taken to departments to meet mentors and get SoW etc.
Period 4: Observe a lesson within department.
Period 5: professional studies session : professionalism, timings and procedures, school


Period 1-5: pupil tracking


Period 1: professional studies session : behaviour management in CHS.
Period 2-5: departmental time/observations. (Timetable to be done by HoD/mentors)


8.15am – briefing in staffroom.
Period 1: professional studies session: the pastoral role/role of the form tutor
Period 2-5: Job shadowing: Head of Year/SEN


8.30am - Form tutor attachment
Periods 1-5: cross-curricular observations.


8.30 am – Form tutor attachment
Period 1 – professional mentor session: address queries and concerns, check all is well
pre- teaching practice/ evaluation of Induction/certificates.
Period 2 – 5 - departmental time.

                                          ITT Policy
                                    Chorlton High School

The purpose of the policy

The purpose of the policy is to:

         provide an account of the school's approach to ITT for all interested parties;

         act as a checklist for those actively involved in the process;

         provide a means of evaluating our practice and procedures through regular
          review of the policy.

The school's vision for ITT

In providing ITT opportunities within the school, we are seeking to:

         create varied and high quality learning experiences for our pupils;

         ensure that trainee teachers are supported and challenged effectively in their
          professional development;

         support the professional development of teachers at the school;

         establish effective links with training institutions.

The school's approach to ITT

The school will work with training institutions in such a way that we can:

        build up a professional relationship with the staff at the institution;

        become practised in applying common standards and systems within the

        use a common language when describing ITT provision;

        develop a coherent programme of professional development for trainees;

        make more effective use of the time available for ITT.
        build up the profile of ITT amongst staff and provide training and support for
         mentors to ensure the best possible experience for all involved.

Who’s Who?
(Photographs of other staff in department areas can be found in the staff area)

Training School

Zoe Pearce – Director of Training School
Clare Robertson –ITT Coordinator
Laura Silcock –NQT Coordinator

                                                  Heads Of Year
Senior Staff
                                                    J. Sarwar (Head of Year 7)
      A. Park (Headteacher)
                                                       I. Jameson (Head of Year 8)
      J. Eldon (Senior Deputy Headteacher)             B. Hill (Head of Year 9)
      T. Hashmi (Deputy Headteacher)                   P. Banger (Head of Year 10)
      Z. Morris (Deputy Headteacher)                   N. Gardner (Head of Year 11)

      S. Austin (Assistant Headteacher)                Heads of Department
      W. Kellaway (Assistant Headteacher)
      Z. Pearce (Assistant Headteacher)
      D.Prophet (Assistant Headteacher)                A. Daly (Art)
      P. Robinson (Assistant Headteacher)              E. Lynch (Business Studies)
      F. Wright (Assistant Headteacher)                A. M.McKie (Dance)
                                                       S. Burke (Drama)
                                                       T. Sayed (EMA)
                                                       K. Hogan (English - Acting Head)
                                                       L. Beaumont (Geography)
                                                       R. Rasul (History)
                                                       S. Stylianou (ICT)
                                                       S. Hargrave (Learning Support)
                                                       L. Edmondson (Lifeskills)
                                                       J. Dawson (Mathematics)
                                                       D. Coombes (MFL)
                                                       R. Cooper (Music)
                                                       M. Clinton (PE)
                                                       A. Evans (RE)
                                                       P. Maxwell (Science)
                                                       H. Hibberson-Davis (Technology)

                          CHORLTON HIGH SCHOOL

                                      SCHOOL DAY
Briefing for staff Mon, Wed and
                                    08.20 – 08.30                    10 minutes

Registration                       08.30 – 08.45                     15 minutes

Lesson 1                           08.45 – 09.45                     60 minutes

Lesson 2                           09.45 – 10.45                     60 minutes

Break                              10.45 – 11.10 ( Bell 11.05)       25 minutes

Lesson 3                           11.10 – 12.10                     60 minutes

Lesson 4a                          12.10 – 12.45                     35 minutes

Lesson 4b                          12.45 – 13.15                     30 minutes

Lesson 4c                          13.15 – 13.45                     30 minutes

Lesson 5                           13.45 – 14.45                     60 minutes

Extra-Curricular                   14.45 – 15.30                     45 minutes


4a Lunch: PSHE, RE, Drama, Technology, Music, SEN, PE, Art

4b Lunch: English, Maths

4c Lunch: MFL, Science, Geography

Lunch: can be bought in the canteen or taken in with you. There is only half an hour for lunch.
Break and after school: free refreshments are served for all staff in the staffroom. Do go down and
Briefing: Monday/Wednesday/Friday
Parking: Please park in the main car park. The reserved spaces next to the school are for SLT or
visitors/ disabled spaces. See Alison Meehan in the office for a parking disc. Thank you.
Sign in at reception as you come in and sign out (bottom of teaching staff sheet)– this is for
health and safety reasons.
Keys: see mentors for dept keys and CRO for x1 key.
Passes: see CRO for passes and ICT access details.


1. Who works in Reprographics?
2. Who is the Head of Year 9? What other languages can he/she speak?
3. Who is the person responsible for looked after children and inclusion? What subject does she/he
4. What is the SENCO’s name?
5. Who works in the library? What are their favourite books?
6. Where is the atrium?
7. Who works in room F51? What is his/her role in school?
8. What are the names of the Teaching Assistants?
9. Name 5-10 members of the Senior Leadership Team and some of the subjects they also teach.
10. What are the names of the Learning Mentors in school?
11. What is the name of our community police officer?

There will be a prize for the first one handed in with all questions correctly answered!

Good luck!

Training Room

New for 2008-2009 is the training room. This space is for trainees to meet, plan, be
trained, use ICT and make use of our training resources. This room is located in the
Science corridor. There is an interactive whiteboard for trainees to use as well as a
computer suite. Please keep this room locked and leave neat and tidy at all times.

Training Area in Staffroom

Notices for you and about any training or social events will be in a dedicated area in
the staffroom. We meet in the staffroom Mondays, Wednesdays and Fridays for
briefing at 8.20am so be there to hear about any updates in school. If you have any
suggestions for what you would like to see in this area please let CRO know. Look
out for the TES and other education titles in the staffroom or the training room – this
can be a source of good professional tips and hints.

The Library

The library has a professional development area and copies of the TES. Do take
time to browse this area. The librarians are very helpful and will help you locate
what you need.

ITT Scrapbook

I would like trainees to bring articles from journals, newspapers etc about education
to every professional mentor session. Theses will be put together into a ‘scrapbook’
for all staff to use and refer to. Sharing knowledge like this is very valuable as we all
as professionals must keep up with the latest ideas and updates in Education.

                          Training Programme for ITT trainees

This programme is flexible and will be personalised to your learning. In Block
A you must attend all of the sessions outlined. Block B will be more flexible
and will cater to your needs and gaps in your knowledge.

We do expect you to come to these sessions and if you are unable to make
them we need a reason why as our staff take a great deal of time and effort to
prepare these sessions.

              Weekly –Room/Time: Thursday period 1: Training Room

       Identified areas for development (as specified on training to meet standards
                sheet) should be actively sought out. See CRO for contacts.

   Autumn Term:

          The Professional role of the teacher. Expectations and entitlement.

          Behaviour Management. General strategies/Teaching and Learning

          Pastoral Role and Behaviour Management.

          SEN and working with TAs

          Gifted and Talented/Aim Higher.

          EAL. (EMAS Staff)

          Pupil Wellbeing/Child Protection

          Teaching and Learning styles.

          Assessment for Learning

          Equal opportunities. Gender differences in achievement.

          ICT in the classroom

Spring Term:

   •   Teacher’s contractual and legal responsibilities. Health and Safety.

   •   Dealing with parents and difficult situations

   •   Using data and statistics to inform teaching and learning/student tracking.

   •   Creativity in the classroom

   •   Citizenship and PSHE. Life skills.

   •   National strategy for KS3.

   •   Work/life balance – coping with stress

Summer Term:

   •   The International Dimension.

   •   School trips and visits/ Whole school involvement.

   •   Role of governor.

   •   NQT induction year.

   •   Professional development.
       Career development post NQT.

   •   CV/Interview skills – getting your first job

   Evaluation of programme: at the end of each block you will be asked to
   evaluate the quality of training you have had at Chorlton High School.


There will be at least one social activity organised for trainees and NQTs to get
together and relax outside of school. This has been very successful in the past and
has helped trainees get through what can be a difficult year. Look out for details in
the staff room or at meetings. If you have any suggestions about where you would
like to go or what to do, please let Clare Robertson know. It is all about the work-life
balance! 


Aims of Behaviour Management at CHS:

      To provide a safe, calm and purposeful climate for effective teaching and
      To promote good relationships and respect between pupils and adults so
       everyone can work together in promoting a community of mature learners.
      To develop emotional security which all students need to become effective
       learners and to participate fully and happily in school life.
      To promote the development of responsible citizens and the reputation of
      To support the aims of ‘Every Child Matters’.

Making it Work:

      The child must know that s/he is not disliked and you care about their
      Sanctions work best when they are linked to giving the child responsibility for
       the consequence of their actions.
      Sanctions should always be reviewed.
      Tell the child in advance what the sanction is
      Don’t humiliate a child.
      Remain in control of your emotions
      Never threaten a sanction that you will not carry out.
      Be disappointed in the behaviour.

      All sanctions/consequences are given through a central school system.

      First misbehaviour……Verbal warning C1
      Second misbehaviour……Verbal warning C2
      Third misbehaviour……Detention C3 Teacher action (detention or letter
       home or sent to another member of staff)
      Fourth misbehaviour……C4, referral to Head of Department or Head of
      Fifth misbehaviour…….C5 referral to senior leader

These incidents must be written up on a purple behaviour form. These forms can
be found in the staff area underneath the cover board.


      To make clear that a consequence is being given
      Consequences are written on a purple sheet
      When a consequence is given it should not be cancelled
      Pupils should only be sent to stand outside classrooms to “cool down” for no
       more than a few minutes – they should not be allowed to roam around the


      In all classrooms, pupils should feel comfortable and not threatened
      In all classrooms, there should be twice as much praise as there are
      Certificates and prize draws for pupils with no C3s?
      Subject staff issue merits in pupil planners or credit notes for years 9-11
      Departments to use their own praise systems in addition.

Examples of Misbehaviour in the Classroom:

      The following forms of misbehaviour will receive C1, C2 or C3 (this is not a
       finite list):
            o Talking out of turn
            o Eating, drinking or chewing
            o Wearing hat or coat etc (outdoor clothing) in school.
            o Not bringing the necessary equipment, kit or homework after a
            o Calling out (not putting hand up)
            o Disrespect to others
            o Leaving seat without permission
            o Insulting another pupil
            o Swearing
            o Lateness to lesson

If you are unclear as to what to do re: a particular incident, consult your mentor and
or Head of Department. It is useful to show the names of those on a C1, C2 etc on
the board.

Remember to celebrate the good things that are happening in the classroom too!

Through observation and professional input teamed with experience - behaviour
management will become easier.


      All staff must phone in on their first day of absence, giving their reason
       for absence and their expected date of return. You must ring Alison
       Meehan on the absence line 0161 882 1164.

      All absences, where possible, must be reported before 7.30am to enable us to
       arrange adequate cover.

      Absence under 7 days needs to be covered by a Self Certification form. The SC1
       form is included in the Return to Work Document (please see separate section on
       Policy for Managing Attendance). Staff must ring in each day until a medical note
       has been provided.

      Absences over 7 days (this includes weekends) must be covered by a Doctors Note;
       these are to be forwarded to Alison Meehan.

      Staff needing to apply for leave of absence or for attendance on a course need to
       complete the relevant form.       This needs to be sent to Fiona Wright for
       authorisation. Staff need to wait for forms to be returned before making any
       arrangements to attend courses.

      In the case of known absence, staff must set appropriate work at all times. It is
       important that work set is stuck to the desk. In addition to this a copy of the work
       set needs to be given to the Head of Department.

      When you know your actual return date you must always telephone in to let us
       know when you are returning.



On your return to work you are required to complete the self certification form which is part

of your return to work interview.

This documentation needs to be completed for various reasons:

      To ensure that absence dates are record correctly.

      To provide information for our Staff insurance company.

      To keep accurate records on the Personnel database for reporting purposes.

      To ensure that your salary is correct.

If you are absent due to sickness for over 7 days (this includes weekends) then a medical
certificate from your GP needs to be provided.

If your sickness is covered by a medical certificate, your GP must have declared you fit to
work before you return i.e. your medical note must show a return to work date.


Medical Appointments

Wherever possible employees should arrange medical appointments outside of the normal
working day. Paid leave will normally be granted where this is not possible. The employee
must be willing to produce evidence that an appointment has been made.

To care for dependants including child care arrangements

If employees need to have time off to care for dependants who are sick or where in an
emergency normal care arrangements have broken down, leave might be granted but this
would normally be unpaid. Staff willing to take annual leave instead, should consult with
their line manager.


Paid leave will be granted to employees who require time off on the death of a close family
member (i.e. partner,parent,child,sibling) to make funeral arrangements, including
attendance at the funeral and to attend to probate matters. The number of days granted
would depend on, for example, the location of the funeral and the extent to which the
employee is responsible for the funeral arrangements. In the majority of cases paid leave
would be granted for 5 days.

Religious Observance

During the school year a maximum of 3 days’ paid leave to observe the days of obligation
of their main religious festivals e.g. Eid, Diwali and Passover.

Leave of absence for attending a wedding for either an employee or a close friend or
relative would rarely be granted. In exceptional circumstances leave would be unpaid.

Holidays in term time

Holidays in term time would not normally be granted. In exceptional circumstances where
such leave is granted this would be unpaid.

House Removal

Where the removal cannot be on any other day than a working day, one day’s paid leave
would be granted.

Maternity/Paternity leave

Information regarding Maternity/Paternity leave can be sought via Alison Meehan.


What is AFL?

Assessment for learning is all about using the information you gain in the classroom to
improve learning. There are many ways you can do this. Here are four areas you might
find useful:

   The way you frame questions is important. Try to push learners by asking them
      ‘how?’ or ‘why?’ or follow up a response with a question asking for more detail or
      an explanation
   Try giving pupils time to think/talk about a question in pairs before answering.
      This way, everyone should be expected to contribute to a discussion

Feedback through marking
    Comments should identify what learners have done and what needs improvement
      – give guidance or set targets for how to make that improvement
    Make opportunities for pupils to follow up your comments in a lesson. Maybe a
      starter or plenary could focus on reviewing/acting upon a target you have set or
      something you have asked them to do

Peer and self-assessment
    Learners need to understand exactly what they have to do to fulfil the aims of the
       lesson and to make progress. Ensure lesson objectives are displayed clearly and are
       in learner speak
    Learners should be encouraged to keep the aims of their work firmly in their
       minds – try referring back to lesson objectives at the transition points in your
    Learners need to be taught the skills they need to peer and self assess. Try getting
       them to look for one specific thing in their work rather than to ‘mark it’

Using summative tests formatively (good for GCSE and SATs prep)
    Try getting learners, in groups, to set exam style questions and to mark answers.
       This will help them to understand the assessment process and to focus their efforts
       for further improvement
    Learners need to be aware of where they are in terms of level descriptors/GCSE/A
       Level grades. You could maybe use the learner speak versions available so they can
       chart their progress and know what they need to do to move on

For ready made resources on AFL, check out the staff share area
    Click on Teaching & Learning then Assessment for Learning

                                Your Role As Form Tutor at CHS

Tasks to be undertaken by trainee:

      Taking the register on SIMS
      Reading notices
      Collecting notes/reply slips
      Issuing permission slips/d/t notices
      Taking register at assembly
      Recording sanctions/rewards
      Dealing with problems, uniform, punctuality.
      Sitting in on meetings re: academic issues/bullying etc.
      Year team meetings with HoY to be attended
      Preparation of assembly/form time resources
      Monitoring homework planners

Getting to know the form:

      Helping with personal organisation
      Checking equipment and uniform
      Monitoring homework planners
      Individual help to meet targets
      Involvement in charity projects
      Promoting and encouraging reading
      Talking informally with pupils

Please keep a record below of activities covered and let me have this at the end of
the term. Please could you also evaluate your experience at the end of the

              Form Tutor - Activities covered by Trainee
            (Copy for Form Tutor, student and CRO)

Activity                              Completed on     Relates to
   Taking the register on
   Reading notices
   Collecting notes/reply
   Issuing permission
    slips/d/t notices
   Taking register at
   Recording
   Dealing with problems,
    uniform, punctuality.
   Sitting in on meetings re:
    academic issues/bullying
   Year team meetings with
    HoY to be attended
   Preparation of
    assembly/form time
   Monitoring homework
   Helping with personal
   Checking equipment and
   Monitoring homework
   Individual help to meet
   Involvement in charity
   Promoting and
    encouraging reading
   Talking informally with

                                           Bullying of Pupils

                                           Policy Statement

Bullying is repeated behaviour that deliberately threatens the well being of another person. Such
behaviour could be physical, verbal or psychological.

Chorlton High School will not tolerate bullying and will seek to deal with it quickly and effectively.
We believe all pupils should be able to work in a caring supportive environment and bullying has no
place in this vision.

It is recognised that all schools are likely to have a problem with bullying at some time. This school
regards bullying as particularly serious and firm action will always be taken against it.

This policy aims to produce a consistent response by the school to any bullying incidents that may
take place.


Recognising the Signs of Bullying

Bullying is deliberately harmful behaviour over a period of time. Staff will Watch out for the signs
and symptoms of the following forms of bullying:

    1.    Physical
    2.    Verbal
    3.    Indirect, e.g. spreading of rumours or social exclusion
    4.    Misuse of mobile phones or internet message boards and chat rooms.

The school recognises that any pupil can be bullied but certain factors can make bullying more likely:

    5.    A lack of close friends in the school
    6.    Shyness
    7.    Race, religion, sexual orientation or social class
    8.    A disability or some other obvious difference, e.g. stammering or acne

Staff will suspect bullying is occurring if a pupil:

    9.    Becomes withdrawn or anxious
    10.   Shows a deterioration in his or her work
    11.   Starts to attend school erratically
    12.   Has spurious illnesses
    13.   Persistently arrives late at school
    14.   Prefers to stay with adults

Preventing Bullying

The school will take every opportunity to demonstrate to pupils, through the curriculum and by
example, that it is totally opposed to bullying.

Staff will not ignore bullying or suspected bullying. All school staff will intervene to prevent bullying
incidents from taking place. After initial intervention a referral will be made to Form Tutor, Head of
Year ( or Assistant Head of Year).

The school will encourage pupils to report any incidents of bullying to a teacher or other adults at
school. Pupils will be told that they may bring a friend with them if they wish.

The school will ensure that all staff, pupils and parents, are aware of the schools anti-bullying policy.

Staff will praise and encourage pupils when they show kindness and consideration to others.

Dealing with Bullying Incidents

Any incidents of bullying will be taken seriously and dealt with as quickly as possible. Staff will do all
they can to support the victims of bullying and make it clear to the bully that this behaviour is not

In dealing with bullying, school staff will:

    1. Not ignore it
    2. Not make premature assumptions
    3. Listen to all accounts of the incidents
    4. Adopt a problem solving approach that encourages pupils to find solutions rather than simply
       justify themselves.
    5. Make regular follow-up checks to ensure that bullying has not resumed.

If a Pupil is Bullied

Staff who receive a report of bullying from a pupil will:

    1.    Listen to the pupil’s account of the incident
    2.    Reassure the pupil that reporting the bullying incidents was the right thing to do
    3.    Make it clear to the pupil that he or she is not to blame for what has happened
    4.    Make a note of what the pupil says
    5.    Explain that the pupil should report any further incidents to a teacher or another member of
          staff immediately.

Staff will ask the pupil:

    6.    What has happened
    7.    How often it has happened
    8.    Who was involved
    9.    Where it happened
    10.   Who saw what happened
    11.   What he or she has done about it already

This information will be referred as soon as possible to Form Tutor, Head of Year( or Assistant Head
of Year).

Advice to Pupils

The school will advise pupils who are caught up in bullying incidents to:

    1.    Stay calm and look as confident as possible
    2.    Try to be firm and clear and tell them to stop
    3.    Get away from the situation as quickly as possible
    4.    Immediately tell an adult that has happened

Support Services

Staff will direct pupils involved in bullying incidents to support within school, eg:
    1. Form tutor
    2. Head of Year

    3.   Mentor Service
    4.   Medication ( by mentors of teachers)
    5.   School Nurse
    6.   Peer support (Buddies)
    7.   Circle of friends

Helping Bullies to change

Staff will spend time to help pupils who have bullied others to change their behaviour. If a pupil is
bullying others, staff will:

    1. Talk to the pupil and explain that bullying is wrong and makes others unhappy
    2. Discuss with the pupil how to join in with others without bullying
    3. Talk to the pupil about how things are going at school, his or her progress and friends
    4. Give the pupil lots of praise and encouragement when he or she is being kind and
       considerate to others.
    5. Involve parents/carers when appropriate

Dealing with Serious Bullying

If the preventative measures and peer support strategies do not succeed, serious bullying will be
dealt with under the school’s discipline policy. The bully may:

    1. Be removed from the group
    2. Be put in detention
    3. Be banned from a school trip or other events where these are not an essential part of the
    4. Be excluded for a fixed period

In the most serious cases, permanent exclusion may be considered if the bullying:

    5. Involves serious actual or threatened violence against another pupil
    6. amounts to persistent and defiant misbehaviour

Recording Incidents

All incidents of bullying and discussions with the pupils involved will be recorded, along with the
school’s response.

Co-operating with Parents and Carers

The school will work with parents/carers in dealing with bullying. Bullying in school is everyone’s
problem. All staff, pupils and parents/carers should be aware that bullying exists and share a
commitment to combat it and to make the school a happier place for everyone.

The school will ensure that parents/cares are aware of the school’s anti-bullying policy.

Parents, carers and families are often the first to detect signs of bullying.        Common physical
symptoms include headaches, stomach aches, anxiety and irritability.

The school will encourage parents/carers who suspect that a child is bullying or being bullied to
immediately contact the school and make an appointment t see the child’s form tutor or Head of
Year as soon as possible.

Parents and carers will be informed of incidents and involved in discussions. The school will discuss
with parents/carers how they can work together to stop bullying.



     Chorlton High School’s whole-school child protection policy aims to provide clear
     direction to staff and others about expected codes of behaviour in dealing with child
     protection issues. The policy also aims to make explicit the school’s commitment to
     the development of good practice and sound procedures. The purpose of the policy
     is, therefore, to ensure that child protection concerns and referrals are handled
     sensitively, professionally and in ways that support the needs of the child.


     Chorlton High School fully recognises the contribution it can make to protect the
     children and support the pupils in its care. There are three main elements to
     Chorlton High School’s child protection policy:

     1.     Prevention (positive school atmosphere, careful and vigilant teaching,
     pastoral care, support to pupils, providing good adult role models).

     2.     Protection (following agreed procedures, ensuring staff are trained and
     supported to respond appropriately and sensitively to child protection concerns).

     3.    Support (to pupils and school staff and to children who may have been

     This policy applies to all employees of Chorlton High School.


     Schools do not operate in isolation. Child protection is the responsibility of all adults
     and especially those working with children. Chorlton High School aims to help
     protect the children in its care by working consistently and appropriately with child
     protection agencies.


     All adults working with or on behalf of children have a responsibility to protect
     children. Within Chorlton High School the following individuals have special

          Ms. C Sweeney(Child Protection Officer) – Role: to coordinate all matters
           relating to child protection issues. These will include:
          Dealing with reports of abuse against children
          Making referrals to child protection agencies if appropriate
          Keeping the Headteacher fully informed of all child protection issues that may
          Ensuring all staff (employees of Chorlton High School) receive training in basic
           child protection

            Ensuring that all new staff (employees of Chorlton High School) are properly
             inducted apropos child protection.
            Liaising with the school governor with special responsibility for child protection.


    The child protection officer will be informed immediately by an employee of the school,
    pupil of the school, parent of the school, other persons, in the following circumstances.

           Suspicion that a child is being abused
           There is evidence that a child is being abused
           In the event of a complaint made by a child against an employee of the school.

    The child protection officer will keep a full record of reports made and make referrals
    to child protection agencies if necessary. The Headteacher will be kept informed at all


    Chorlton High School ensures that child protection officer and governor with special
    responsibility for child protection ensure up-to-date training is received by staff.


    Confidentiality is an issue which needs to be understood by all those working with
    children, particularly in the context of child protection. Chorlton High School
    recognises that the only purpose of confidentiality in this respect is to benefit the child.


    Well-kept records are essential to good child protection practice. Chorlton High
    School is clear about the need to record any concerns held about a child or children
    within its care, the status of such records and when these records should be passed
    over to outside agencies. These confidential records are held in the Admin. Office and
    access is on a strictly “needs-to-know” basis.


    In the event of Chorlton High School being invited to attend a child protection
    conference the child protection officer or appropriate member of staff will represent the
    school and provide information relevant to case conferences.


    Chorlton High School recognises that children who are abused or who witness
    violence may find it difficult to develop a sense of self-worth and to view the world in a
    positive way. Chorlton High School may be the only stable, secure and predictable
    element in the lives of some of the children under its care. The school, therefore,

recognises that such children might exhibit challenging and defiant behaviour and will
take careful note of the context of such behaviour.

Chorlton High School also recognises that some children who have experienced
abuse may in turn abuse others. This requires a considered and sensitive approach in
order that the child can receive appropriate help and support.

Chorlton High School will endeavour to support all its pupils through:

     The curriculum, to encourage self-esteem and self-motivation.
     The school ethos, which promotes a positive, supportive and secure
      environment and which gives all pupils and adults a sense of being respected
      and valued.
     A coherent management of behaviour
     A consistent approach which recognises and separates the cause of behaviour
      from that which the child displays. This is vital to ensure that all pupils are
      supported within the school setting.
     Liaison with other professionals and agencies who support children and parents,
      both within and outside of school.
     A commitment to develop productive, supportive relationships with parents
      whenever it is in the child’s interests to do so.
     The development and support of a responsive and knowledgeable staff group
      whose role it is to respond appropriately in child protection situations.

Chorlton High School recognises that, statistically, children with behavioural difficulties
and disabilities are most vulnerable to abuse. School staff who work, in any capacity,
with children with profound and multiple disabilities, sensory impairment and/or
emotional and behavioural problems will need to be particularly sensitive to signs of

Chorlton High School also recognises that in a home environment where there is
domestic violence, drug or alcohol abuse, children may also be vulnerable and in
need of support and protection.

                                                               CHORLTON HIGH SCHOOL

                                                 DRAFT STAFF AND TUTOR GROUP LOCATION 2007/08

      Year 7 Head of Year               Year 8 Head of Year                Year 9 Head of Year              Year 10 Head of Year           Year 11 Head of Year

          J. Sarwar                         I.Jameson                                B. Hill                      P. Banger                     N.Gardner

7RF   R Fogg           G40        8SD   S Drew           F70        9TA        E.Taylor        G50   10LW    L. Windle        F42   11RC    R Cooper        F9
                                                                                                             (L. Hughes)
7RB   R Breckon        F41        8AW   A.Warburg        F44        9AP        A.Prudhoe       G86                                  11AM    A.McKie         P34
                                                                                                     10SB    S Burke          G80
7RH   R Horabin        F45        8DP   D. Plummer       F52        9DB        D.Budgeon       G49                                  11LS    L. Silcock      S13
                                        (A.Daly)                                                     10MB    M.Barlow/        F53
7RO   R Orrell         S84                                          9LB        L.Beaumont      G51           A.Barnes               11AE    A Evans         S14
                                  8HF   H.Ford           F81
7TS   T Stansfield / S Bray F83                                     9JG        J. Gate         S67   10SS    S.Stylianou      S50   11RR    R Rasul         S40
                                  8KH   K.Hogan          F43                   (C. Atkinson)
7DB   D Byrne          F76                                                                           10DB    D.Brownsell      G42   11EJ    E Johnson       F73
                                  8MM   M.Mansfield      S74        9CH        C.Harper        G48
7GB   G Barton         F46              (S Glass)                                                    10LI    L. Isaac         F51   11CB    C Bateman       F66
                                                                    9RS        R Sethi         F10
7CD   C Duffy          F47        8PS   P.Schofield      F68                                         10EL    E.Lynch          F13   11GM    G Maxwell       F72
                                                                    9TW        T Ward          G41
7MR   M Renshaw        S51        8NB   N.Benbakhti      F12                                         10HP    H.Pechey         F8    11EB    E.Barrett       G66
                                                                    9KM        K. Milner       S48
7NJ   N James          S47        8GD   G.Day            G68                                         10HH    H Hibberson-Davies     11JD    J.Dawson        F71
                                                                    9DJ        D Jamieson      F40                           G61
7SW   S Wickstead      S1         8SM   S.Madeley        S12                                                                        11NC    N Choudry       F74
                                                                    9CL        C.Lord          F11   10OS    O Sharief        S52
                                  8HM   K Hamilton       P42
                                                                    9CR        C Robertson     S10   10AK    A.Kaluzny        S44
                                  8JH   J Hoskinson/     S6
                                        J.Stringfellow                                               10HL    S.Hill           F6

                                   Educational Visits Policy

                        Required Planning Procedures for Educational Visits & Trips

  The following guidelines must be followed by any member of staff wishing to plan and lead an educational visit
  or trip. Failure to follow the procedures outlined will result in the planned visit or trip, being unapproved and
  therefore cancelled.

  Where staff are concerned or have issues regarding these procedures they must firstly contact the Educational
  Visits Co-ordinator, in order to gain guidance and advice.

                                         Organising an Educational Visit

  There are 3 broad types of Educational Visit. Depending on the type of visit, the procedure to gain approval is
  different. The first thing a prospective group leader must determine is which category this visit falls.

          Visit Type                              Activity                                    Examples

                                Routine local visits.                                 Use of local library
           Type A                                                                     Sports fixtures with local schools
                                                                                      Performing Arts visits to local
                                                                                       primary schools
                                Non-routine visits not involving an                   Activities week visits (e.g. Alton
           Type B               overnight stay, travel to foreign countries,           Towers)
                                or Adventurous Activity (unless provided              Museum visits
(School Approval Process)       by LA approved providers).                            Theatre trips
                                Non-routine visits involving Adventurous              MFL trips to France
           Type C               Activities and/or overnight stays, and/or             D of E Expeditions
                                foreign travel.                                       Water sports
 (LA Approval Process)                                                                Residential stays

  Type A Visits

  Type A Visits are routine visits that run two or more times a year. They generally involve only short journeys
  and involve no greater risk to students than they would encounter in a normal day-to-day activity. Each visit
  follows the same format, often using the same venue. In order for Type A Visits to leave school, group leaders
  must ensure:

          That they are satisfied that the risk posed to staff and students is no greater than the risks they
           encounter in day-to-day life.
          Procedures for the visit have been agreed and recorded (a copy should be given to the Educational
           Visits Co-ordinator in advance).
          Appropriate parental consent has been established.
          If during school hours, the Main School Reception and Attendance Office have: a list of the students
           and staff involved, details of the activity; and an estimated time of return.
          If not during school hours, a designated member of staff who would act as the contact in the event of
           an emergency should be identified. This person should be well informed about the visit and have
           sufficient information to be able to act appropriately in the event of an incident.

  Type B & C Visits

  Type B & C Visits are non-routine, and carry an increased level of risk. These types of visits require full
  approval of the Governing Body, Headteacher and for Type C Visits the Local Authority. The Stages highlighted
  over the page must be followed for these types of visits to be formally approved. It is advised to plan well in
  advance of any intended visit or trip.

                               CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07
Stage 1 – Initial Approval               (EV 1 Form Completion)

The prospective group leader produces a proposal document for consideration by the EVC Co-ordinator prior to
any detailed planning. Initial approval is only gained through the signed and returned EV 1 Form.


Stage 2 – Planning, Risk Assessments & Finance

Once initial approval has been gained, the group leader can then embark on the detailed planning.

At this stage the group leader makes the necessary provisional bookings, gains parental consent, and plans the
details of the visit in accordance with DfES guidance contained in Health and Safety of Pupils on Educational
Visits (1998), any additional DfES guidance updates, and the guidance provided by Manchester Local Authority
in Educational Visits – Policy and Guidance (2004).

It is important that the group leader at this stage consults with the Finance Team regarding planned bookings
of transport, activities, and charging of students. The Finance Team will be able to give guidance on
appropriate costs (including any supply cover / costs required), and methods of payment collection.

The Finance Team will require the following information from the group leader in order to assist:

       Number of students going on the visit
       Number of Teachers who are going on the visit
       Number of Supply Teachers needed to cover staff on the visit (consult with Day-to-Day SMT)
       Destination details
       Date/s of intended visit
       Cost of accommodation, entrance fee etc
       Number of coaches / mini-buses required (Finance will negotiate costs with suppliers)

Stage 3 – School Approval        (EV 2 Form Completion)

Once the visit has been planned in detail and an EV 2 Form has been completed and submitted with any other
documentation for the visit to the EVC Co-ordinator. The EVC Co-ordinator will then arrange for approval by
the necessary individuals and/or bodies. Other documentation should include:

       The risk assessments for the journey
       The risk assessments of the activities in which the students will participate
       Safety documentation from the transport providers/tour operators
       A detailed itinerary for the visit that includes each activity

All appropriate documentation for Type B Visits must be with the EVC Co-ordinator preferably 3 weeks before
the intended visit or at the very minimum 7 days.

Stage 4 – Local Authority Approval (Only necessary for Type C Visits)

In the case of Type C Visits, the documentation approved by the school is forwarded by the EVC Co-ordinator
to the Local Authority Health & Safety Team. If the Local Authority is satisfied that the visit has been
appropriately planned and risks to those involved considered accounted for, approval will be granted in writing.

All documentation for Type C Visits must be submitted no later that 1 month prior to the proposed date of the

Once the necessary persons and bodies have approved the documentation, the trip is then fully authorised.
Any visit that has not been approved through this process must not go-ahead under any circumstances.

                              CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07
Extra- Curricular Activities

Chorlton is well known for its fantastic array of extra-curricular activities. The extensive
booklet will be given to you during induction as there are too many to list here. If you would
like to help with or start up your own after-school club (a previous student started a
Japanese club and this gave him a great deal of street-cred with the pupils!) please email
David Prophet – Director of Arts College to register an interest or see Clare and she can
pass this on. This will help you achieve your standards, so it is worth doing!

                        CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07
  In the event of a fire alarm, please leave by your nearest fire exit, and line up with your
  attached form. The positions are below: (numbered on yard)

                                 Form Tutors 2007/2008

                                        Fire Positions

                                   Head of Year: J.Sarwar
Form       Name                                                Room          Fire Position
7RF        R.Fogg                                              G40                 1
7RB        R. Breckon                                          F41                 2
7RH        R.Horabin                                           F45                 3
7RO        R.Orrell                                            S84                 4
7TS        T.Stansfield/S.Bray                                 F83                 5
7DB        D.Byrne                                             F76                 6
7GB        G.Barton                                            F46                 7
7CD        C.Duffy                                             F47                 8
7MR        M.Renshaw                                           S51                 9
7NJ        N.James                                             S47                 10
7SW        S.Wickstead                                         S1                  11

                                 Head of Year: I.Jameson
Form       Name                                                Room          Fire Position
8SD        S.Drew                                              F70                 1
8AW        A.Warburg                                           F44                 2
8DP        D.Plummer (A.Daly)                                  S71                 3
8HF        H.Ford                                              F81                 4
8KH        K.Hogan                                             F43                 5
8MM        M.Mansfield (S.Glass)                               S74                 6
8PS        P. Schofield                                        F68                 7
8NB        N. Benbakhti                                        F12                 8
8GD        G.Day                                               G66                 9
8SM        S. Madeley                                          S12                 10
8HM        K.Hamilton                                          P42                 11
8JH        J.Hoskinson/J.Stringfellow                          S6                  12

                                     Head of Year: B.Hill
Form       Name                                                Room          Fire Position
9TA        E. Taylor                                           G50                 1
9AP        A. Prudhoe                                          G86                 2
9DB        D. Budgeon                                          G49                 3
9LB        L. Beaumont                                         G51                 4
9JG        J.Gate (C.Atkinson)                                 S67                 5
9CH        C. Harper                                           G48                 6
9RS        R.Sethi                                             F10                 7
9TW        T. Ward                                             G41                 8
9KM        K. Milner                                           S48                 9
9DJ        D. Jamieson                                         F40                 10
9CL        C.Lord                                              F11                 11
9CR        C.Robertson                                         S10                 12
                          CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07
                             Head of Year: P.Banger
New    Name                                                Room        Fire Position
10LW   L.Windle (L.Hughes)                                 F42              1
10SB   S.Burke                                             G80              2
10MB   M. Barlow/A. Barnes                                 F53              3
10SS   S.Stylianou                                         S50              4
10DB   D. Brownsell                                        G42              5
10LI   L.Isaac                                             F51              6
10EL   E. Lynch                                            F13              7
10HP   H. Pechey                                           F8               8
10HH   H. Hibberson-Davies                                 G61              9
10OS   O.Sharif                                            S52              10
10AK   A. Kaluzny                                          S44              11
10HL   S.Hill                                              F6               12

                        Head of Year: N.Gardner
New    Name                                                Room        Fire Position
11RC   R.Cooper                                            F9               1
11AM   A. Mckie                                            P34              2
11LS   L.Silcock                                           S13              3
11AE   A. Evans                                            S14              4
11RR   R.Rasul                                             S40              5
11EJ   E.Johnson                                           F73              6
11CB   C.Bateman                                           F66              7
11GM   G.Maxwell                                           F72              8
11EB   E. Barrett                                          G68              9
11JD   J. Dawson                                           F71              10
11NC   N.Choudry                                           F74              11

                    CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07
1. General Statement of Health and Safety Policy

This policy is designed to demonstrate the School Management Team’s commitment to achieving good health and safety standards
while increasing awareness of the importance of Health & Safety within the workplace. This is highlighted by the School
commitment to provide a safe and healthy working environment as part of its wider responsibilities to pupils, staff, parents,
contractors and visitors. It also clearly set out to indicate what is required by the school and its employees and shows how we
strive to reduce accidents and ill health within the workplace.

This Health and safety policy is there to provide and maintain safe and healthy working conditions, equipment and systems of work
for all its users. All throughout, activities and responsibilities are assessed and systems and procedures identified and put into
place. Furthermore, appropriate information is provided where necessary and the attention of all employees is drawn to their legal
responsibility to take reasonable care of themselves and all others who may be affected by their acts and/or omissions and to co-
operate with the School’s Policy with regard to health & safety matters. Responsibility is also accepted for the health and safety
of all who may be affected by any activities as all staff on premises have a duty not to interfere with or to misuse anything
provided by the school in the interests of health and safety.

The School considers the health and safety of the staff and its users to be of the utmost importance, and is committed to a
continual improvement in its high standards.

The policy will be kept up to date to take account of changes in activities and legislations. To ensure this, policies and operations
will be reviewed continually by the Health & Safety Committee. Staff will be notified of any change and addition, and these will be
re-examined in the annual health and safety review. The policy is to be reassessed annually to reflect changes to responsibilities
and operating procedures.

This is our basic action plan on health and safety, which all our employees should read, understand and follow. To facilitate this, the
policy and procedures are to be made available to all staff, contractors and visitors either via the school's web page and/or by hard
copy from the staffroom.

It is the School's policy, so far as is reasonably practicable to:

1.1       provide and maintain plant, machinery, equipment and systems of work that are safe and without risks to health.
1.2       make arrangements for ensuring safety and absence of risks to health in connection with the use, handling, storage and
transport of articles and substances that are inherently or potentially dangerous.
1.3       provide and communicate such comprehensive information, instruction, training and supervision as is necessary to ensure
the health and safety at work of employees, pupils and visitors.
1.4       provide and maintain any place of work under the School's control in a condition that is safe and without risks to health
and is adequate as regards facilities and arrangements for their welfare at work.
1.5       provide and maintain means of access to and egress from it that are safe and without such risks.
1.6       provide such protective equipment as is necessary for the health and safety at work of employees and pupils.
1.7       encourage staff to set high standards of health and safety by personal example, in order that other members of staff
and pupils should take with them an attitude of mind which accepts good health and safety practice as normal.
1.8       monitor the effectiveness of health and safety provisions within the School in consultation with the appointed Trade
Union Safety Representatives (if applicable).
1.9       keep the School’s Health and Safety Policy under regular review and to duly publish any amendments.
1.10      have everyone engaged in the school’s activities to exercise responsibility and care in the prevention of injury and ill
health to themselves and to others who may be affected by acts and omissions at work.
1.11      promote the development and maintenance of sound safety, health and welfare practices.
1.12      provide the necessary information, instruction, training and supervision to ensure the health and safety of all employees,
pupils and any other persons on School premises.
1.13      promote through consultation and other means, the active involvement of all staff and pupils in the development,
promotion, implementation and monitoring of measures provided for health, safety and welfare.
1.14      ensure that risk assessments are carried out as required by the Management of Health and Safety at Work Regulations
1999 and any other regulation.
1.15      appoint competent persons to provide advice in accordance with the Management of Health and Safety and seek specialist
advice on health and safety matters as and when necessary.
1.16      investigate thoroughly all accidents and unusual occurrences affecting health and safety.
1.17      provide a set of standards and guidance to assist those responsible for the implementation of this policy and monitor
compliance with safety measures by regular inspection, monitoring and auditing.
1.18      provide adequate resources and facilities to enable the requirements of this policy to be achieved.

                                    CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07

When making a photocopying request please ensure that you submit your work with a photocopying request
form. These can be found in Reprographics on the counter in the staff photocopying area, or in the wooden
drawers located outside the staff room. Follow the instructions on the form and always get authorisation from
your Head of Department (Budget Manager) in the form of a signature which must be included on the
photocopying request form.

Submit your job in the in-tray on the Reprographics counter. Make sure your job is fully secured with
paperclips/bands so it doesn’t get mixed up with other jobs. Please think in advance when submitting work to
be photocopied to the Reprographics room, to ensure your job is ready in time for your collection. Please allow
more than 1 working day for large jobs.


The staff photocopier is located within the counter area of the staff entrance to the Reprographics room. This
photocopier is for all staff to use for urgent photocopying that staff can carry out themselves. It is
recommended that you use this as little as possible and think in advance about organising your work to be
submitted to the Reprographics team who will do your job on the equipment in the main Reprographics room
at a much cheaper cost. The cost of for the staff photocopier is 5p per A4 photocopy and 10p per A3
photocopy. You will need to have your own photocopier button t operate the staff photocopier. Your Head of
Department will give you permission to own one and Reprographics will then provide you with a button. These
will be credited in advance with a number of photocopying credits which will allow you to make photocopies.
When this amount runs zero you must see your Head of Department for permission to have it re-credited.

Should a button become damaged or lost, Reprographics should be notified immediately. Failure to notify
Reprographics may result in your cost centre paying for another person, photocopies.


STAFF PHOTOCOPIER                                 A4 5P PER COPY            A3 10P PER COPY

REPROGRAPHICS PHOTOCOPIER                         A4 10P PER COPY           A3 2P PER COPY

                                                  (Ideal for long runs where both sides are from the
                                                  same master skin – works out cheaper)

COLOUR PHOTOCOPIER                                A4 30P PER COPY           A3 60P PER COPY


It is essential that you are aware of the strict guidelines covering copyright for printing. For further information
contact Reprographics

                              CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07
                                                  Support Staff

             The most important people to get to know – photos are in staff area!

                   CHORLTON HIGH SCHOOL – SUPPORT STAFF – 2007/2008
                             HEADTEACHER – MR. A. PARK

Buildings and Facilities Manager            LEARNING SUPPORT ASSISTANTS           SCHOOL NURSING SISTER
Mark Manifold                               Dawn Banton                           Lesley Birchenough
                                            Maxine Baxter
ADMINISTRATION TEAM                         Linda Brough                          KITCHEN STAFF
Alison Meehan (Office Manager)              Kanta Cain                            Becky Binney (Catering Manager)
Linda Broadhurst (Pastoral Administrator)   Gerry Darby                           Dorothy Goulden (Supervisor)
Hilda Hannan (Receptionist)                 Ann Holdship                          Sheila Coyle (Cook Supervisor)
Jean Jenkinson (Exams/Assessment            Tricia Jackson                        Sue Robinson (Cook)
Administrator)                              Christopher Jennings                  Michelle Barry
Christine Knowles (Clerical Assistant -     Senga Mason                           Eileen Brophy
Learning Support)                           Jayne Osborne                         Michael Butterworth
Kay McHale (Information Systems             Sarah Penrose                         Pauline Doyle
Manager)                                    Andrew Richards                       Cindy Kilcourse
Marlene Miller (Receptionist)               Emma Rigby                            Lisa Powell
Sarah Rochford (Clerical Assistant)         Mandy Roberts                         Helen Robinson
Santosh Singh (Clerical Assistant)          Ghazala Salim                         Marlene Thompson
Phyllis Stewart (Receptionist)              Karen Skyrme                          Lesley Webster
Administration Assistant Vacancy            Leslie Stewart                        Donna Williams

                                            LIBRARY AND LEARNING                  LUNCHTIME ORGANISERS
HEADTEACHER'S P.A.                          RESOURCE CENTRE                       Anne Neubert
Jane Studholme                              Rachel Hockey (Manager)               Wendy Royle
                                            Andrea Coates – Assistant Librarian
ATTENDANCE MANAGER                                                                ESTATES STAFF
Ann Anderson                                COMMUNITY & FACILITIES                Ciaran Doyle (Caretaker)
                                            MANAGER                               Richard Young (Lead Assistant
                                            Vacancy                               Caretaker)
FINANCE DEPARTMENT                                                                Charles Daley (Assistant
Jacqueline Elliott (Finance Manager)        TECHNICIANS                           Caretaker)
Mary McPeake (Assistant Finance             Chris Barron (Reprographics)          Malcolm Farrington (Assistant
Manager)                                    Oswald Berkley (Science)              Caretaker)
Maureen Pettit (Finance Assistant)          Diane Clavin (Arts)                   Lee Bevins (Assistant Caretaker)
Ann Towey (Finance Assistant)               Susan Clayton (Technology)            Temporary
                                            Jack Hardiker (Arts)                  Cain Green (Assistant Caretaker)
                                            Mark Harrington (Senior Arts          Temporary
LEARNING MENTORS                            Technician)
Colleen Sweeney (Senior Learning            Lisa Heanley (Arts)
Mentor)                                     Stephen Lindsay (Multi-Media)
Susan Claffey                               Eric Martin (I.C.T.)
Sandra Dodds                                David Oakes (I.C.T.)
Becky Graham                                Mary Preston (Food Tech/Textiles)
Mike Rochford                               Sonja Traynor (Science)

Ref: PMK/JS/SupportStaffListNew 3.9.07

                                CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07
                               Gifted & Talented Mission Statement

A ‘distinct and discernibly different’ (Ofsted) Teaching and Learning programme should be provided for all of
our Gifted and / or Talented Students.

      The Governors and Senior Management are committed to meeting the needs of the most able students in this
       school. In order to do so they have appointed a ‘Gifted and Talented Co-ordinator’. The Co-ordinator will be line
       managed by the Headteacher and hold overall responsibility for the Initiative. Funding for the appointment is met
       by Excellence in Cities for Manchester Standards allocation. Additionally each Subject Department will have a
       named member of teaching staff who will work with the school Co-ordinator to meet the needs of Gifted and
       Talented students.
      Chorlton High School is a member of the South Manchester Cluster and as such will play an active role in the
       cluster, supporting activities within the partnership.

      Chorlton High School aims to meet the needs of the most academically able and talented children in the year
       group through a broad, challenging and relevant curriculum. It will develop the potential and ability of these
       students and raise their aspirations and achievement by developing their:
        Awareness of their own learning strengths and weaknesses
        Range of knowledge
        Core skills such as problem solving
        Intellectual curiosity
        Specific talent

      Parents will be made aware of their child’s place on the Gifted and Talented Register once established in year 7
      Prior knowledge of students will be taken into account particularly at the interface between Key Stages 2 and 3 via
       close communication and links with feeder primary schools.
      A resource bank of extension and enrichment materials is to be further developed and made available to all
      Links will be established and extended with other organisations in the wider community and with different phases
       of education.

      The overall EiC Co-ordinator is Mr Irwin (Assistant Headteacher) who also has direct responsibility for Gifted &
      Each Department will have a nominated link member of staff who will liaise with the Co-ordinator.

      A student cohort in the top 10% of each subject area will be identified as Gifted and Talented with the assistance
       of all staff, using cognitive testing data and other relevant information such as teacher assessment.
      The identified cohort will aim to reflect the composition of the school in terms of gender and ethnicity.
      Participation in partnership activities will complement the curriculum.
      SATs and GCSE revision classes will be held during extra-curricular time to support and challenge the most able.
      A wide variety of extension resources will be made available to identified students within their regular classroom
       lessons, thus providing a ‘distinct’ curriculum for the most able to maintain levels of challenge.
      The extensive range of clubs and activities available during the schools ‘Period 6’ will provide ample opportunities
       for extension both across the curriculum and in other areas.

      Students will be monitored by the Co-ordinator for Gifted and Talented who will maintain communication with
       Heads of Year, Form Tutors, Learning Mentors and the Learning Support Department.
      Departments will be monitored via the submission of Termly Reviews and Departmental Annual Reviews
       exemplifying the provision of a Gifted and Talented ‘distinct curriculum’ in Departmental schemes of work.
      All members of staff will be involved through student self-assessment in class and parents evening interviews
       within the school.
      Individual student meetings will also take place with the Co-ordinator and Learning Mentors. This may also involve
       parental discussion. The Co-ordinator will also be available to support all staff in communication with student’s

                              CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07
         We believe that all students have the right to access the whole curriculum.

Much support at Chorlton High is done within the mainstream classroom, thus ensuring that
   students with Special Needs access the full curriculum. Any withdrawal is carefully
              timetabled to have maximum effect for the individual student.

Students with Special Educational Needs are identified and closely monitored by the Head of
                        Learning Support and other specialist staff.

    At Key Stage 3, intervention comes right from the beginning of Year 7, with students
receiving extra help through Summer School, the National Key Stage 3 Strategy, and Boost
 Club. All Year 7 students, along with some in Year 8, use the SuccessMaker personalised
 computer learning programme to improve Literacy and Numeracy. Students with particular
    needs receive extra help from Teachers, Mentors and Learning Support Assistants.
            Parents/Carers are kept up to date with progress on a regular basis.

At Key Stage 4, the curriculum allows students to receive support, whilst still following GCSE
                       courses in an appropriate number of subjects.

For more information see the staff server, your HoD and the SENCO – Steph Hargrave.

                        CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07
                                               ICT Policy
By September 2008, Chorlton High School will be a Centre of Excellence for ICT. All staff will be confident and
competent in using ICT when and where appropriate within their subject areas to enrich teaching and learning.
All students will be able to make educated choices about when and where the use of ICT would be suitable and
beneficial, and their skills will be at such a level to ensure they can use the appropriate software to fulfil the
required task.

Information & Communication Technology has the potential to enhance the quality of teaching and learning
across the curriculum, in fact ‘the ability to use a computer effectively is now as necessary to a person’s formal
education as reading, writing and arithmetic’ (Spencer 1991). The ability to use technology effectively is
becoming an assumed skill both in the work place and for lifelong learning and this must be reflected in the
planning, delivery and assessment of any ICT curriculum. Using ICT in the classroom will facilitate pupil’s
management with impending demands for a superior level of technological knowledge, awareness and
understanding. As a result this should support the concept of a population which feels comfortable with
advancing technology and one that can become accustomed to developments in this field. We will do this by
providing the students with - at minimum - the basic skills and techniques needed to use curriculum software
and by providing opportunities to use ICT within the wider curriculum of the school in order to enhance
communication and learning. Our broadest aim is for all pupils to be Information and Communications
Technology capable. Pupils will also develop the ability to choose to use ICT as a means of accessing

Skills and Knowledge
In our school we will aim to:
     support lifelong learning
     promote learners who discriminate in their use of this technology
     enable staff and students to embrace ICT and become autonomous users. They would seek to use ICT
        where appropriate to enrich the curriculum and enable communication and research with fellow
        colleagues and students
     support a range of teaching and learning strategies including distance learning
     support a communication strategy which internally provides for paperless communication for staff and
        pupils, enabling information to be shared across an intranet.
     forge links with other schools/communities
     have 100% access to email accounts for staff
     give access to local, national and global networks through the Internet
     enable access to resources to support lifelong learning
     to develop, in all children, confidence and proficiency in the use of ICT in the classroom.
     to develop the ability to use ICT appropriately and to choose software suitable for a particular task.
     to provide continuity and progression in the strands of the ICT National Curriculum by embedding the
        Secondary Strategy.
     to develop ICT skills through cross-curricular contexts.
     to encourage problem-solving and investigation.

A small amount of work using technology will be using shared resources. We aim to foster sharing and
collaboration between peers. Caring and respect for equipment and resources will be an integral part of the
Working on the open access resources of the Internet requires a mature and responsible attitude. The school
aims to develop this attitude and has an ICT Code of Conduct as part of the home school agreement signed by
parents and pupils.

Curriculum Development and Organisation
Key Stage 3
Pupils in Year 7, 8 and 9 follow the Key Stage 3 strategy in discrete ICT lessons supported by cross curricular
work. Discrete ICT lessons are delivered at two periods per fortnightly rotation at minimum.
Key Stage 4

                              CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07
All pupils have the option to study GCSE ICT (single option block), GNVQ ICT Intermediate (double option
block) or DiDA (double option block)
Post 16
Pupils having opted for ICT at KS4 will be well prepared for AVCE or AS/A2 Level courses, although the KS3
Strategy and cross-curricular studies will have provided some foundation for this.

Teaching and Learning Approaches
Activities will be planned according to the different levels of children’s skills and previous knowledge.
ICT will be delivered through a variety of teaching and learning methods e.g. whole class, group and individual
work. Differentiation and progression will be ensured by a variety of approaches such as:
     same activity but different expectations of outcome
     same theme but different levels of input
     allowing for different pace of working
     different groupings of children
We will also take into account the different learning styles of our students. We will aim to use a variety of
teaching styles which will take into account the preferred learning styles (visual, aural or kinaesthetic) of the

Entitlement/Equal Opportunities
All students deserve and have the right to receive a fair, broad and balanced curriculum irrespective of their
ethnic origin, religion, gender or ability. Teachers endeavour to prepare students for living in a complex multi-
cultural society. The Department supports the school’s policy for Inclusion with respect to all students'
learning. We aim to develop a safe, secure and stimulating environment. Work is displayed which is produced
by students of a variety of skills levels, academic ability and year group. We make ourselves accessible to all
students to discuss their worries or concerns.
The school will promote equal opportunities for computer usage and fairness of distribution of ICT resources.
The school will attempt to monitor the level of access to computers in the home environment to ensure no
pupils are unduly disadvantaged. Positive images of computer use by children of both sexes will be promoted.

Management Information

The school has a pupil to computer ratio of approximately 1:4 which is above than the national average.
All hardware should be purchased with a minimum expected life of three to five years to allow for value for
money and time for regeneration of equipment. Replacement of hardware is part of a projected three year
rolling programme. This allows some equipment to be replaced each year and no machine to ever be in use
that is below the standard required to achieve the schools aims. To this end, an annual review of needs will be
made so that a systematic updating of equipment is implemented or decisions are made on group replacement.

The school has an alarm system and CCTV installed throughout. Each computer system has individual security
to protect against access to the management system. The files and network system are backed up regularly.

Any faults with the computers should be reported to the Senior ICT Technician who will inform the Director of
ICT where appropriate. The Senior ICT Technician will keep a log of faults occurring to help with future
replacement decisions and with discussions with the Technical Support team. The school has one Senior ICT
Technician and two ICT Technicians. Requests for technical support jobs should be directed to the Senior ICT
Technician via ‘ICT Technical Support Job Card’ forms that are available outside the staff room. An online
helpdesk is also available. The jobs will then be assigned to individual technicians to complete, although is
noted that technicians will become aware of urgent jobs that require their attention throughout the day that
should be acted upon using personal/professional discretion.

Pupil achievement will be recorded in the teacher’s mark book. Individual pupil records, with evidence, will be
kept in a pupil file by the Head of ICT in the main ICT Office. Individual progress and levels will be held
centrally by the Head of ICT as well as being accessed by the class teacher. This will form the basis of the
report to parents. Annotated evidence of discrete ICT work will be kept in the school moderated portfolio.
Currently teachers in other subject areas are not required to assess ICT work produced by their students. This
is an area for development.
In accordance with DfES targets we aim that 85% of pupils will achieve Level 5 or above in ICT by 2007.

School Liaison, Transfer and Transition
The ICT department works with the Transition Co-coordinator and the Deputy with responsibility for Transition
to ensure smooth progression in within ICT. This work is developing further.
                             CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07
Inclusion, incorporating Special Educational Needs, and the Gifted and Talented

As information technology becomes increasingly more accessible in daily life, we become more aware of its
potential for learners who are at risk of being excluded. For the successful implementation of an ICT solution,
we need more than the right equipment matched to the needs of the individual pupil. For some pupils, a
technological solution will be the only way to ensure they can make their needs, opinions and views known. For
them, access to appropriate ICT-based solutions is a lifeline to inclusion. To this end fully networked and
Internet ready machines are installed in our EMAS centre and Learning Support area to support further access
for pupils.

The school will recognise the advantages of the use of ICT by children with special educational needs. Using
ICT can:
     address children’s individual needs
     increase access to the curriculum
     enhance language skills

Some pupils have statements which prescribe specific computer hardware or software .

Roles and Responsibilities
   1. The Director of ICT is to oversee the planning within the school and will be responsible for informing
       staff about new developments and organising appropriate training. The Director of ICT convenes and
       chairs an ‘Elearning Representatives’ group (starting summer term 2006) which develops whole school
       policy and curriculum planning to ensure this core subject is fully delivered. The group meets termly
       and comprises a member of the senior management team, one member from each faculty and the
       Senior Technician.
   2. The Director of ICT will not act as a technician but will advise colleagues on managing equipment,
       software and curriculum to deliver ICT in their subject. A central resource area for each department
       will be maintained and reviewed annually along with other resources for ICT.
   3. The Director of ICT will monitor the curriculum and report to the Headteacher annually on progress
       with regard to the schools development plan.
   4. The Director of ICT will attend Partnership meetings and participate in developing the Partnership plan.
       The Director of ICT will keep staff informed of developments.

Monitoring and Review
ICT within other subject areas will be monitored in the following ways:
The Director of ICT will discuss the use of ICT with subject teachers, departments and Elearning reps.
When time allows, the Director of ICT will observe the use of ICT within other subject areas.
An annual staff audit will be carried out to monitor staff needs and capabilities and this will be used to review
support provided.

Learning Out of School Hours

We recognise the importance of making our valuable, educational ICT facilities available to the students of
Chorlton High School for learning out of school hours. Although the majority of our students have access at
home to both a computer and Internet access, it is important that those who don’t have the option of using the
school’s resources to further their learning.

The ICT facilities are available to the students out of school hours in both formal and informal ways. Many
departments offer after school coursework catch-up and revision sessions which will often involve the use of
our ICT resources.

The library and its ICT facilities are open every night after school until 3.45pm and every morning from 8 until

The ICT department including Business Studies also make their facilities available on Tuesdays and Thursdays
after school.

Health and Safety

                              CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07
All equipment will be checked annually under the Electricity at Work Regulation 1989. The Health and Safety at
Work Act (1 January 1993), European Directive deals with requirements for computer positioning and quality of
screen. This directive is followed for all administration staff. Whilst this legislation only applies to people at
work we seek to provide conditions for all children which meet these requirements.

Internet Safety, Code of Conduct and Acceptable Use Policy

We want every student and member of staff to use all the facilities provided by computer systems including the
Internet. We believe that it is appropriate for people to be allowed some freedom in using ICT for study, work
and leisure. With freedom comes responsibility.

Chorlton High School cannot control what people all over the world make available on the Internet and a small
proportion of this is not acceptable in school, while other material must be treated with great sensitivity and

Exactly the same standards apply to electronic material as to material in any other form. If it would not be
acceptable for school in a book, magazine or spoken form, then it is not acceptable on a computer.

Pupils are responsible for their own appropriate behaviour on the Internet in the same way that they are
responsible for their own behaviour throughout the school. General school rules apply.

The Internet is provided for pupils to conduct research and – on occasion – communicate with others and
access to this resource is a privilege requiring responsibility from pupils as well as parental permission. It is
therefore assumed that pupils will always adhere to school rules and honour the agreement that they have

Copies of the ICT Code of Conduct and Acceptable Use Policy are attached as are copies of the educational
guidance materials distributed to teachers.

Computer storage areas are the property of Chorlton High School and may be accessed by the Director of ICT
and the Technical Support Team to ensure that our ICT System is being used appropriately.

We expect all ICT users to take responsibility in the following ways:

Not to access or even try to access any material which is:

    1. Violent or which glorifies violence
    2. Criminal, terrorist or which glorifies criminal activity (including drug abuse)
    3. Racist or designed to incite racial hatred
    4. Of extreme political opinion
    5. Pornographic or with otherwise unsuitable sexual content
    6. Crude, profane or with otherwise unsuitable language
    7. Blasphemous or mocking of religious beliefs.
    8. Offensive in the normal context of school
    9. In breach of the law, including copyright law, data protection and computer misuse
    10. Stored by other users of ICT systems and which they do not have explicit permission to access
    11. Not to download or even try to download any software or other data without the explicit permission of
        a member of the ICT department.
    12. Not to use other people's user identities (user names) or passwords, even with their permission
    13. Not to allow others to use their user names or passwords
    14. Not to physically misuse any piece of ICT equipment
    15. If planning any activity (e.g. research into terrorism for a legitimate project) that might risk breaking
        this policy, students should ensure that at least one teacher of a relevant subject knows what is
        planned and has given advice.

                              CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07
    16. To report any breach (deliberate or accidental) of this policy to a teacher immediately - even if
        someone else breaches the policy, as it may affect other students or visitors at a later time.

Anyone who is found not to be acting responsibly in this way will be disciplined. Irresponsible users will be
denied access to facilities. Chorlton High School will act against anyone whose use of ICT could bring the
school into disrepute or risk the proper work of other users.

Any violation of the above will result in disciplinary action being taken against the offender. A range of
sanctions will be imposed against offenders taking into account the severity of the offence and the school’s
behavioural policy.

Home School Links

Currently the students can access limited school resources at home through the use of the school website.
This is an area for development and we are carrying out a feasibility study into the possibility of a Virtual
Learning Environment (VLE) which will allow for full home school links.

Effective and Efficient Deployment of ICT Resources

Printing of work should be kept to a minimum as this is draining on budgets. Where printing is required only
completed final documents should be printed unless the syllabus or scheme of work require further hard copies
to be produced.

For all pupils computer access is ensured through the schemes of work. There are three dedicated ICT suites
with 84 machines; a further five similar sized dedicated ICT labs, the library and smaller E-Learning areas in all
subject areas. The total amount of machines available to pupils means that the ration is an enviable one
computer to every three pupils. All machines have access to printing and filtered Internet services.

Staff wishing to use ICT resources can do so by booking the facility via the Senior ICT Technician who will hold
a central booking sheet. However, at present booking of ICT rooms is not possible due to timetabled
commitments for discrete ICT. A twenty four hour period will be the least notice required to book resources.
Pupils can not work unsupervised in any ICT room at any time and can only use ICT facilities during the school
day to support curriculum studies in a clearly defined manner.

All staff have full internet access and all pupils returning signed ICT Code of Conduct agreement forms have
filtered use of the facility. All Internet users must adhere to the school’s ICT Code of Conduct at all times. Any
user failing to do this will have their user rights reviewed accordingly by the Director of ICT.

The school resources available include:
    Computers
    Printers
    Network Access
    Scanners
    Digital & DV Cameras
    Control Software
    Music Technology
    CD/DVD Players
    Interactive Whiteboards
    Digital Projectors

All hardware is a whole school resource and will be allocated by the Director of ICT with approval from the
Senior Management Team.

All staff are issued with a laptop computer and should use this to complete electronic registration where no
desktop is provided. Staff may take laptops home for work outside of school, but must return them when
leaving the school’s staff permanently or when requested by the Director of ICT.

A catalogue of software is available from the Director of ICT. Master disks and licences held within
departments, a copy is held by the ICT Technical Support team. Teachers who wish to explore new software
or view demo copies should contact the Director of ICT.
                              CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07
Management Information System
The schools MIS Manager is responsible for the MIS System and is line managed by a Deputy Head. The school
uses SIMS and the first line of support is our Technical Support department and this is currently reinforced by
Capita (Pennine) locally for quick on site service and Capita (Bedford) for telephone support and licensing.
Training is brokered by Capita and the LEA (Information Systems) to our staff and is cascaded at scheduled
training sessions led by the MIS Manager.
Access levels are to be reviewed annually by the Director of ICT, the Senior Deputy Head and the MIS
Manager, and administered by the MIS Manager. The effectiveness of the MIS System will also feature in this
review process.

A management information System (MIS) is essentially a computer program on which all important pupil
information can be stored. It will save us time doing many repetitive tasks. Staff will be able to print off class
lists and records and communicate the data to other teachers. Collation and analysis of data will be done more
easily. The arrival of a new pupil will be quickly accommodated and the relevant information promptly
dispatched to staff, with minimal use of paper.

Particular areas of MIS are:
    1.   attendance
    2.   assessment and report writing
    3.   SEN
    4.   timetabling
    5.   finance
    6.   communication with parents and others
    7.   pupil data
    8.   asset management
    9.   teaching and learning resources

Continued Professional Development

At least one departmental staff meeting each term should be arranged to develop the use of ICT. This will
      introduction of software
      general training for IT
      whole school support in planning for IT
      sharing ideas
      moderation of children’s work
      development of IT portfolio

ICT staff training will be brokered on a workshop basis, whereby structured sessions take place regularly with
directed and open invitations to staff. The schedule for this will be promulgated at the beginning of September
annually upon review. Staff can attend one, some or all of the sessions and their attendance will be recorded
as Staff Development.

Departmental training will be brokered during departmental meetings with departments advising the Director of
ICT of specific training needs. Where this is not the case the Director of ICT will arrange training topics and

                               CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07

The Bodey Library opened fully to staff and students in February 2005.

It aims to:-

1       :        To provide an information resource for staff and students

The Bodey Library seeks to enable staff and students to have access to high quality up to date information, by
providing access to book and internet based information resources. It aims to promote independent learning
amongst students by developing skills in information finding. Library staff will also provide an information and
enquiry service to staff and students.

2       :        To increase educational attainment

The Bodey Library seeks to enable students to have access to resources relevant to the curriculum, and to
provide a supportive learning environment for all students. Many students do not have access to books,
computers or a work space at home, so the library can help them to study effectively and produce high quality

3       :        To promote reading for pleasure

The Bodey Library seeks to expand a students’ cultural horizons and experiences, by providing, maintaining
and promoting good quality up to date fiction and non-fiction for a range of abilities and interests. Reading for
pleasure can increase a student’s confidence, vocabulary and literacy expression.

Library Stock

This should:

     Be relevant to the National Curriculum and National Literacy and Numeracy Strategies and be in line with
      developing KS3 strategies and curriculum initiatives;
     Be up to date, attractive and in good condition to encourage private study and reading for pleasure;

     Reflect our multi-cultural/multi-faith society;

     Approach, or equal, the recommendations of both the HMI (10 textbooks per student) and the Library
      Association (15 books per student);
     Reflect the professional development needs of teaching and support staff;
     Reflect our Performing Arts status.

Library Promotion to teaching departments

The Librarians will:

     Circulate the minutes of all library meetings to all SMT members and heads of department;

     Display copies of Library Timetables on the staff-room notice boards;

     Advertise promotional activities/special events in the weekly staff bulletin and on the staff room notice
     Advertise additions to the staff library collection in the staff bulletin and staff-room notice boards;

     Provide all teaching and support staff with a library induction pack;

     Provide all new members of teaching and support staff with a library induction pack and a tour of the
      library as part of their induction programme.

Liaison with teaching departments
                              CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07
The Librarians will:

     Liaise with teaching staff on purchasing resources for the library.
     Timetable termly library-departmental meetings to include one, or both of the librarians, a Head of
      Department (and/or delegated member of that department), and T.Hashmi, Deputy Head Teacher;

     Place departmental copies of KS3 and KS4 schemes of work in the library;
     Contribute to a programme to develop the research skills of students, to fulfil OFSTED requirements;

     To have a Library Team presence at relevant staff meetings and forums.

Promotion of the Library to Students

The Librarians will:

     Provide all Year 7 students with a complete library induction programme;

     Develop a special events programme;

     Organise resources in a user-friendly way, in line with accepted standards, to allow students and staff to
      utilise the resources effectively;
     Deploy strategies to promote reading for pleasure;

     Facilitate the development of students’ independent study and information retrieval skills across the
      subject disciplines;
     Provide attractive, themed displays within and beyond the library;
     Maximise library opening hours – before, after and throughout the school day in response to need.

     Provide homework support to students after school at Homework Club.
     Promote wider library use, by providing information on Manchester Public Libraries.

ICT in the School Library

The Librarians will:

     Assist and support students and staff in their use of ICT in the libraries;

     Plan and develop the library resources as a contribution to the ICT development plans for the whole
     Enable and support teachers to review and access a range of electronic resources which can be used to
      support effective teaching across the curriculum;
     Link the promotion of reading for pleasure through the promotion of suitable websites;
     Contribute to the development of students’ critical thinking skills so that they can better evaluate, assess
      and select the appropriateness of web-based and CD-ROM material (in terms of editorial scrutiny,
      intellectual property, validity, reliability etc.);
     Contribute to the development of the school website by providing information for a Library Homepage.

                              CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07
                             Record of Mentor Meetings
                    Proforma – Photocopy weekly and give to CRO

                                  Subject Mentor Meetings
Name of student:

Date               Topic                 Issues                   Targets set


                       CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07
                                         TRAINING SCHOOL

What are Training Schools?
As centres of excellence for training, Training Schools act as experts in adult learning and the transfer
of skills, and provide a venue for high quality professional development. It is expected that they will
contribute to supporting the whole school workforce through providing a balance of training
programmes that are personalised, relevant and contribute to teaching and learning. When working
with colleagues that are joining the profession, Training Schools must expect their school-based
support to model good practice and complement any professional standards. Other features of the role
will be to extend the spread and reach of the school's work as an advocate and adviser for education
and training, both locally and nationally.

New and existing Training Schools should demonstrate training experiences that go beyond that
expected of a well-managed institution. This 'additionality' will be seen in the spread of work with
other schools, and through strong links with initial teacher training providers, local authorities and
related agencies. In confirming the added value of this work, Training Schools should show how
whole staff involvement and flexible practices are generating innovative approaches to learning. It is
expected that a clear idea of the impact of the Training School role will be embedded in all aspects of
the school's plans and corroborated by evidence from research, including the school's own research.

The TDA's expanded remit is replicated by the support given by Training Schools to develop the
whole school workforce. The TDA has been identifed as a key partner in transforming the school
workforce and it is expected that Training Schools will be a key agent for change, within this process.

The Training School programme is jointly managed by the Department and the TDA. The Department
has policy lead whilst the TDA manages the operational support for Training Schools.

Background to the programme
The establishment of Training Schools was proposed in the 1998 Green Paper 'Teachers- meeting the
challenge of change'. The proposal was for a network of high quality Training Schools to develop and
 disseminate good practice in initial teacher training, train mentors/school-based tutors and undertake

  The Five Year Strategy, published in July 2004, makes it clear that in future the Training Schools
                 Programme will be aligned with the Specialist Schools network.

                                     For more information visit:


                           CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07
                                        ARTS COLLEGE

Arts Colleges will raise standards of achievement and the quality of learning in their chosen area of
the arts for all their students, leading to whole school improvement in performance.

Arts Colleges will nurture within their students a lifelong passion for, and appreciation of, the arts as
both participants and discriminating audiences. They will be inclusive by promoting enjoyment of
many different artistic forms and encouraging participation in a wide variety of artistic activity for all

Arts Colleges will be innovative in finding new ways for learners to learn well. They will identify ways
in which the arts can improve learning in other curriculum areas. They will take a lead in using ICT
as a means of enhancing learning in the arts and other subjects. They will enable students to work in
school with professionals involved in the arts and creative industries and to enjoy artistic experiences
outside the classroom.

Arts Colleges will maximise the opportunities for young people to achieve in the arts and gain access
to employment, further training and higher education in the arts.

Arts Colleges will be centres of excellence for the arts, sharing resources and developing and sharing
leading practice with other schools and their communities. They will be committed to the
professional development of staff.

Ethos and key characteristics
Arts Colleges:

      Ensure that learning in the arts is marked by creative rigour and discipline.
      Place high status on vocational courses in the arts. Arts Colleges will want to look at how
       vocational courses could engage a wider range of students.
      Develop the artistic skills and understanding of teachers and make imaginative use of new
       technologies as a means of raising the quality of teaching and learning in the arts.
      Explore the potential of artistic activities to enhance learning across all curricular areas and
       promote high levels of participation in extra-curricular arts activities in the arts.
      Work with other schools and the wider community in sharing facilities, human and other
       resources with a view to developing learning opportunities in the arts, including through
       partnership with local, national and international creative industries and arts institutions.
      Involve professionals from the creative industries in school and community activities.

The three broad areas of the arts - performing, visual and media
There are three broad areas of the Arts - performing, visual and media. Schools may either focus
exclusively on one of these broad areas or, if they prefer, focus mainly on one or the broad areas but
include an element from one of the other two. For example, where the main focus is on performing
arts the main focus could be on music and drama and the other element could be art and design.
Arts colleges can also choose any combination of the three arts-based subjects.

                            CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07
                               GUIDANCE FOR OBSERVATIONS

Look at how staff:

      Organise pupils entering the room
      Greet the group
      Settle the group
      Introduce lesson objectives
      Give and repeat instructions
      Use questioning techniques
      Introduce different phases of the lesson
      Deliver plenaries
      End lessons
      Dismiss pupils
      Use a stepped discipline plan to prevent escalation
      Use behaviour management techniques/give rewards
      Set homework
      Uses timings

Look at how pupils:

      Enter classrooms
      Settle at the start of the lesson
      Work individually/in pairs/in groups
      Respond to instructions
      Respond to sanctions
      Respond to rewards
      Contribute to oral work
      Leave the classroom

                         CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07
                                 ADVICE FOR YOUR FIRST LESSON

The first lesson is the best opportunity you will have to create the right atmosphere and establish
your expectations for the rest of the term. The pupils do not know you- they will be tentative and
malleable: make the most of this and set the tone!

Make a strong impression and “power” dress – it will pay dividends for the weeks ahead.

Overall, the lesson should be mainly teacher led with you giving instructions and the pupils getting
used to following them. This will establish routine for the future.

Here are some ideas for your first lesson:

1. Arrive on time, greet them at the door, but get them straight in as the corridors can get busy!

2. Have something on the desks for pupils to get on with straight away. Set a time limit.

3. Once everyone has arrived, tell the pupils the starter time is up and introduce yourself.

4. Take the register insisting on silence; be firm with anyone who breaks this – it will set the tone.

5. Put the group into a seating plan: boy/girl/ alphabetically

6. Write their names onto a plan, to enable you to start addressing them.

7. Have them set their books out on the desk so you can glance at their name too, this is powerful.

8. You could also ask them to write their parents’ surnames and numbers on their books- this shows
you are serious about ringing home.

9. Have the class copy down classroom rules from the board in silence; go around the class
commenting on handwriting etc.

10. Tell the class the sort of levels you are expecting from them- get them used to your academic

11. At the end of the lesson, after a plenary, ensure the group are stood behind their chairs quietly
before you dismiss them (row by row?)

12. Have spare pens, pencils and tissues at the ready – this will help minimise disruption.

                            CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07
                                      GCSE RESULTS 2007
GCSE Results                                    SAT Results

          5+ A* - C   5+ A* - G   1+ A* - G                     Level 5+ 2006    Level 6+ 2006

  2006         55%      92%          96%           English           62%             26%

  2005         50%      93%          99%           Maths             72%             43%

  2004         40%      91%          97%           Science           60%             29%
  2003         43%      90%          95%
                                                SAT Results
  2002         34%      87%          98%

  2001         37%      86%          91%                        Level 5+ 2005    Level 6+ 2005
  2000         28%      85%          91%           English           70%             29%

                                                   Maths             64%             38%

                                                   Science           56%             22%

                         CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07

Department A
1c Aberdeen Studios
22 Highbury Grove
London N5 2DQ
Tel: 020 7704 9822
Tel: 0808 800 5793 (General advice line)

7 Northumberland Street
Tel: 020 7930 6441

Milburn Hill Road
Science Park
Tel: 024 7641 6994

96 Euston Road
St Pancras
Tel: 0870 444 1500

98 Erlanger Road
SW14 5TH
Tel: 07932 149942

(previously the Education Network)
Local Government Information Unit
22 Upper Woburn Place
Tel: 020 7554 2800

Head Office:
St Dunstan’s House
201-211 Borough High Street
Tel: 020 7939 0000
                          CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07
Sanctuary Buildings
Great Smith Street
Tel: 0870 001 2345
Tel: 0870 000 2288 (Public Enquiry Unit)

DRC Helpline
Stratford upon Avon
CV37 9BR
Tel: 08457 622 633
Textphone: 08457 622 644

5 boulevard du Roi Albert II
1210 Brussels
Tel: +32 (0)2 22 40 611
Fax: +32 (0)2 22 40 606

Arndale House
Arndale Centre
M4 3EQ
Tel: 0845 601 5901

PO Box 199
S1 4YL
Tel: 0114 201 4265

Bootle Information Centre
Magdalen House
Trinity Road
Merseyside L20 3QZ
Information line: 0845 345 0055

HM Inspectorate of Education
Saughton House
Broomhouse Drive
Edinburgh EH11 3XD
Tel: 0131 536 5500

                           CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07
Cheylesmore House
Quinton Road
Tel: 0845 019 4170

22 Upper Woburn Place
Tel: 01273 887321
Fax: 01273 887321

Hillscourt Education Centre
Rose Hill
Birmingham B45 8RS
Tel: 0121 453 6150
Fax: 0121 457 6208/9

8 Wakley Street
London EC1V 7QE
Tel: 020 7843 6000

18 St Johns Hill
Kent TN13 3NP
Tel: 01732 748850

NUS, 2nd Floor
Centro 3
Mandela House
London NW1 0DU
Tel: 0871 221 8221

NUT Headquarters
Hamilton House
Mabledon Place
Tel: 0207388 6191

Cromwell Road
Tel: 020 7942 5011 (Information Line)
                            CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07

Alexandra House
33 Kingsway
London WC2B 6SE
Tel: 08456 404040

Head Office
2 St James Court
Friar Gate
Tel: 01332 372 337

83 Piccadilly
London W1J 8QA
Tel: 020 7509 5555

(DELLS – Department for Education, Lifelong Learning and Skills)
Welsh Assembly Government
Castle Buildings
Womanby Street
Cardiff CF10 1SX
Tel: 029 2037 5400

ROSPA House, Edgbaston Park
353 Bristol Road
Birmingham B5 7ST
Tel: 0121 248 2000

(Working for Lesbian, Gay, Bisexual and Transperson Equality
in Education)
BM School’s Out! National
London WC1N 3XX
Helpline: Male – 01582 451424
Female – 020 7635 0476

Exhibition Road
South Kensington
London SW7 2DD
Tel: 0870 870 4868

                            CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07
Capita Teachers’ Pensions
Mowden Hall
Staindrop Road
Darlington DL3 9EE
Tel: 0845 606 6166

The Training and Development Agency for Schools
151 Buckingham Palace Road
Tel: 020 7023 8001

Admiral House
66-68 East Smithfield
London E1W 1BX
Tel: 020 7782 3000
Websites: and (TES Online jobs)

Congress House
23-28 Great Russell Street
London WC1B 3LS
Tel: 020 7636 4030

Office of the United Nations – High Commissioner for Human Rights
1211 Geneva 10
Tel: +41 22 917 9000

Nell Lane
M21 7SL

                            CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07

Within Department:

      Develop assessment materials
      Develop schemes of work
      Further develop subject use of ICT
      Create resources for department (and themselves for NQT year)
      Further one-to-one sessions with particular pupils
      Further experience of marking and examining/mark already moderated GCSE work
      Contribute to/lead discussion in departmental meeting
      Shadow difficult meeting with parents

Within School:

      Take/help lead assembly
      Arrange activity week, charity outreach event
      Complete a research project (e.g. the effect having trainees has on pupils)
      Contribute to staff meeting, present research, offer feedback from trainee’s perspective
      Further work with pupil with special needs or EAL
      Develop pastoral skills as a form tutor
      Work with Ed Psych, school nurse, pastoral staff, EWO, Learning Mentors
      Work/ develop school’s work with gifted and talented pupils/aim higher
      Review the school’s sanctions and rewards policy
      Research a variety of behaviour management issues
      Work with intervention band and TA’s
      Shadow a senior leadership team member
      Network with AST
      Investigate learning styles
      Start or develop existing film making/newspaper/Chorlton High TV production (see media)
      Develop extra-curricular activities
      Get involved in break and lunchtime duties
      Get involved in academic mentoring
      Involvement with primary liaison
      Spend day with estate team
      Develop specialist status within school (training/arts/international)

External Activities

      Visit and teach in local primary or college
      Explore subject links with primary school in more detail
      Explore links in a pupil referral unit
      Have fieldwork experience/plan school trip
      Visit non-education l settings (museums/galleries etc)
      Develop school links with schools abroad
      Visit LEA
      Liaise with school governors

                          CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07

Please photocopy, complete and hand in to CRO at the end of your placement.

      How useful was this handbook? (please circle)

   Very        Quite        Not useful

      What sections were most useful?

      What sections were least useful?

      What else would you like to see in this handbook?

Many Thanks,

Clare Robertson

                         CHORLTON HIGH SCHOOL STAFF HANDBOOK – updated Sept 07

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