Application Information Booklet
excellence in all that
Advanced Skills Teacher - English
Page 1 of 1 Selby High School Application Booklet
Welcome to Selby High School’s Application Information
We hope this pack will give you all the information you require to complete your
application easily and efficiently. If you require any further information please
contact Mrs Pam Thomas at the school or visit the school website at
The application form including the equal opportunities form and prospectus are
Welcome to Selby High School’s Application Information Booklet ..... 1
Contents ............................................................................................ 1
Welcome from Mr Paul Eckersley (Headteacher) .............................. 2
Job Description – Advanced Skills Teacher of English ...................... 3
Person Specification .......................................................................... 4
English Departmental Description Summary ..................................... 5
Highlights 2008 - 2009 ....................................................................... 6
General Achievements 6
York and District Athletics championships – Results 8
Further Highlights 8
Selby High School OfSTED 2006 & 2009 Summaries ..................... 10
Equality Scheme at Selby High School............................................ 13
Child Protection Procedures Policy.................................................. 22
Page 1 of 34 Selby High School Application Booklet
Welcome from Mr Paul Eckersley (Headteacher)
Thank you for responding to the advertisement for the post of Advanced Skills Teacher of
English at Selby High School. We hope you find this pack of use in writing your application.
Accompanying this pack you should also have a copy of the School Prospectus and the application
form, which includes the Equal Opportunities form.
This is an exciting time to join the school, as we aim to move from being a “Satisfactory school
with many good features” (OfSTED March 2006 & February 2009) to a truly outstanding
school. Students, staff, governors, parents and carers are justifiably proud of the school and
our achievements during the last four and a half years. The school is a nice place to work and
the students in turn find it a caring and safe place to learn. This post, therefore, provides a
fantastic opportunity for new staff that wish to join the school and work in partnership with
the students to continue the “can do” ethos we have established.
The Governors are seeking a dedicated professional who:
• is a well qualified, highly successful and enthusiastic teacher;
• possesses ambition and drive;
• is committed to and passionate about excellence for all, raising standards and self
• wants to help shape the future of this forward looking and successful school;
• would like a top class induction & support programme
• employs 21st Century technology;
• and most of all, works with students to ensure they reach their full potential.
We will request references for short listed candidates before interview because, as you will see
from the enclosed Child Protection Policy, the school has a clear policy on safeguarding and
promoting the welfare of children. The interview will include questions relating to child
protection and any offer of appointment will be subject to the successful candidate receiving
Criminal Records Bureau clearance.
I hope this Information Pack about the school includes everything you need to facilitate the
application process. If you would like to discuss any aspect of the post in more detail, then
please contact my P.A., Pam Thomas, at the school on 01757- 244833.
Please return the enclosed application form and C.V., together with an accompanying letter to
Pam Thomas by Monday 1st February 2010. Letters of application should be on no more than two
sides of A4. Short listing will take place on Wednesday 3rd February 2010 and interviews will be
held on Monday 8th February or Tuesday 9th February 2010. I do apologise, but it is not the
school’s policy to acknowledge the receipt or outcome of applications, due to economic
constraints. If you have not heard from us by Friday 5th February 2010 you will not have been
successful in this instance.
I am really looking forward to receiving your application.
Page 2 of 34 Selby High School Application Booklet
Job Description – Advanced Skills Teacher of English
Responsible to: Leader of Learning
Duties: The Conditions of Employment for School Teachers
specify the general professional duties of all teachers to
meet the professional standards for teachers (AST).
Post: Advanced Skills teacher, teaching across the full age
and ability level and working within the schools pastoral
system. Coaching and mentoring of staff.
Main Activities Attributable to the General Requirements
• To deliver the subject from Year 7-11 using a range of teaching methods and
the agreed departmental schemes of work
• To maintain records of student achievement and set individual curricular
targets for students
• To remain aware of the changing requirements of this work through
attendance at meetings and careful attention to other forms of communication
• To take on an individual responsibility for at least one aspect of the work of
the department, sharing expertise with other department members
• To support the work of the department through extra-curricular activities
Requirements attributable to an AST (as part of the Teaching & Learning team)
• Work with other teachers (and other adults working with children and young
people) to develop their pedagogy, including classroom organisation and
approaches to teaching and learning.
• Disseminate to other teachers (and other adults working with children and
young people) materials relating to best practice and educational research.
• Advise other teachers (and other adults working with children and young
people) on classroom organisation and teaching methods.
• Produce high quality teaching materials
• Participate in the induction and mentoring of newly qualified teachers and
support the Leader of Learning in this process
• Participate in the training programme for the initial teaching training course
• Participate in the performance management of other teachers (and other
adults working with children and young people) and advise on professional
• Advise on the provision of continuous professional development.
• Using teaching excellence to effectively support school priorities.
The duties may be varied to meet the changing demands of the school at the
reasonable discretion of the Headteacher.
The job description does not form the contract of employment. It describes the way
the post holder is expected and required to perform and complete the duties set out
To fulfil all of the requirements and duties set out in the current Pay and Conditions
Documents relating to the conditions of employment of teachers.
This job description will be reviewed annually.
Page 3 of 34 Selby High School Application Booklet
Criteria used for
Proven successful experience Experience of improving Application form.
of KS3 and 4 teaching including performance in more than one
Teaching GCSE. subject area.
Teaching across the ability
range, including mixed ability.
Qualified teacher status and a Additional relevant qualifications Application form.
recognised degree or and/or experience.
equivalent appropriate to
Evidence of CPD for MPS qualification.
Effective and confident Experience of implementation of Interview.
classroom teaching. the KS3 Strategy. Specimen lesson.
Knowledge of the major current Evidence of keeping up to date References
education initiatives. with educational thinking and
Letter of application
Assured command of formal Interview.
written English. Willingness to do extra curricular
activities. Involvement in extra-
Familiarity with, and
curricular activities related to this
enthusiasm for, a range of key
subject area or the wider school
English Literature texts.
Skills & community.
Knowledge Awareness of the needs of
A personal interest in and
students with different learning
knowledge of some specialist
skills and abilities.
area related to the effective
An excellent understanding of teaching of English.
Some knowledge of QCA/AQA
Knowledge of the use of APP’s A willingness to improve
standards across the whole
Reliability and punctuality. Sense of humour, resilience and Interview.
Commitment to succeed and to Imagination, innovation and
see others succeed. initiative.
Ability to work well with Evidence of working with a range
colleagues and support their of departments and or adults
development. across the school.
An enthusiastic, dynamic,
Qualities positive, encouraging
Desire to improve standards
and a desire to succeed
personally whilst being self
Good general health. Application Form.
Health Excellent attendance.
Page 4 of 34 Selby High School Application Booklet
English Departmental Description Summary
At present there are eight staff teaching English in Selby High School, with three
part-time and five full-time English teachers. Within the department there is a wealth
of experience and staff work co-operatively and enthusiastically. The departmental
ethos is one of team work, with colleagues sharing ideas and resources and offering
each other advice and support. There is an expectation of high standards from all
staff and students. Examination results have been consistently high and slightly
above the national average.
In Year 7, English is taught in mixed ability groups and Years 8-11 are set within
bands. All students in Year 11 are entered for AQA examinations in English and
English Literature and the school is beginning to move towards an option based
curriculum; giving more choice in the English courses offered to students. The
English Department works closely with the Student Support Centre (SSC) and is
constantly looking at methods to motivate and support pupils with learning difficulties
and the less able.
Schemes of work for each Key Stage of the National Curriculum are regularly
reviewed and kept in line with developments within the National Strategy.
Departmental practice has encouraged a variety of teaching strategies including the
use of interactive whiteboard technology and a virtual learning environment. The
quality of teaching and learning within the classroom is regularly monitored by
classroom observation. The Department’s links with the University of York have
contributed to our practice being informed by theory and current research and the
Department is a member of the National Association for the Teaching of English.
The National Strategy consultant has worked closely with the department on
developing teaching and learning approaches.
The core of the English teaching rooms are situated next to the ICT area and we
share a recently refurbished office. All of the rooms are fitted with interactive
whiteboards and it is expected that teachers make full use of them, with training
being provided. Staff are encouraged to plan attractive and stimulating displays in
their teaching areas and a team supports the department in the mounting of
displays. All teaching staff at Selby High School are supplied with their own laptop.
Page 5 of 34 Selby High School Application Booklet
Highlights 2008 - 2009
• 69% of students gain 5 A*-C GCSE grades
• The school was awarded a Leading Aspect Award for Community Cohesion in recognition of our
work in linking the school to the community through the arts.
• Trips arranged for 5 Star students to Alton Towers, the cinema and bowling etc whilst 4 Star students
were treated to films in the school hall with free refreshments as a reward for all of their hard work and
• The Walker Centenary Pitch, the multi-use games area, was officially opened by Gareth Ellis of Leeds
Rhino’s and Great Britain Rugby League and Ann Walker, former Head of PE.
• Students continue to work with Age Concern in respect of the assisted shopping scheme at Tesco each
Friday and helping at the Drax Lunch Club every Monday and Tuesday. On the basis of this work, Age
Concern has received a grant to develop this valuable inter-generational work.
• Danielle Brown and Naomi Gandy chosen to represent the school on the Girls Active programme to
raise women’s participation in sport and met Dame Kelly Holmes.
• Year 9 students undertake fast track GCSEs in English, mathematics, science and RE two years
• Famous Author "Helena Pielichaty" visits LRC.
• 26 students were presented with their Duke of Edinburgh Award in Selby Abbey; 10 received the Silver
award and 16 the Bronze.
• 50 Yr9 students visited the WW1 Battlefield of Belgium and France.
• Our solar power transport team won 2nd place in the plane category, our Dragon Tamers won 1st and
2nd place for their energy saving ideas and Jonty Aveyard won 1st prize for KS4 in the Resistant
• 176 Year 10 students successfully took part in the work experience programme in May 2009.
• 32 Year 11 students successfully completed the Drivewise course which was organised by the Police
and Fire and Rescue Service. The course dealt with attitudes towards driving and the consequences
associated with traffic accidents.
• Prison – Me No Way: This important Crime Awareness day took place in May for all Year 9 students.
The students took part in a number of workshops dealing with crime and the consequences of breaking
• The Maths Department took 30 Year 8 students to the WOW Academy at Bradford College, where the
students experienced motion capture animation, film and game making and photo manipulation.
• 60 Y9 and 10 Gifted and Talented students went to York University for Hands on Science Day July
• LRC launches new “Book Buddies” reading club and celebrate European Day with a Euro breakfast.
• LRC celebrate the National Year of Reading, Roald Dahl Day, National Poetry Day and National
Children’s Book Week.
• 170 students visit the Deep in Hull to enhance their marine studies in science
• Childcare students celebrate National Year of Reading with parents, toddlers and guests from Selby
Public Library in the LRC.
• The school continued to celebrate its centenary year with a September Old Girls Reunion Day, followed
by a whole school photograph showing all 1000 students plus staff in one image to mark the occasion.
• 40 students worked for 4 days at the end of the summer holidays to boost their art and dance skills at a
summer university organised at the school.
• Through the school’s arts status the school has offered a range of free arts workshops for primary
school students and toddlers during each of the half term holidays from kite and mask making to egg
decorating and card making.
• The arts linked with the Voices Foundation to offer singing training- with ‘Melody Monkey’ training packs
for over 30 local primary schools and nurseries.
• The Song for Peace day is now embedded as an annual event in the school’s calendar as for the 3rd
year running students were asked to think about those areas in the world where war disrupts normality
joining schools across the country in singing the ‘Song for Peace’.
• Yr 6 Arts Mornings during September and October saw over 300 Yr 6 students visit the school to
engage in arts workshops.
• A celebration of the arts with the annual ‘Hi and Bye’ Concert to welcome new students to the school
and say goodbye to those students who left the school in the July.
• The school engaged in the Aspire project phase 2 allowing Yr 7, 8 and 9 students to attend selection
and then performance rehearsal workshops with the internationally renowned Rambert Dance
Company. This experience resulted in a unique and inspirational performance at Ripon Cathedral in
• Students extended their dance skills working with local dance artist Booma.
Page 6 of 34 Selby High School Application Booklet
• Primary school staff were able to sign up for free professional development workshops in teaching
singing hosted by the school and run by Vocal Force.
• SHS developed a Junior Singing Squad team with students trained how to teach singing. Theses
students then went to Selby Abbey Primary School to teach Year 5 children. The same students
taught during the summer Year 5 primary arts mornings and will be mentors for the new junior squad in
• Another annual ‘Wear it Pink & Blue Day’ in aid of Breast Cancer Awareness and Prostate Cancer
Research was a great success with over £1000 raised from a non-uniform day plus sponsored events ,
cakes sales and raffles.
• Selby High School hosted the area Lions Peace Poster competition. Three SHS students were selected
to go through to the regional finals.
• The arts status offered local primary and secondary school staff free after-school Samba Band
workshops to boost their skills and confidence.
• The Big Sing Guinness book of records attempt saw Year 8 students joining forces with schools
across the country, at a set time, to sing ‘You Gotta Be’ in support of the national anti-bullying
• Selby Wonderland Lantern Parade in Selby Town Centre.
• RE and science departments worked together for a day based around a touring theatre company,
exploring the moral, spiritual and scientific approach to stem cell research.
• Year 10 COPE students linked with Selby Abbey Primary School to develop and make a mural for their
school library. They also taught Yr 6s how to make paper rockets to hang from the ceiling in their new
library space as part of their course.
• The Christmas Arts Showcase event saw over 90 students auditioning for a stage spot and the evening
treated a ‘full house’ to dancing, singing and instrument playing from KS3 & 4 students.
• The Community annual Christmas Tree Décor competition organised through the school’s art status
displayed 15 trees from local charities, schools and businesses The event in Selby Abbey (running for 3
weeks) and raised over £40 to share between the Abbey and the local branch of ‘Hearing Dogs for the
• Selby High School students were able to put their dreams and aspirations onto film with evening
workshops from Leeds Bridge Film Company as part of the ‘Dreams 2012’ project funded by the
schools arts status. This DVD is now sharing cyber space with DVDs from several schools across the
country as part of a celebration of aspiration and dreams in preparation for 2012 Olympic Games in
• Arts Fest was no ‘Culture Shock’ to Selby High students as Year 9 and 10 students were given the
opportunity, via the school’s arts status, to link with Youth Services to travel up to Pickering for a day to
watch local bands, engage in art workshops and meet professional fire eaters and stilt walkers.
• Another successful Red Nose Day for Comic Relief saw students and staff dressed in fancy dress with
red noses and a whole host of sponsored events and raffles/cake sales raising over £1000 for the
• YPAA has gone from strength to strength again this year with 6 Silver and 18 bronze awards achieved
by KS3 students developing their arts skills through lunchtime workshops and in their own time.
• Due to the massive response to the Talent Show the school developed the ‘Year 9 Shine’ showcase
event this year with a huge number of Year 9 students performing song, dance and music to a sell out
• ‘Activities Week’ was another great success with a return from the Zululand Theatre Company together
with dancing, singing and circus skills workshops.
• A group of talented art students were asked to work with local artist Lee Brewster to design a seat for
the planned Selby Park Sensory Garden area.
• Students from the school linked with Selby Renaissance and Yorkshire Forward to produce a DVD
about local people, their thoughts on Selby and how it could be improved as part of the Selby
Generations project. The 40 minute DVD produced was viewed at a private event in May attended by
all the local dignitaries, councillors and the students involved.
• The arts status allowed over 450 KS2/3 students and over 40 staff to develop their vocal skills with the
Selby Area Singing Transition Training workshops teaching staff and students a range of vocal skills
culminating in 2 days of singing workshops and concerts.
• Ocean World School Production plays to full houses.
• Year 7 & 10 Enterprise Days were a huge success.
• Year 6 – A number of local primary school students have benefited from specialist technology teaching
to design and create multi-coloured tropical birds.
• Year 8 involved in the world record breaking ‘Big Sing’ event linked to the O2 Arena singing‘You Gotta
Be’ with Desree.
• 130 students learning drums, singing, guitar, piano/keyboard through our own in-house tuition
• Year 11 ‘Fanfare’ composed by Helen Kirk played at opening of ‘All Weather Pitch’
• Selby Abbey Sunday Remembrance Service. Year 7 Choir sing ‘No Wars Will Stop Us Singing’ at the
town service at the invitation of the town’s Mayor.
Page 7 of 34 Selby High School Application Booklet
• Annual school carol service, with music, readings, poems, prayers, dance & carols depicting the nativity
story. School band sound great, singers fantastic with a choir of over 100.
• School musicians play carols at Hillam Village Green to celebrate switching on their lights.
• The Christmas music & dance show raises over £200 for Age Concern.
York and District Athletics championships – Results
Matthew Calvert Year 8 shot put
Izzie Forth Year 8 discus
Adam Sawden Year 9 discus
Harvey Rodgers Year 7 800m
Ciara McEvoy Year 8 200m
Gregor Anderson Year 8 1500m
Harley Copley Year 8 javelin
Sam Mwanza Year 9 long jump
Elliott Waterhouse Year 9 high jump
Laura Nicholson Year 10 javelin
Kelly Raisborough Year 10 discus
Year 10 boys relay team
Joe McLuckie Year 8 discus
Beth Chamberlin Year 9 discus
Jacob Robinson Year 10 200m
Matthew Malony Year 10 shot put
Year 9 Boys Relay team
36 athletes went through to the York and District athletics finals in 34 different events
• Age Concern Christmas party, organised by Year 10 COPE students.
• Singers & musicians go to town hall to provide entertainment for Selby Visually Impaired Group’s
Christmas coffee morning & lunch.
• Christmas Eve Carol Service on Hambleton Village Green raises £440 for charity.
• Annual Talent Show plays to a Sell out audience & raises over £600 for Selby Age Concern.
• Vocal Transition Concerts on 2 days with 200 different voices singing each day.
• Inspirational concerts at Selby County & Kellington School ‘Music Fun Days’ by our students.
• All Y7 students finish & pass their Grade 1 musicianship assessments.
• Year 10 GCSE & friends play at a summer recital evening.
• Jacob Robinson (Year 10) selected to represent Yorkshire rugby union in his age group, and Leeds
Carniege development centre.
• Rachel Huggins selected to represent Yorkshire Table Tennis.
• Jonathan Cieply selected to represent Yorkshire Basketball.
• Year 10 sports leaders involved with organising and officiating primary athletics, multi skills (180 Year 1
pupils), high five netball and swimming gala.
• Hockney retain both their outdoor and indoor tug of war titles.
• Mason House win the inter-house sports day.
• Year 11 & 8 House Hockey tournaments won by Garrett.
• Gifted and Talented Year 8 students attended a London 2012 conference.
• Jacob Burke (Year 7) crowned as the winner of the Christmas X Factor style poetry reading event.
• 40 Year 10 and 11 students attended Poetry Live to hear a range of poets featured in the English
GCSE anthology read and talk about their poems – including the new poet laureate Carol Ann Duffy.
• Creative writing workshops organised for Year 8 students with visiting author Helen Pielicharty.
• KS3 & 4 students attend a G & T creative writing day at Selby College..
• 171 Y7 students attend annual camp in the Lake District, involving cooking, geography fieldwork,
orienteering, walking and a treasure hunt. Eleven G&T PE students, from the camp, go climbing in
Langdale courtesy of Ambleside University.
• 40 Year 11, 1 Year 9 and 1 Year 10 students take part in the ICT functional skills pilot practical and
theory exams for the first time.
• 34 Year 10 Business Studies students visit Coca Cola Enterprises and the National Mining Museum in
Page 8 of 34 Selby High School Application Booklet
• Year 11 COPE group produce a successful bid in order to secure enough money from Keyfunds to go
snowboarding at Xscape.
• Gifted and talented PE students in Years 9-11 attended an Army team building day at Strensall
• 42 students had a superb trip to the Ardeche River in France.
• 102 Year 8 and 10 students taken for a week to Bewerley Park outdoor centre.
• Ailsa Stainthorpe becomes Yorkshire Under 16 Grass Track Cycling Champion.
• Student Eco-Council and 80 student Eco-Patrollers established to help reduce the amount of energy we
• SHS awarded Eco-Schools Bronze Award and the RHS Campaign for School Gardening Level 1.
• 10 students in Year 7 win through to the national finals of the NPower Green SOS Awards with their
project proposal to design activity story books for local primary school students. They have won £1000
to help set up their project, a trip to London and 5 days team building in the Lake District. They will
compete against 9 other schools in the grand final.
• Spanish introduced for students in September 2008.
• Lunchtime Spanish club established for Year 8 students.
• Heidelberg trip a huge success.
• Year 10 and 11 students take part in a Personal Development Day at Strensall Barracks.
• York University Debating Society came into school in March to work with Year 10 students looking at
how to run a debate.
• COPE students joined a working party in Selby to discuss the development of mental health services in
• 9 Year 10 students completed a peer mentoring course and have started supporting younger students
in the school.
• Year 11 COPE students organised and funded their own trip to Flamingo Land to celebrate their
• SHS organised the Selby Culture Carnival
• SHS beat its own shoebox record collecting well over 80 filled boxes to send to Samaritans Purse.
Students produced an illustrated book containing their thoughts on the meaning of life and this was sold
to support the work of Samaritans Purse.
• RE students donated small change to Christian Aid during Christian Aid week.
• An international link has been established with Kampala High School in Uganda. We will hopefully be
using this to assist the teaching of both Citizenship and Geography.
• Year 7 students have been working with students from Hanson School in Bradford. The focus has
been to improve knowledge about community cohesion through visits and art based topics.
• This year we took part in Green Britain Day and held a non-uniform ‘Wear it Green Day’ and gave out
over 600 pumpkins for students and staff to grow. We also successfully started Rag Bag clothing
collections, old mobile phones and bottle tops, raising money for school and charities.
Page 9 of 34 Selby High School Application Booklet
Selby High School OfSTED 2006 & 2009 Summaries
• The school has several awards recognizing the quality of its provision including the
National Healthy Schools standard, The Youth Chartermark and Artsmark Silver. It has
recently added an award for Inclusion, a Leading Aspect Award for Community Cohesion
via the Arts and an award for educational visits.
• There are many good features, including, the broad and balanced curriculum, which is
encouraging good attitudes to learning, and the provision for students’ personal
development and well-being. The curriculum is good because it offers something for
everyone and has an excellent range of interesting extra opportunities, which greatly
contribute to students’ confidence and enjoyment.
• Students enjoy school and see it as recently much improved; their behaviour is good.
• Much improved general certificate of secondary education (GCSE) results show the
school in a very favourable light compared to schools in similar circumstances. It has
done notably well in improving the achievement of higher attainers.
• The school is well led and managed, though the quality of middle leadership
management is still variable. The Headteacher is outstanding; he has a clear vision and
the drive and determination to see this come to fruition.
• They leave school equipped with the necessary key skills in literacy and numeracy and
the vast majority progress to further education or training. Specialist Arts status is
providing opportunities which enhance students’ enjoyment and success in learning.
New building is extending resources still further.
• The Headteacher enjoys the confidence of parents/carers and the school works
effectively with other agencies and partners.
Personal development and well being
• Inspectors found the students to be decent young people, with a moral conscience that
extends to helping others, for example in voluntary work or in fundraising.
• There is a broad range of activities in music and sport which are well supported and
several ways to contribute to school life.
• Students are cheerful, confident and keen to do well. The house system provides good
opportunities for students of all ages to work together and is encouraging a healthy,
• They say they feel safe and valued as individuals. They insist that bullying is rare, but
when it does occur, is dealt with swiftly and effectively.
• The very effective school council takes a full and active roll in making the views of the
student population heard, and students feel they have influenced the school for the
• They enjoy coming to school and work well together. This shows in their good behaviour
and smiling faces.
Quality of provision
Teaching and Learning
• Relationships are good and teachers work hard to build students’ confidence.
• In the best lessons, teachers use questioning effectively to ensure students use
appropriate subject language and explain themselves clearly and audibly. Good lessons
have a brisk, lively pace and teachers have high expectations; students learn well
and enjoy their work.
• Students understand their targets, know how well they are doing in each subject, and
what they need to do to improve.
• In addition, their progress is carefully monitored, any dips in progress are investigated
and strategies are thoughtfully planned to support student learning.
Page 10 of 34 Selby High School Application Booklet
Curriculum and other activities
• The curriculum is good. It meets students’ needs well, by providing a wide and well
balanced programme, particularly in Years 10 and 11.
• A very broad range of options at Key Stage 4, together with a developing range of
pathways at Key Stage 3, ensures that it very closely matches students’ needs.
• Work-related learning provision is good. The Prince’s Trust initiative successfully
engages potentially disaffected students and others who benefit from its more practical
• There is good curricular provision for students with learning difficulties and/or disabilities.
PSHCE and careers education are good.
• The school ensure that students are taught how to develop a healthy and safe lifestyle.
• Students benefit from taking part in an excellent range of enrichment activities, including
visits linked to subject areas, and many sports and arts productions, together with a
developing programme of support for the gifted and talented.
Care, guidance and support
• The school is modest about the quality of care, guidance and support it provides for
students: provision is outstanding.
• The school provides a secure, positive and happy place for students to learn. Students
say they feel valued, listened to, and looked after. As a result, they are confident and
positive both in and out of lessons.
• Extremely positive relationships between adults and students exist throughout the school
and they know each other very well.
• Risk assessment and systems are thorough and arrangements to support vulnerable
students and to ensure child protection are exemplary. Communication between
teachers and with outside agencies is effective in raising awareness about sensitive
issues. The new house system, the mentors, and the school nurse are all ways in which
the school ensures there is always someone for students to turn to.
• As one pupil put it, ‘The school is brilliant at helping us with any problems.’
Parents/carers are happy with the education that the school provides.
• The school takes its responsibilities for safeguarding students very seriously. A very
strong atmosphere of trust and respect has been created.
• Students appreciate the detailed guidance on options and careers. The school actively
seeks ways to engage students, especially when work seems difficult. Alternative
approaches in subjects such as physical education and the arts, extra study sessions
and access to computers for independent learning show the school’s imaginative
attempts to support them.
• Students say that school ‘really looks after us’ and that, ‘It’s just the way things are.’ This
helps to build confidence and openness, and contributes well to the happy environment
within the school.
• Pupil planners aid motivation, because students and parents/carers have had a full say
in their design and use. They include the tracing and grading system, a major feature in
helping students realise their own standard and potential.
• The rewards system is superb in giving genuine praise to those who have achieved. It
includes sending home ‘cool’ postcards, designed in school.
Leadership and Management
• Leadership and management are good. Staff, parents/carers and students remark on
the improved atmosphere and resources in recent years. The leadership of the
Headteacher is outstanding. He has a very clear strategic vision for the school, shared
by his staff and he has created an influential and cohesive leadership team.
• There is a strong emphasis on encouraging every pupil to be successful.
• The Governors; varied experience and knowledge of their community provide important
insight and support; for example, their work to prevent permanent exclusions and the
annual awards to staff and students are innovative features.
Page 11 of 34 Selby High School Application Booklet
• Parents are strongly impressed by the school’s leadership, noting the improved facilities,
the wide range of opportunities offered, and the effect the school has on students’ self
• It is an inclusive school which has been successful in improving the progress made by
different groups of students, such as those who receive free school meals.
Page 12 of 34 Selby High School Application Booklet
Equality Scheme at Selby High School
Three year period covered by this scheme:
1.1 Purpose of the Equality Scheme
This equality scheme is the school’s response to the specific and general duties in the current
equality legislation. It is an attempt to capture how the school is systematically establishing
and implementing good practice in equality and diversity across all areas of school life. This
includes a response to all aspects of social identity and diversity as set out in the North
Yorkshire County Council’s Equality Policy Statement:
“we oppose all forms of unlawful or unfair discrimination, whether because of race,
colour, ethnic or national origin, sex or gender reassignment, marital status, family
status, sexuality, religion or beliefs, disability, age or any other condition or
requirement which places a person at a disadvantage and cannot be justified”.
This Equality Scheme sets out how the school will:
• eliminate discrimination;
• eliminate harassment related to any aspect of social identity or diversity;
• promote equality of opportunity;
• promote positive attitudes to all aspects of social identity and diversity;
• encourage participation by disabled people and people representing different aspects
of social identity in public life;
• take steps to take account of difference even where that involves treating some people
more favourably than others.
This document provides, therefore, a scheme which embraces for our school a Race Equality
Scheme, a Gender Equality Scheme, a Disability Equality Scheme and the school’s Equality
Policy. It is reviewed every three years and reported on annually.
An action plan accompanies this Equality Scheme which is renewed annually. In line with
this Equality Scheme, the action plan sets out the equality and diversity objectives for the
school which have been identified as a result of the school’s equality impact assessment in
line with this equality scheme and facilitated by the Inclusion Quality Mark audit tool.
This action plan embraces the Accessibility Plan for the school as it sets out how the school
will increase access to education for disabled students in the three areas required by the
planning duties in the Disability Discrimination Act:
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- increasing the extent to which disabled students can participate in the school
- improving the environment of the school to increase the extent to which disabled
students can take advantage of education and associated services;
- improving the delivery to disabled students of information which is provided in
writing for students who are not disabled.
This action plan is available on the school website:
It is available in different formats and in different languages on request to the school office.
1.2 Equality Legislation
This equality scheme responds to the current equalities legislation:
• Race Relations Act (RRA) 1976/2000
statutory positive duty to promote racial equality, promote good race relations and
eliminate unlawful racial discrimination;
• Sex Discrimination Act (SDA) 1975 (and Regulations 1999), Gender Equality Duty
statutory positive duty to promote gender equality and eliminate unlawful gender
• Employment Equality (religion or belief) (sexual orientation) Regulations 2003
extended to education, Equality Act (Part 2) 2007
The Act sets out that is unlawful for schools to discriminate against a person:
a) in the terms on which it offers to admit him/her as a student:
b) by refusing to accept an application to admit him/her as a student, or
c) where he/she is a student of the establishment:
i) in the way in which it affords him/her access to any benefit, facility or service,
ii) by refusing him/her access to a benefit, facility or service,
iii) by excluding him/her from the establishment,
iv) by subjecting him/her to any other detriment.
(There are specific exemptions for faith schools.)
• Disability Discrimination Act (DDA) 1995/2005
statutory positive duty to promote equality of opportunity for disabled people:
students, staff, parents, carers and other people who use the school or may wish to,
and eliminate unlawful discrimination;
• Education and Inspections Act 2006, duty to promote community cohesion.
By ‘community cohesion’ the school is endorsing and adopting the definition
provided by Alan Johnson, 2006, as:
”working towards a society in which there is a common vision and sense of belonging
by all communities; a society in which the diversity of people’s backgrounds and
circumstances is appreciated and valued; a society in which similar life opportunities
are available to all; and a society in which strong and positive relationships exist and
continue to be developed in the workplace, in schools and in the wider community.”
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2 What kind of a school are we?
2.1 School Vision and Values
The school’s vision and values statement reflects the school’s ambitions for all its students.
It refers to the key requirements set out in the National Curriculum Inclusion Statement for
developing an inclusive curriculum: setting suitable learning challenges; responding to
students’ diverse learning needs; overcoming potential barriers to learning and assessment
for individuals and groups of students.
The school statement also embraces the North Yorkshire Inclusion statement which
emphasises that individuals and groups of learners who may be vulnerable to exclusion,
marginalisation and underachievement are identified and receive targeted provision to ensure
their presence, participation and achievement. The school is committed to achieving the
Inclusion Quality Mark and is aspiring to achieve progressively higher levels of this award.
Our students are from a wide range of socio-economic backgrounds. Between and within each year group
there are significant variations. The variations are related to the varying number of students from different
feeder primaries. Of the 329 primary schools in North Yorkshire, 5 out of 10 of Selby High School’s
main primary feeders are ranked in the bottom 10% IMD scores within North Yorkshire. Selby High
School is ranked 13 out of 47 secondary schools.
Census Data Interpretation
See data attached as Appendix 1 & 2
Special Education Needs Background
Data for all students with SEN (Nov 2007)is attached as Appendix 3
Minority Ethnic Backgrounds
Of the 882 students at Selby High School, 860 students are white British with 5 students from a non-
white British background. This represents a figure of 0.6% of the students. 17students of the 882
students at Selby High School are Polish have English as and additional language. This represents 2
% of students.
Looked after students
The school currently has five looked after students. This is above the figure for 2006 (1); the same as our
figure in 2005 (5), but below national averages.
Free School Meals
Our percentage of students receiving free school meals is below the national average of 14.3%.
• ( 7.7%) in 2006/2007 , 9.9% claiming FSMs in 2005; 13%+ thought to be eligible. This has risen
since 2002 (7.7%), 2003 (6.2%) & 2004 (6.5%)
Students living in the Selby North & South Wards are more likely to come from a divorced or separated
background as compared to the National Averages. (11.8% compared to 7.41%). As a result in these two wards
10.9% of students live in Lone Parent households compared with a national average of 5.89%. The census data
also shows that many of our students come from households where the parents/carers do not have HE
qualifications. The average for the school (17.12%) is below that of the National Average (19.06%), in Selby
South this is as low as 6.88%, 20.29% of our students are from this ward. Unemployment figures for the wards
from which our students are taken is below the national average based on the 2001 census. However, the 33.9%
of students coming from Selby North and South wards come from an area with higher than average
unemployment. In many instances this unemployment is long term. The census also showed that the area had
an above average dependency on the Mining/quarrying and construction industry for employment. It must be
pointed out that since 2001 the mines in the Selby Area have now closed.
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Analysis of family structure for students on roll at November
Family Structure Number Percentage
Mother & Father 436 49.3
Mother, Father & Other* 6 0.7
Mother 281 31.9
Mother & Step-parent 59 6.7
Mother & Other* 15 1.7
Father 43 4.9
Father & Step-parent 3 0.3
Father & Other* 7 0.8
Step-parent 1 0.1
1 Other* 10 1.1
2 Other* 4 0.5
No contact with same address 17 1.9
Total 882 100
*Other refers to a carer, other family member, other relative or
• 15% of the total number of students are on the SN Register
• 10% Statemented (1.6% of all students on roll)
• 17% School Action Plus
• 73% School Action
• 30% of students on the SN Register are classified as having behavioral, emotional and/or
social needs. This is an increase from 18% in 2004.
• 27% have Special Needs on entry; this has risen year on year - 19% of the 2005 entry were
identified as having Special Educational Needs - 11% in 2004.
• 6.8% of the year has a reading age that is significantly in advance (3.5 years or more) of
their chronological age – a rise from 4% in 2006, but a noticeable reduction from 25% in
2005 and 18% in 2004
• 57% of the year has the reading age at, or above their chronological age.
• 6.8% of the year has a reading age that is significantly behind their chronological age. This
is similar to previous years: 5.8% in 2006 and 6.5% in 2005.
(This attainment data is taken from NFER group reading test results)
2.2 School Context
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The nature of the school population and context to inform action planning for the equality
The school is set in its own grounds beside one of Selby’s main arterial roads, close to the
town centre. The school draws students from sections of the local town, including some
deprived areas, as well as from more affluent local villages and more remote habitation in
the surrounding rural areas.
During 2006-7 all the school’s staff received two training sessions on equality and ethnic
diversity issues. Training relating to the needs of EAL students has also been provided on
a needs basis.
Fewer than 1.5% of the students currently attending the school are disabled under the
terms of the DDA.
Specialist provision within the LEA is currently changing, with provision of special
schools being rationalised. This may well lead to an increase in the number of students
that will be admitted to the school who could be considered to have a disability.
Within the local area there is an increasing number of migrant workers, mostly Polish,
this is likely to increase the number of students the school admits with EAL.
As a matter of course the school:
• Timetabled room changes for subjects to accommodate access difficulties
• Provides individual support on outings to enable students to participate
• Provides students with fine motor difficulties with typing lessons and word processor to
use in class
• Develops individualised curricula to meet identified student’s needs
• Pursues increased access arrangements within the building once a need has been
Students can access information in a variety of ways:
• Handouts which are modified as appropriate
• Diagrams with enlargements as required
• Through the school Intranet with some podcasts
• With a teacher using a radio aid when required
• Through interactive whiteboards
• In modified workbooks
• Using kinaesthetic, visual and auditory learning styles
2% of our current students state their ethnicity as ‘Any other white background’, 0.1% of
our current students state their ethnicity as ‘Black African’ 0.2% of our current students
state their ethnicity as Chinese, 0.2% of our current students state their ethnicity as white
and Asian, and 0.1% of our current students state their ethnicity as White and Black
The present staff is all white British.
9 racist incidents have been reported at the school over the past two years
Students can have as their first language English, Polish, French and Chinese. 0.2%
have Chinese as their home language and 2% have polish as their home language.
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Stats for 2006-2007 Y11 (whole cohort & SEN)
Full Cohort Male Female Exclusions < 90% Attendance L4
No of students 184 98 86 16 83 101 123
% 5+ A*-C incl En & Ma 71 39% 38 39% 33 38% 0 0% 13 16% 58 57% 28 23%
% 5+ A*-C 106 58% 61 62% 45 52% 0 0% 26 31% 80 79% 56 46%
2+ Sc A*-C 118 64% 71 72% 47 55% 1 6% 30 36% 88 87% 67 54%
% 5+ A*-G 171 93% 90 92% 81 94% 12 75% 70 84% 101 100% 114 93%
% 1+ A*-G 182 99% 96 98% 86 100% 15 94% 81 98% 101 100% 122 99%
Avg Pt Score 359.46 375.31 341.40 147.75 242.77 455.35 318.34
Attendance KS2 L4 &
All SEN Male Female Exclusions < 90% Attendance >= 90% Below
No of students 27 13 14 4 24 3 21
% 5+ A*-C incl En & Ma 1 4% 0 0% 1 7% 0 0% 1 4% 0 0% 0 0%
% 5+ A*-C 3 11% 1 8% 2 14% 0 0% 3 13% 0 0% 2 10%
2+ Sc A*-C 5 19% 3 23% 2 14% 0 0% 3 13% 2 67% 4 19%
% 5+ A*-G 15 56% 6 46% 9 64% 0 0% 12 50% 3 100% 12 57%
% 1+ A*-G 26 96% 12 92% 14 100% 3 75% 23 96% 3 100% 20 95%
Avg Pt Score 154.81 141.38 167.29 35.50 135.92 306.00 148.95
The Governing Body and School Leadership Team will:
• be proactive in promoting equality and tackling discrimination in all areas;
• maintain an overview of the Equalities Scheme which will be a regular agenda item at
governor meetings and ensure that all staff, parents and students adhere to it;
• work in partnership with others to tackle discrimination, and establish, promote and
disseminate good practice in equalities;
• encourage, support and enable all students and staff to reach their full potential.
The Governing Body is responsible for:
• ensuring that the school complies with all relevant equalities legislation (see para.
• ensuring, with assistance from the Headteacher, that the policy and its related
procedures and strategies are implemented;
• electing a nominated governor with responsibility for Equalities who, with the
Headteacher, will report to the full governing body.
The Headteacher is responsible for:
• co-ordinating all equality work within the school;
• ensuring that the policy and its related procedures and strategies are implemented on
a day to day basis;
• ensuring that all staff are aware of their responsibilities under the policy and that they
are given appropriate training and support to enable them to fulfil these
• initiating disciplinary action against staff or students who discriminate;
• dealing with reported incidents of racism, harassment or other forms of
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People with specific responsibilities (named):
• Jackie Buttery as Child protection Officer, Susan Caddy and Chris Hepworth as
SENCO’s are all responsible for maintaining and sharing with all the staff those
vulnerable students and how their needs will be met;
• Paul Eckersley as Head teacher is responsible for ensuring the specific needs of staff
members are addressed;
• Louise Elliott as Data manager, Stuart Lewis as Deputy Head and Joanne Carter-
Mills as Assistant Head teacher are all responsible for gathering and analysing the
information on outcomes of vulnerable students and staff.
• Paul Eckersley as Head teacher is responsible for monitoring the response to reported
incidents of a discriminatory nature;
• Joanne Carter-Mills is responsible for co-ordinating the Inclusion Quality Mark
equality impact assessment.
All staff should:
• know how to deal with incidents of concern, and how to identify and challenge bias
• know procedures for reporting incidents of racism, harassment or other forms of
• not discriminate on racial, disability or other grounds;
• keep themselves up to date with relevant legislation and attend training and
information events organised by the school or LA;
• ensure that students from all groups are included in all activities and have full access
to the curriculum;
• promote equality and diversity through teaching and through relations with students,
staff, parents, and the wider community.
All students will:
• learn about and understand the school’s Equality Scheme and be expected to behave
in accordance with it;
• experience a curriculum and environment which is respectful of diversity and
difference and prepares them well for life in a diverse society;
• understand the importance of reporting discriminatory bullying and racially motivated
• ensure the peer support programme within the school promotes understanding and
supports students who are experiencing discrimination;
• monitor progress through the Student Council & House Councils.
Visitors and contractors are responsible for complying with the school’s Equality Scheme –
non-compliance will be dealt with by the Headteacher.
3.1 Involvement Processes
Policies are vital to identify and consolidate thinking regarding appropriate provision for
students, however, they are often viewed as an end, when they should be seen as a
process - always evolving in response to changes and evidence from impact
assessments. When developing this Equality Scheme, the school is clear that this is a
process which must be informed by the involvement of all participants such as students,
parents, school staff, governors and external agencies. This will ensure that the school
gleans insights into the barriers faced by people from different social identity
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backgrounds and learns the best ways to overcome such barriers. This Scheme will be
informed, therefore, by:
• the views and aspirations of students themselves from different social identity
• the views and aspirations of parents of students from different social identity
• the views and aspirations of staff from different social identity backgrounds;
• the views and aspirations of members of the community and other agencies, including
voluntary organisations, representing different social identity backgrounds;
• the priorities in the North Yorkshire Children and Young People’s Plan.
3.2 Mechanisms for involvement
At this school the following mechanisms will ensure the views of students inform the
Equality Scheme and action plan:
• Exit interviews with students;
• School council;
• Twice yearly focus groups of students representing different social identity
backgrounds, ie, gender forum, disability forum;
• Individual interviews with students involved in incidents of a discriminatory nature;
• Individual interviews with students experiencing reasonable adjustments;
• Yearly open meetings representing a particular theme shared with the community and
cluster of schools.
At this school the following mechanisms will ensure the views of staff inform the Equality
Scheme and action plan:
• Exit interviews with staff;
• Regular meetings with union representatives;
• Regular staff meetings with specific agenda items;
• Individual discussions with staff as a part of performance management.
At this school the following mechanisms will ensure the views of parents and the
community inform the Equality Scheme and action plan:
• Text to be inserted into communication with parents: “your support for your child’s
education is crucial to their progress. Please tell us if there is any adjustments we
need to make to help you support your child, for example: letters in large font; letters
in different languages; wheelchair access; explaining things over the phone; a
discussion with a school colleague of the same gender.”
• Feedback through the Governing Body meetings;
• Feedback through the PTA meetings;
• Feedback from adults using the school beyond the school day;
• Yearly open meetings with parents and local groups representing a particular theme.
The school’s action plan will focus on developing the involvement of students, staff and
parents from different social identity backgrounds over the three years of this Scheme. We
will consider varying the times, methods and the venues for this involvement to ensure the
best possible attendance and ensure views can be heard. This way the school will learn what
works and the involvement of students staff and parents will improve and deepen over time.
Page 20 of 34 Selby High School Application Booklet
4 Making it happen
4.1 Implementation of Policy
This scheme is supported by an action plan, the progress of which is monitored and evaluated
by the Governing Body.
The action plan that identifies the equality objectives for the school arising from this scheme
and the impact assessment through the Inclusion Quality Mark has:
• clear allocation of responsibility;
• clear allocation of resources, human and financial;
• clear timescales;
• expected outcomes and performance criteria;
• specified dates for review;
The effectiveness of this Scheme will be evaluated and reflected in:
• the School Self-evaluation Form;
• the level achieved in the Inclusion Quality Mark;
• discussions with the School Improvement Partner.
This Equality Scheme will be published and available to anyone requesting a copy. Copies
will be displayed in the school reception area and it will be referenced in school newsletters
and in the school’s prospectus.
This Scheme will be reported on annually. Progress against the action plan will be evaluated
and the impact of the action and activities assessed. This report will be made available as a
separate document and in the school profile and school prospectus.
If you would like this information in another language or format
such as Braille, large print or audio, please ask us.
Aby otrzymać te informacje w innym języku lub formacie, np. w alfabecie brajla, w wersji
dużym drukiem lub audio, prosimy się z nami skontaktować.
Page 21 of 34 Selby High School Application Booklet
Child Protection Procedures Policy
Definition of harm: Section 31 (10) of the Children Act 1989
“Harm means ill treatment or the impairment of health or development, or the failure to
protect. Development means, Physical, Intellectual, Emotional, social or behavioural
development. Health means physical or mental health. Ill treatment includes, sexual abuse,
forms of ill treatment which are not physical (emotional, neglect, domestic violence or
1. Selby High School will follow the principles and procedures laid down by the North
Yorkshire Area Child Protection Committee.
2. Mrs Jacquelyn Buttery, Head of House/Learning Manager, has been designated as the
nominated person for Child Protection to co-ordinate action within the school and
liaise with outside agencies.
3. In the absence of the School’s Child Protection Co-ordinator the named Deputy is
Mrs L Bentley.
4. There are two other teachers who now form the Child Protection team, Mrs C
Hepworth, Senco, and Miss C Cooke, in the event that the designated teacher or her
Deputy are not available.
5. Mrs Eunice Mouncer (Governor) has been designated as the nominated Governor for
Child Protection and will liaise with the Child Protection Co-ordinator on a need to
6. Child abuse is categorised with 4 titles, viz.
NEGLECT ) These categories may overlap
Actual/or likely physical injury to a child or failure to prevent physical injury or
suffering to a child.
Physical abuse may involve hitting, shaking, throwing, poisoning, burning or
scalding, drowning, suffocating or otherwise causing physical harm to a child.
Physical harm may be also caused when a parent or carer feigns the symptoms of or
deliberately causes ill health to a child whom they are looking after.
The following circumstances should raise concern:-
· Absence of explanation for injuries
· Inadequate explanation or an explanation which does not fit well with the
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· A parent showing little or no anxiety about their child
· Injuries of different ageing ie bruises which are different colours eg purple
yellowing 3 – 5 days old.
· The parent blaming the child
Bruises What to look for:-
· Bruising which is not consistent with the age and activity level of the child.
· Unusual bruising eg. belt and buckle
· Bruised eyes, particularly if both eyes are bruised and the bruising continues
underneath the ears.
· Bruising in or around the mouth or ears.
· Finger tip bruising on the body which may indicate forcible grasping or
Burns and Scalds (Thermal Injury)
Scalds and burns are common accidents in children. A child who presents with any
burn should be comprehensively medically examined.
It can be difficult to distinguish between accidental and inflicted burns but, generally,
non-accidental burns are characterised by their regular outlines and their location. (eg
“glove” and/or “stocking” injuries to the extremities) whereas a child who pulls a
saucepan of boiling water over themself suffers diffuse scalds to the facial and chest
area. Burns to the buttocks and groin are rarely accidental.
Accidental burns or scalds should always lead to questioning the amount of
supervision and protection offered to the child and should raise the issue of child
A common burning object, readily to hand at moments of stress or anger, is the
cigarette. Although children can sustain very superficial burns by accident if parents
smoke, brushing against the tip does not cause the characteristic circular punched out
area of skin loss. Multiple cigarette burns are more readily diagnosed as non
accidental injury than single burns that heal rapidly without the need for any medical
attention. However, such burns usually produce very typical scars. (NB –
Impetigo/skin infection can be confused with cigarette burns).
Friction burns are relatively common when children suffer playground accidents but
these are usually associated with contact areas such as buttocks, stomach or chest and
Bites and Scratches
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Bites inflicted by peers or siblings are common in childhood. Children can also
suffer bites and scratches from pets.
Human bite marks are usually distinctive as a circle of two discontinuous semi circles
corresponding to the upper and lower teeth. There is usually no central bruising
area may be swollen. ‘Love bites’ to a child may be signs of a sexual abuse. Bite
marks may be associated with serious or sadistic abuse and are of forensic
importance. An expert should always examine them.
The random movements of newborn infants frequently cause scratch marks,
especially on the face. However, extensive and deep scratches are unlikely to be
Lesions and Cuts
A torn frenulum (the web of skin joining the upper gum and the upper lip) is usually
the result of a shearing force that requires specialist interpretation and investigation.
Restraining children by applying bands and ropes to wrists and ankles can lead to
straight-edged lesions, which should arouse suspicion.
Children can be beaten with a variety of instruments and repeated blows may result in
a series of marks.
Children whose Illness is Fabricated or Induced by Carers
Child welfare concerns may arise when:
• Reported symptoms and signs found on examination are not explained by any
medical condition from which the child may be suffering, or
• Physical examination and results of investigations do not explain reported
symptoms and signs found on examination, or
• There is an inexplicably poor response to prescribed medication and other
• New symptoms are reported on resolution of previous ones, or
• Reported symptoms and found signs are not observed independently of the
• The child’s normal, daily life activities are being curtailed beyond that which
might be expected for any known medical disorder from which the child is
known to suffer.
There may be a number of explanations for these circumstances and each requires
careful consideration. The characteristic of fabricated or induced illness if that there
is a lack of the usual corroboration of finding with symptoms or signs, or, in
circumstances of proven organic illness, lacks of the usual response to proven
effective treatments. It is this puzzling discrepancy which alerts the medical
clinician to possible harm being suffered by the child.
The following list of behaviours exhibited by carers when fabricating or inducing
illness in a child is not exhaustive but can include the following:
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• Deliberately inducing symptoms in children by administering medication or
other substances, or by means of suffocation
• Interfering with treatments by overdosing, not administering them or
interfering with medical equipment such as infusion lines
• Obtaining specialist treatments or equipment for children who do not require
• Exaggerating symptoms, causing professionals to undertake investigations and
treatments which may be invasive, are unnecessary and therefore are harmful
and possibly dangerous
• Claiming the child has symptoms which are unverifiable unless observed
directly, such as pain, frequency of passing urine, vomiting or fits. These
claims result in unnecessary investigations and treatments which may cause
secondary physical problems.
• Alleging psychological illness in a child.
Other Indicators or Physical Abuse
• Delay in seeking medical attention
• No explanation or inadequate explanation of injuries
• Child/parent/witness reports abuse
• Changing explanation of injuries
• Recurrent injuries – particularly if forming a pattern (eg always on a particular
day or in the care of the same person)
• Inadequate parental concern
• Multiple injuries that occurred at different dates
“The persistent or severe neglect of a child or the failure to protect a child from
exposure from any kind of danger, including cold or starvation or extreme or
persistent failure to carry out important aspects of care resulting in the significant
impairment of the child’s health or development, including non-organic failure to
thrive.” eg. bad teeth, poor eyesight, soiling, head lice etc.
Physical Generally neglected appearance, poor personal hygiene, poorly
clothed, hungry, requesting money for food on a regular basis.
Behaviour: Attention difficulties, lack of responsiveness (lacking in concentration
or distracted), a student who stays frozen in one position for an
unnaturally long time, persistent failure to attend schools with the
apparent collusion of the carers.
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“Actual or likely severe adverse effect on the emotional and behavioural development
child caused by persistent or severe emotional ill-treatment or rejection. All abuse
involves some emotional ill-treatment.
Emotional abuse occurs when a child’s basic needs for love, security, praise and
recognition are left unmet as a result either of the parents’ and carers’ negative
actions or their
failure to act positively towards the child.
Emotional abuse is generally difficult to identify and it is sometimes helpful to obtain
psychological and psychiatric opinion as part of the child protection assessment.
Inappropriate chastisement of student who may be experiencing mild
difficulties. (Over reaction to minor issues resulting from contact
relating to comments made on reports/teacher/parent consultations ie:
reducing child to tears, or actions which result in poor self-esteem)
Students who make comments to staff about Parents apathy or
Lack of continuity of care may result from parent/carer having
Exposure to domestic violence, witnessing violence will usually result
student demonstrating negative behaviour in school – poor self esteem,
academic progress showing a significant down turn in results,
attendance at school may also indicate problems which have not been
Behaviours which are emotionally abusive include the following
• Fear inducing/terrorising fear inducing/creation of insecurity
• Inappropriate roles/responsibilities
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“Actual or likely sexual exploitation of a child/adolescent. The child may be overly
dependant upon his/her parents and or developmentally immature.”
Finger tip bruising on the insides of the thighs
Itching/soreness/discharge/bleeding/pain on passing urine/rectal
bleeding/injuries to the genital area.
Persistent abdominal pain or headaches without apparent cause.
Pregnancy in an under 16 student where the identity of the father is
vague or secret should raise concerns (See notes on the Gillick
Principle). Under 16’s understand choices and consequences.
Emotional/behavioural signs may be indicative of sexual abuse.
ii) Sudden onset of wetting/soiling
iii) Display of sexual knowledge or behaviour beyond the student’s
iv) Persistent or excessive masturbation in inappropriate settings
v) Behaving provocatively or seductively with adults.
vi) Appetite/eating disorders
vii) Self harming
(One category alone would not necessarily indicate sexual abuse, although it would
raise concern. However, if several of the above are displayed there is a strong
possibility of sexual abuse. In first instance discuss with nominated Child Protection
CHILD PORNOGRAPHY AND THE INTERNET
It is important to be aware of the danger which pornography on the internet presents
to young people arising from:
It is used by adults to make contact
The risk that adults will seek young people by this means to “groom”
adolescents for inappropriate and abusive relationships ie chat rooms.
If there are particular concerns ie: if a student has disclosed, it may be necessary to
conduct a SECTION 47 ENQUIRY (Social Services)
4. WHAT TO DO IF YOU SUSPECT ABUSE
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A flow chart for referral
A teacher has concerns
The Co-ordinator for Child Protection is notified
If child discloses see separate sheet
on how to manage a disclosure
In the first instance discuss with Mrs
Buttery,Lynne Bentley will deputise for GILLICK Principle
Mrs Buttery ( in the event neither are Any student who is of an age
available see HOH or SENCO or SLT or deemed to have an understanding of
Headteacher) the situation has right to be heard
and any request that they may
make considered and listened to.
See attached description.
Decision will be made whether to make If a referral is made this needs to be
a referral to Social Services – complete shared with the parents/carers.
Appendix 1 & 2. Ring the Duty Social Seek advice re this contact from
worker for advice on 705 421 or Mrs Buttery who will need to assess
ESW 213366 Customer Relations the level of risk posed to the child
213651 how the information is shared with
If there is insufficient concern to warrant Before a written referral is
a referral Appendix 1 & 2 must be given completed check with HOY,
to Mrs Buttery for the Child Protection SENCO to ensure all information is
NB If a student is already known to Social Services Department ie Local Area Child
Protection Committee/Child Protection Register/Family Support. Contact Social Worker or
Duty Officer IMMEDIATELY – This is made by 1. J Buttery, 2. L Bentley, or
SLT/SENCO or Headteacher.
Page 28 of 34 Selby High School Application Booklet
HOW TO HANDLE A DISCLOSURE
In the event that a student discloses it is the teacher’s responsibility to follow this procedure.
• Provide, if possible, a quiet room where the student feels safe to discuss his/her
• Allow the child to talk freely. Try not to show signs of horror/shock or surprise.
Continue to support young person, remain available in case of further disclosures.
• Do NOT ask leading questions in case the information is used in the future during a
criminal/civil case. “Can you tell me what happened?” rather than “Did x hit you?”
Do not ask child to repeat. Do not interrogate. The information from child is only
that which is sufficient to make a referral for further investigation.
• Reassure the student that you believe what the student is saying. Reinforce this by
saying – This is not your fault. Don’t blame yourself etc.
• Explain to the student that for their safety, you must share their concerns with Mrs
Buttery and/ or Social Services. Reinforce the message that this is for his/her safety
and that all the agencies will work together to maintain the student’s safety. Do not
• If in the event it is not possible to record the student’s statement at the point of
disclosure, you will be given the time immediately afterwards to record their
statement. Time and date the meeting and keep all rough copies of paperwork.
• It is vital that this statement is then given to Mrs Buttery (or other designated
teachers) for immediate action.
• The student needs to be kept SAFE until an assessment of risk has taken place. This
may mean exclusion from further lessons.
• If you require time, then alert the Headteacher’s PA who will arrange cover for you.
• Do not rush the student, disclosures can take time!
REMAIN CALM, DO NOT PANIC, THE STUDENT OBVIOUSLY TRUSTS YOU TO
ACT PROFESSIONALLY ON THEIR BEHALF.
It is not the teacher’s responsibility to decide the validity of the disclosure.
Try not to show signs of horror/shock or surprise.
After the initial referral the nominated person will:
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1. Establish a confidential record/file in a secure filing cabinet.
2. Liaise with outside agencies involved in the protection of the child.
3. Prepare reports for Social Services.
4. Prepare reports for Child Protection Case Conferences by liaising with the
appropriate Head of House.
5. Attend Child Protection Case Conference with the appropriate Head of House
6. With the appropriate Head of House monitor the progress of pupils placed on
the Child Protection Register or where there are ongoing concerns.
7. Head of House to update and inform Children at Risk pro-forma which is to
be held by the Headteacher, SLT, + HOHs.
8. Offer support to the pupils concerned.
• HOY will attend the basic Child Protection Awareness courses arranged by
Local Area Child Protection Committee (Training Section)
• Co-ordinator will attend appropriate courses as well as Local Area Child
Protection Committee meetings as required. It is her responsibility to feed
back as necessary to the Pastoral Team.
• The County Guidelines (red and white folder entitled Child Protection
Guidelines and Agency Procedures) are held by Mrs Buttery in the Head of
Year office and are available for staff reference.
Child Protection and Parents/Guardians
Parents will be informed of the school’s responsibility for Child Protection by
inclusion of the following statement in the School Brochure (or subsequent
brochure) issued to all new parents:
“Parents and carers should be aware that the school has a duty to take responsible
action to ensure the welfare and safety of its pupils. In cases where school staff
have cause to be concerned that a pupil may be subject to ill treatment, neglect or
other forms of abuse, staff will follow North Yorkshire Child Protection
Procedures and inform the Social Services of their concern.
“Students are entitled to the same duty of confidence as adults, provided that, in the case of
those UNDER 16 YEARS OF AGE, they have the ability to understand choices and
consequences relating to any treatment. In exceptional circumstances it may be believed
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that a student seeking advice is being exploited or abused. In such cases confidentiality may
be breeched following discussions with the child.”
2000 Framework for the Assessment of Children in Need and their families. Department of
This means that any student who is able to express their wishes and feelings has a right to be
listened to and their wishes and feelings taken into account so long as this does not
compromise their health, welfare and safety in any way.
e.g If in the event a student discloses some form of abuse and you are aware that the
student has siblings who may also be at risk it is appropriate that you override the
student’s wishes for the information not to be shared.
eg A female student requests medical assistance following unprotected sex. If they have
sufficient age and understanding with regard to the choices available and possible
consequences, you may refer them to their GP/Family Planning Clinic without direct
referral to parents. However, it is advisable to discuss with the student the
advisability of sharing their actions with their parent/carer before proceeding.
SAFEGUARDS FOR PUPILS & STAFF
The school will follow LEA guidance regarding the safe recruitment selection and
employment of staff
in order to ensure that every effort is made to deter and prevent any person who may pose a
children working with them. This will include ensuring that all relevant personnel are police
and checked against list 99. Staff volunteers who have not been checked in this manner will
allowed substantial unsupervised access to children.
School staff will always act professionally and conduct any relationships with children in a
Staff will not be put in a position which renders them particularly vulnerable to false
abuse. Any concerns that, for whatever reason, a member of staff may be vulnerable will be
with the designated teacher and headteacher who will make appropriate arrangements to
reduce/eradicate this risk. The decisions made will be recorded and include the reasons for
the risk relates to a particular child a copy will be retained on that child’s file (CP file where
appropriate). Parents, where appropriate, will be informed.
Any member of staff who has concerns that the behaviour of another member of the school’s
is or may be abusive to children will immediately inform the headteacher. If these concerns
the headteacher, the designated teacher and/or designated governor will be informed.
reference school’s whistle blowing arrangements).
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Any member of staff who feels that, for whatever reason, they may behave in a manner
abusive or neglectful to pupils has a responsibility to report this to the headteacher who will
arrangements to secure that safety and protection of pupils. Advice, where necessary, may
by the head from Education Personnel.
The school’s policy on physical restraint relates to this policy, where a ‘restraint’ appears to
conducted in a manner which could constitute abuse these procedures will be followed.
Where abuse by children is either suspected or becomes known, the designated teacher will
with the headteacher and Senior ESW in order to secure appropriate arrangements for the
protection of all and make child protection referrals where appropriate. School have made
arrangements for safe use of internet by using NYCC filtering system.
ALLEGATIONS OF ABUSE MADE AGAINST A MEMBER OF STAFF
All children will be listened to and taken seriously whenever making an allegation of a CP
nature, irrespective of the person they are making the allegation about. We acknowledge
that this is particularly difficult when the subject of the allegation is a colleague and/or
friend. On no account, however, should the person listening to the allegation offer an
alternative explanation or blame the child, the LEA procedures in the A.C.P.C handbook and
NYCC Personnel Guidance Sec. 22 of Personnel Manual will always be followed. It is
acknowledge that such allegations may be malicious misplaced or false. We also
acknowledge that education staff may on occasion be abusive to children. It is essential for
both the child and the members of staff that allegations are investigated properly in order that
children are protected and that any member of staff who has been falsely accused can be
proven innocent. In the event that an allegation is made against the Headteacher the matter
should be reported to the Designated Teacher of the nominated Governor, whose role it is to
ensure that the agreed procedure is followed, they will proceed as the ‘headteacher’ as
The person who has received an allegation or witnessed an event will immediately inform the
headteacher who will take steps to secure the immediate safety needs of the child or children
and seek any urgent medical attention required. The member of staff will not be approached
at this stage unless necessary to address the immediate safety of children.
The headteacher will consult the lead LEA officer for Child Protection or the Specialist
Senior ESW for Child Protection in order to decide how to proceed. This decision will be
made with regard to DfES guidance and LEA procedures designed to secure the rights and
well-being of children and staff.
Consideration will be given throughout to the support and information needs of pupils,
parents and staff. The headteacher will inform the nominated governor for child protection
of any allegation against a member of staff. (Please refer to Sec. 22 of Personnel Manual,
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DfES guidance and LEA procedures in the ACPC Procedures if you wish to expand this
CHILDREN WHO GO MISSING
When a child who is on the child protection register ‘goes missing’ or is significantly absent
the designated teacher will immediately inform Social Services. When other children go
missing or change school and information is not available regarding the receiving school the
school (who?) will immediately inform the Education Social Work Service, who will take
appropriate action to trace the child..
SUPPORT FOR STAFF
Child protection work can be difficult, distressing and extremely stressful. School staff who
become involved in this area of work will, therefore, often need support and a ‘listening ear’.
Staff will be supported by Jackie Buttery and Head of House team. The designated teacher
will be supported by Paul Eckersley. Please note that additional support is always available
from the ESW Service, Pat Scully Tel: 01757 213366 and Rosemary Cannell Tel: 01423
ROLE OF GOVERNORS
There will be an annual item on the Governors’ Meeting agenda to; be informed of the
number of children in school on the Child Protection Register (not to include names or
details); consider any training needs; be informed of any training undertaken; review this
Additionally governors will undertake their responsibilities in relation to allegations against
staff and any disciplinary procedures.
REVIEW OF POLICY
The school will review the Policy for Child Protection procedures in line with local and
Designated Teacher for Child Protection
The Children Act 1989. Section 31 (10)
NYACPC Child Protection Procedures & Guidance 2002.
“Every Child Matters” DOH 2004.
Framework for the Assessment of Children in need and their families. DOH 2000
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SELBY HIGH SCHOOL
Child Protection Procedures
It is not the responsibility of teachers to investigate abuse nor decide if abuse
has taken place. We do, however, have a duty to act on concern and refer to
Written in line with “Every Child Matters” 2004
Children Act 1989
Education Social Worker
North Yorkshire Safeguarding Children Board
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