Policies

Key school policies are available in this section. If you require any further information contact us.

You can download a copy of this policy below.

Accessibility Plan

This Policy was approved by:

Business Management Committee:  25 June 2018

Full Governing Body:  9 July 2018

Date for Review:  June 2021

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

You can download a copy of this policy below.

Attendance Policy

This Policy was approved by:

Business Management Committee:  25 June 2018

Full Governing Body:  9 July 2018

Date for Review:  June 2021

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

Rationale

Good behaviour is important in any school for effective teaching and learning to take place. At Fred Longworth High School students are treated as individuals and excellent relationships exist between staff and students, which are based on mutual respect. All members of the school community must understand that poor behaviour of any type will not be tolerated. High standards are achieved through clarity of expectations, an emphasis on praise and rewards and a focus on stimulating and effective teaching and learning. This policy outlines how these high standards will be achieved.

Purposes

  1. Clarify what is meant by good behaviour.
  2. Have a clear structure and procedures for dealing with behavioural issues.
  3. Maximise the impact that the school, as an organisation, can have on good behaviour.
  4. Help give students, staff and parents a sense of direction and a feeling of common purpose.
  5. Help students feel good about themselves and others.
  6. Minimise the occurrence of misbehaviour and confrontation.
  7. Ensure that all students have the right to learn and teachers have the right to teach.
  8. Comply with government expectations with regard to school discipline and behaviour policies.

Guidelines – in lessons students should:

  • Adhere to the classroom ground rules.
  • Not speak while the teacher or another student is speaking.
  • Enter and leave lessons in an orderly manner.
  • Be punctual.
  • Arrive with student notebook, pen, pencil, ruler, relevant equipment, books and files.
  • Be given help individually when necessary.
  • Sustain hard work.
  • Contribute to the lesson, refine ideas and show good manners.
  • Show respect to staff, students and the wider community.
  • Wear full and correct school uniform
  • Whilst Covid 19 regulations are in operation, all social distancing rulesand expectations regarding hygiene must be adhered to.

The above is an extract from the full policy document which you can read in full below.

Behaviour Policy

This Policy was approved by:

Full Governing Body: 6 July 2020

Date for Review: March 2021

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

You can download a copy of this policy below.

Anti Bullying Policy

This Policy was approved by:

Standards Committee of The Governing Body: 2 March 2020

Date for Review: March 2021

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

You can download a copy of this policy below.

Cyber Bullying Policy

This Policy was approved by:

Full Governing Body: 13 July 2020

Date for Review: July 2021

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

You can download a copy of this policy below.

E-Safety Policy

This Policy was approved by:

Full Governing Body: 23 November 2020

Date for Review: November 2021

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

You can download a copy of this policy below.

Exclusions Policy

This Policy was approved by:

Standards Committee:  2 March 2020

Full Governing Body:  23 March 2020

Date for Review:  March 2022

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

You can download a copy of this policy below.

Homework Policy

Published: September 2021

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

You can download a copy of this policy below.

Searching. Screening & Confiscation Policy

This Policy was approved by:

Full Governing Body: 1 July 2019

Date for Review: July 2021

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

You can download a copy of this policy below.

Use of Reasonable Force and Restraint Policy

This Policy was approved by:

Full Governing Body: 1 July 2019

Date for Review: July 2021

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

You can download a copy of this policy below.

Biometrics Policy

This Policy was approved by:

Business Management Committee: 9 March 2020

Full Governing Body: 23 March 2020

Date for Review: Live

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

You can download a copy of this policy below.

Careers Policy

This Policy was approved by:

Full Governing Body: 25 March 2019

Date for Review: March 2022

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

You can download a copy of this policy below.

CCTV Policy

This Policy was approved by:

Business Management Committee: 9 November 2020

Date for Review: November 2022

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

You can download a copy of this policy below.

Charging & Remissions Policy

This Policy was approved by:

Business Management Committee: 9 March 2020

Full Governing Body: 23 March 2020

Date for Review: March 2022

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

You can download a copy of this policy below.

Children Looked After Policy

This Policy was approved by:

Full Governing Body: 25 March 2019

Date for Review: March 2021

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

Introduction

At Fred Longworth, we encourage all members of our school community to be their best through our focus on “Belonging, Engaging, Succeeding Together”. The focus on working together is particularly important as we seek to forge and maintain excellent relationships with our parents and carers. Only through this partnership approach can we provide the best possible education for all our students.

In addition to the codes of conduct already in place for staff and governors, this code of conduct aims to provide clear guidelines on how parents, carers and visitors to our school are expected to behave. It provides clarity on the types of behaviour that will not be tolerated and sets out the actions that school can take in response to any breaches of the code. Visitors to our social media sites are included within the scope of this code.

As a school, we are committed to resolving difficulties in a constructive manner and would ask that the same approach is taken by all the members of our school community. This will help us to foster the very best possible partnerships as we seek the very best education for all our students. All visitors to school should be aware that staff, including those on Reception, are entitled to be treated with respect and courtesy.

The above is an extract from the full document which you can read in full below.

Code of Conduct for Parents & Carers

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

You can download a copy of this policy below.

Complaints Procedure

Date of Revision: July 2021

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

Introduction

Fred Longworth High School is keen to encourage cycling and walking to school to promote healthy and environmentally friendly lifestyles and to help to reduce congestion at busy times before and after school. However cycling to school is potentially very dangerous and as a school we want to ensure that we are doing all that we can to promote safe cycling and to minimise the associated risks with cycling to school. We need the support of parents in implementing this policy; parents play a key role in ensuring that their sons and daughters cooperate with the school’s policy on cycling to school.

In order to minimise risks to our students we are introducing a ‘Cycle to School’ contract and in order for permission to cycle to school to be granted, parents and students must read and agree to the following:

Cycling to School Contract
  1. All bicycles must be roadworthy and appropriate for the age of the student in terms of frame size and seat height. All bikes must have brakes that work safely.
  2. Students must wear a helmet to cycle to and from school and this helmet must be visible to school staff when students enter the school site. The school will provide an area to store helmets during lesson times.
  3. When students are on school site they must dismount their bike and walk the bike to the cycle storage areas.
  4. Students will ensure that they provide a lock for their bike to be secured on school grounds in the bike storage areas.
  5. During the winter months when cycling to and from school in the dark, parents will ensure that students wear reflective clothing and that all bikes have front and rear lights.
  6. All students will cycle in a safe manner and take into account pedestrians and other school children.
  7. All students will refrain from listening to music through earphones whilst cycling to school.
  8. Students who are found to be cycling dangerously will be spoken to about their unsafe cycling and permission to cycle to school may be withdrawn.
  9. The school will offer cycle safety courses for students free of charge to those who wish to take part. All students who cycle to school will be requested to take part in an age appropriate course unless they have already undertaken a suitable course at primary school.
  10. Parents who need to discuss issues with cycling to school will contact the relevant Head of Year or Mr Whalley, Deputy Headteacher.

If you have not already signed and returned to school the ‘Cycling to School Contract’ you can download a PDF version (see below) then print, read, sign and return it school.

Cycling to School Contract

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

You can download a copy of this policy below.

Data Protection Policy

This Policy was approved by:

Business Management Committee: 29 June 2020

Full Governing Body: 13 July 2020

Date for Review: Live

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

You can download a copy of this policy below.

Educational Visits Policy

This Policy was approved by:

Standards Committee of the Governing Body : 2 March 2020

Date for Review: March 2021

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

For advice to candidates, please see the specific documents within our Student section.

The following specific policies govern the conduct of examinations in school.

Internal Appeals Policy

Controlled Assessment Policy

Word Processing Policy

The files above are provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

You can download a copy of this policy below.

First Aid Policy

This Policy was approved by:

Business Management Committee: 9 March 2020

Full Governing Body: 23 March 2020

Date for Review: March 2022

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

You can download a copy of this policy below.

Intimate / Personal Care Policy

This Policy was approved by:

Full Governing Body: 1 July 2019

Date for Review: July 2021

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

You can download a copy of this policy below.

Mental Health Policy

This Policy was approved by:

Standards Committee of the Governing Body: 2 March 2020

Full Governing Body: 1 July 2019

Date for Review: January 2022

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

Rationale

Mobile phones are part of modern society and the majority of students will now own a mobile phone. We understand that for safety reasons students will carry a mobile phone in order to contact parents/carers after school/before school. However, mobile phones can lead to several problems in school, for example bullying, disruption to lessons and inappropriate web usage. As a school we strongly encourage our students to talk to each other and develop friendship groups at break and lunchtime, as opposed to using their mobile phones. As a result the use of mobile phones during school hours is completely forbidden, and students found using their mobile phone during school hours will be dealt with in accordance with this policy.

Purpose

  1. To clarify the school position on mobile phones.
  2. To ensure that staff, students and parents are fully conversant with the policy and understand the reasons for the policy.
  3. To support our behaviour management policy, which aims for outstanding behaviour and safety of students across the school.
  4. To ensure that student welfare and safeguarding incidents associated with mobile phones are minimised.

Guidelines

  1. Mobile phones must remain switched off during school hours. This includes break and lunchtimes. Mobile phones are not allowed on site – this is defined as ‘inside the school gates’.
  2. Any student seen using their mobile phone during school hours will have their phone confiscated. Phones must not be seen or heard.
  3. This includes the use of ‘Smart’ or Apple watches – the use of these is not allowed as they are effectively mobile phones and will be treated as such.
  4. Confiscated phones must be taken to reception where the phone will be secured in the school safe.
  5. After the first confiscation students will be allowed to collect their phone at the end of the week. Parents will be required to collect the mobile phone following the second or any subsequent confiscations, parents are also allowed to collect the phone if confiscated on the first occasion.
  6. When a phone is confiscated parents need to be aware that there may be a time delay before the phone is able to be collected.
  7. Students are allowed to use their phone to contact home relating to safety/transport, home reasons after a drama, music or sporting activity. In this instance staff should allow students to use their phone on the school site if this is appropriate.
  8. Students who use their phone in school will be given a Loss of Reward (LoR). This will lead to a detention from the relevant HoY. If this issue becomes persistent, the student will be referred to the Pastoral Deputy who will then consider strategies such as a pastoral meeting, detentions, or Room 101.
  9. Students must not use their phone to listen to music if they are cycling to school. Students should also be mindful of traffic and dangerous situations if using their phone when walking to and from school.
  10. Students will receive assemblies explaining the mobile phone policy and the policywill be placed on the school website for parents/carers to access.
  11. When issues with mobile phones exist that involve serious misuse of the phone, transmitting images, cyber bullying etc.; parents will be brought into school and the Malicious Communications Act will be explained to them. This states that parents are responsible for the phone and any issues resulting from the phone when it is used by a ‘minor’.

Policy revised March 2019.

You can download a copy of this policy below.

Mobile Phone Policy

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

You can download a copy of this policy below.

Provider Access Policy

This Policy was approved by:

Full Governing Body: 25 March 2019

Date for Review: March 2022

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

The Pupil Premium is additional funding which is allocated to schools on the basis of the number of pupils who have been eligible for free school meals (FSM) at any point over the last six years (known as ‘Ever 6 FSM’) and Service Children including those who were eligible for the Service child premium at any point in the last three years (known as ‘Ever 3 Service Child’). Students in care, who have been looked after by local authorities for more than six months also continue to qualify for the Pupil Premium. The Pupil Premium is aimed at addressing the current underlying inequalities which exist between children from disadvantaged backgrounds and their more affluent peers.

PURPOSE OF THE PUPIL PREMIUM POLICY

The purpose of this policy is to outline how we will ensure that the Pupil Premium allocated to us has an impact on narrowing the attainment gaps which currently exist between disadvantaged pupils and their peers.

As a school in receipt of Pupil Premium funding, we are accountable to our parents and school community for how we are using this additional resource to narrow the achievement gaps of our pupils.

Rationale

At Fred Longworth High School all members of staff and governors accept responsibility for those pupils recognised as ‘disadvantaged’ and are committed to meeting their pastoral, social and academic needs. Every child who is considered to be ‘disadvantaged’ is valued, respected and entitled to develop to his/her full potential irrespective of disadvantage.

HOW WE WILL MAKE DECISIONS REGARDING THE USE OF THE PUPIL PREMIUM

In making decisions on the use of the Pupil Premium we will:

  • ensure that Pupil Premium funding allocated to our school is used solely for its intended purpose.
  • use the latest evidence based research on proven strategies which work to narrow the attainment gaps and adapt these as necessary to meet the needs of our pupils.
  • be transparent in our reporting of how we have used the Pupil Premium, so that our parents, interested stakeholders and Ofsted are fully aware of how this additional resource has been used to make a difference.
  • encourage take up of Pupil Premium by working proactively with our parents and carers in a sensitive and supportive manner and to remove any potential barriers or stigma attached to claiming Pupil Premium. In doing so, we also recognise the vital role that parents and carers play in the lives of their children.
  • recognise that not all pupils who receive free school meals will be socially disadvantaged or underachieving. We also recognise that not all pupils who are socially disadvantaged or vulnerable are registered or qualify for free school meals. We therefore reserve the right to allocate Pupil Premium funding to support any groups of pupils the school has legitimately identified as being socially disadvantaged or vulnerable.
  • be mindful of the fact that eligibility and take up of Pupil Premium does not equate with pupils being considered to be of ‘low ability’ because of their social circumstances.
  • ensure there is robust monitoring and evaluation in place to account for the use of the Pupil Premium, by the school and governing body.
  • recognise the fact that Pupil Premium pupils are not a homogeneous group and cover a wide range of needs. As such the strategies we use to raise attainment will take these group and individual needs fully into account
  • monitor progress of pupils within each year group to ensure pupils from disadvantaged backgrounds are making progress across the whole curriculum.
  • use high quality teaching and learning as the preferred way to narrow the gaps in attainment in the first instance. We will also use high quality interventions with proven evidence of impact to assist our pupils who need additional support in a time limited way.
  • use the Pupil Premium for all year groups not just those taking examinations at the end of the year.

Link to The Education Endowment Foundation, Teaching and Learning Toolkit

https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/

ROLES AND RESPONSIBILITIES

We expect all members of our school community, particularly staff and governors to be committed to raising standards and narrowing the attainment gaps for our pupils.

The Senior Leadership Team at Fred Longworth High School are responsible for the implementation of this policy, with the overview provided by the Deputy Headteacher responsible for Learning and Standards. As a team, we will ensure that all staff are aware of their responsibilities in narrowing the gaps of our pupils and that disadvantaged pupils remain a high profile cohort within the school. We will also ensure that staff are given appropriate support and relevant professional development opportunities to accelerate pupil’s progress and attainment. The use of  Pupil Premium funding will be monitored regularly to check to see that it is providing value for money.

It will be the responsibility of the Head teacher to report to Governors on:

  • the progress made towards narrowing the gap, by year group, for disadvantaged pupils,
  • an outline of the provision that has been made since the last report
  • an evaluation of the cost effectiveness, in terms of the progress made by the pupils receiving a particular provision, when compared with other forms of support.

TEACHING AND SUPPORT STAFF

Through classroom teaching, effective pastoral care, additional support strategies; teaching and support staff will:

  • maintain the highest expectations of all pupils and not equate disadvantage of circumstance with ‘low ability’,
  • promote an inclusive and collaborative ethos in their classrooms which enable pupils from disadvantaged backgrounds to thrive.
  • plan and deliver curricula and lessons to a high standard and support the acceleration of progress in learning, so that gaps can be narrowed and improvements maintained.
  • support disadvantaged groups of pupils in their class through differentiated planning and teaching, especially for those who find aspects of learning difficult and are in danger of falling behind.
  • keep up-to-date with teaching strategies and research, which have proven track record in narrowing the gaps in attainment and achievement.
  • provide opportunities for staff to engage in a range of professional development opportunities suited to their particular needs and role. This will support them in implementing successful strategies to accelerate progress of pupils and narrow the gaps.
  • support disadvantaged groups of pupils in accessing the curriculum through the identification of barriers to learning and finding strategies to make progress.

GOVERNING BODY

Our governing body has an important role in ensuring our school complies with legislation and that this policy, along with its specific stated actions for narrowing the gaps is implemented.

In monitoring and evaluating the work of the school in relation to the Pupil Premium, the governing body will take into account a range of information, including quantitative (data on progress and attainment) and qualitative (case studies, views, surveys etc.) data as evidence of impact.

MONITORING AND REVIEWING THE POLICY

Our work in relation to the Pupil Premium will be regularly reviewed to ensure it is having the intended impact. This will allow us to make adjustments if particular strategies are not working well. In reviewing out strategies we recognise the importance of context, we will evaluate new strategies as robustly as possible to ensure that the approaches we are using have the desired effect.

The Pupil Premium is allocated to children from low-income families who are currently known to be eligible for Free School Meals or who have been looked after continuously for more than six months.

You can download a copy of this document below.

Pupil Premium Strategy 2019/20

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

  • For the Academic Year 2019-20 Fred Longworth High School receives £10,000 in Catch Up Premium Funding.
  • The money is used to fund literacy interventions with this group of students in order to improve their access to the curriculum. Interventions include targeted Learning Coach provision, the Reading Plus Scheme, Lexia Reading and Toe by Toe Reading intervention.
  • Some of the funding has been used to provide Learning Coaches with specific training in working with students for Maths recovery
  • The creation of the two Accelerate Groups in Y7 is intended to boost the literacy and numeracy skills of the most vulnerable students in the year group. Learning Coach support and teacher expertise has been allocated to both groups in order to accelerate progress

The Pupil Premium is allocated to children from low-income families who are currently known to be eligible for Free School Meals or who have been looked after continuously for more than six months.

You can download a copy of this document below.

Pupil Premium Strategy 2018/19

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

  • For the Academic Year 2018-19 Fred Longworth High School receives £10,000 in Catch Up Premium Funding.
  • The money is used to fund literacy interventions with this group of students in order to improve their access to the curriculum. Interventions include targeted TA provision, the Reading Plus Scheme, Lexia Reading and Toe by Toe Reading intervention
  • TAs have received specific training in working with students for Maths recovery
  • The creation of the two Accelerate Groups in Y7 is intended to boost the literacy and numeracy skills of the most vulnerable students in the year group. TA support and teacher expertise has been allocated to the two groups in order to accelerate progress

Impact:

  • Yr 7 Accelerate groups are successful. Student & staff voice very positive on impact & improvement in reading ages for the Accelerate group.
  • Data shows 100% increase in reading scores for targeted year 7 students. Marked improvement in the reading ages of the 4 weakest readers.

Impact on numeracy:

  • The creation of the Y7 Maths Accelerate group was a success.  The alternative curriculum that the students followed allowed them to increase their proficiency in numeracy.
  • Over the course of the year, the main focus/topic of the lessons was Number.
  • Students improved with their number work over the course of the year. All students in the class were firstly tested for ‘Maths Recovery’.  From this, the weakest pupils were identified and given
  • 1-2-1 lessons during their usual Maths lessons. 71% of students reached ‘expected’ within the determined curriculum. The group will continue into Y8.

Pupil Premium Impact Statement 2018/19

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

Relationships and Sex Education Policy

This Policy was approved by:

Standards Committee of the Governing Body: 7 June 2021

Date for Review: June 2023

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

Rewards Criteria  

In order for students to qualify for rewards and trips, including the Year 11 Leavers’ Dinner, the following criteria must be met:

  • Attendance of 97% or above, students who miss this target may have specific genuine reasons for this which would be taken into account;
  • Students should be making good progress and achieve at least a Bronze Award;
  • Homework should be completed on time and to a good standard, students who have failed to complete large numbers of homework will not be allowed to attend trips;
  • No exclusions;
  • No Room 101 days unless students have completed Community Service tasks such as litter picking, equal to time spent in Room 101;
  • No more than 10 late marks in a year, or 3 per term;
  • No unauthorised absences (including holidays);
  • Students in Year 11 must achieve 50 rewards by the deadline set.

If only one of these criteria has not been met the Head of Year may in exceptional circumstances allow a student to attend the end of year trip or the y11 Leavers’ Dinner.

You can download a copy of this policy below.

Safeguarding Policy

This Policy was approved by:

Full Governing Body: November 2020

Date for Review: November 2021

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

You can download a copy of this policy below.

Special Educational Needs Policy

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

Guiding Principles 

The provision and delivery of a curriculum experience matched to the special educational needs of students at Fred Longworth High School is underpinned by the following guiding principle:

We aim to provide a quality learning experience which is valued by the student.  There is an emphasis on high expectations, personal challenge and achievement in a caring and supportive atmosphere.

To support this:

·       the student is placed at the centre of the process

·       positive relationships with students based upon trust and mutual respect are a priority

·       a graduated approach is employed

·       home and school form a mutually supportive partnership to serve the interests of the student

Does my child have SEND?

A young person has Special Educational Needs or Disability if they have a learning difficulty or disability which calls for special educational provision to be made for them. If the impairment has a substantial and long term effect on a person’s ability to carry out normal day to day activities it may amount to a disability.

If your child is identified as having a SEND we will inform you and place them on the SEND register.

Arrangements at Transition

Students with SEND are identified throughout the transition process. Meetings take place between the Year 6 teacher and SENCO and our Inclusion Manager and HLTA Inclusion. We offer a range of support during transition to help students make the move from what is often a smaller primary school setting to a larger high school. Information on students with an identified SEND is gathered from all relevant primary schools. The Inclusion manager/HLTA Inclusion will arrange an enhanced transition package where necessary for any students who it is felt will benefit from this.

Within the enhanced transition package arrangements will be made for some students to make extra visits to Fred Longworth. During these visits we will address any worries or concerns that the student might have. A pre ‘Moving Up’ day is held for students on the SEND register who have been identified as needing extra transition support. This day is designed to give students the opportunity to meet with their peers prior to ‘Moving up’ day. Support for parents is provided during the transition stage. Key staff are available during Open Evening and Year 6 Parents’ Evening.

How will my child’s needs be identified?

All children are entitled to receive help according to their needs. It is recognised that, as levels of severity increase, so does the input from the school. There is no time restriction for a child to be regarded as having Special Educational Needs so movement up and down the SEND Register is monitored regularly by the SENCO and Inclusion Manager.

The areas of need are:

·       cognition and learning

·       emotional, behavioural and social

·       sensory/physical and/or medical

·       communication and interaction

On Entry:

During their first term, all students are given a standardised reading test and the full range of Cognitive Abilities Tests. Students with low reading, spelling or numeracy scores will be immediately identified for personalised learning support strategies. Parents will be informed via discussion and letter about the precise interventions to be delivered throughout the academic year.

Your child’s progress can be discussed with the SENCO and Inclusion Manager at any point. Your child’s needs may warrant inclusion on the school’s SEND Register which is regularly reviewed to ensure that all students’ needs are being met.

How will Fred Longworth High School support my child?

For the majority of students, quality first classroom teaching will fulfil their learning needs. Some students, however, may require the curriculum to be slightly adapted or work to be additionally differentiated in order for the individual to make progress.

Some students may require 1 to 1 or small group intervention from a member of the SEND team to bridge a learning gap or to develop strategies to cope with a particular need.

Support and Interventions

Following identification of learning needs, the SEND team will initiate personalised intervention. Intervention may include:

·       1:1 or small group reading intervention (Sounds Write) which is an individualised programme based on phonic awareness

·       Toe by Toe, a highly structured multi-sensory reading programme

·       Lexia, a personalised technology based reading programme

·       Specialised teaching from the Targeted Education Support Service

·       Six week Literacy Booster session

·       In class support from a teaching assistant

·       Numeracy intervention

·       Nurture Group

·       Extended Nurture work: self- esteem, transition, self-awareness, friendship groups, emotional well-being group and anger management

·       Speech and Language

·       Break and lunchtime clubs

·       1:1 mentoring

·       Homework club

·       Provision of alternative learning materials/ special equipment

·       Personal Care team

What other professional agencies might be involved in my child’s development?

When it is considered necessary, colleagues from the following Local Authority support services will be involved with SEND students:

·       Targeted Education Support Service

·       Educational Psychology Service

·       Health specialists

·       Speech and Language therapists

·       Physiotherapists

·       Outreach service: a coordinated team of specialist staff from Hope, Landgate, New Greenhall, Oakfield and Willow Grove Schools

·       Sensory support service (hearing and visual)

·       Gateway

·       Child and Adolescent Mental Health service (CAMHS)

·       Careers Advisory Service

·       Social Care

·       Child Advocacy

·       Occupational therapists

How will my child’s SEND be shared with staff?

Children with moderate to severe SEND will be placed on the school’s SEND Register which is regularly reviewed and used to track student progression and monitor effective provision. Students with a Statement or EHC Plan also have an Individual Educational Plan (IEPs) outlining key targets, brief student background, core data and teaching and learning strategies. Both the SEND Register and IEPs are shared with teaching staff to ensure information has been communicated. Progress of students on the SEND register is regularly monitored.

Student data and personal information is only shared and discussed when it is professionally pertinent to do so.

How will Fred Longworth High School support my child’s overall well-being?

At Fred Longworth High School, we recognise that for some children school is not always an easy experience. Children occasionally face social and emotional challenges which can impede their learning; for these more vulnerable children our involvement might need to be intensified, and to this purpose we run five nurture groups.

Nurture groups at Fred Longworth High School are modelled on the key principles of nurture as identified by the Nurture Group Network. We recognise that:

·       Children’s learning is understood developmentally

·       The classroom offers a safe base

·       Nurture is important for the development of self-esteem

·       Language is understood as a vital means of communication

·       All behaviour is communication

These five principles provide a framework from which we operate to offer a more intensive level of support for our more vulnerable or anxious students. We work closely with Heads of Year, form tutors and external agencies. We offer a comprehensive package of support allowing students the opportunity to share their worries or concerns with a specially trained member of staff. Some students may need to remain under the care and guidance of our nurture groups throughout their time at Fred Longworth whereas for others, their time might be more short term.  Every child is very much an individual and their needs are assessed as such. We welcome any student in need, and always maintain a secure and supportive working relationship with parents and carers.

The school offers a range of activities during unstructured times and after school including access to the Learning Resource Centre, sporting activities and two nurturing environments.

How can I be involved?

At Fred Longworth High School we aim to work in cooperation with parents and students to create the best outcomes for individual students. We will invite parents into school regularly throughout the academic year to discuss their child’s progress. This will usually take place through Statement or Education and Health Care Plan (EHC Plan) review meetings, parents’ evenings, progress review days and the reporting process.

Other situations may arise where it is necessary to contact home to:

·       arrange an annual Statement or EHC Plan review or discuss issues from a current Statement or EHC Plan.

·       request parental permission for specialist assessment of a student. This is followed by a formal letter/referral.

·       discuss new/arising issues regarding a student’s behavioural or academic need not presently identified.

·       discuss reports following external intervention from a service such as Speech and Language Service.

·       informally speak with parents regarding their child’s needs and progress.

My child has a Statement/Education and Health Care Plan. How will this be reviewed?

·       The Annual Review ensures that, once a year, the parents, student, Local Authority, school, and all the professionals involved consider both the progress the student has made over the previous 12 months and whether any amendments need to be made to the Statement or EHC Plan.

·       This is a period of transition where students with a Statement are being transferred over to an EHC Plan. We will inform you if this is the case with your child.

What will happen during an annual Statement/Education and Health Care Plan review?

The Annual Review should aim to:

·       assess the student’s progress towards meeting the objectives specified in the Statement/EHC Plan and to collate and record information that the school and other professionals can use in planning their support;

·       in the case of the first Annual Review, assess the student’s progress towards meeting targets agreed and recorded in the IEP, or its equivalent, following the issuing of the Statement/EHC Plan; and in the case of all other reviews to assess progress towards the targets in the IEP, or its equivalent, set at the previous review;

·       review the special provision made, including appropriateness of special equipment provided, in the context of the National Curriculum and assessment and reporting arrangements. Where appropriate, school will provide a profile of current levels of attainment in basic literacy, numeracy and a summary of progress achieved in other curriculum areas;

·       indicate, where the Statement/EHC Plan involves a modification or disapplication of the National Curriculum, what special arrangements the school have made for the student;

·       consider the continuing appropriateness of the Statement/EHC Plan in the light of the student’s performance during the previous year, and any additional special educational needs which may have become apparent in that time.

·       consider whether to cease to maintain the Statement/EHC Plan or whether to make any amendments, including any further modifications or disapplication of the National Curriculum;

·       set new targets for the coming year, if the Statement is to be maintained. Progress towards those targets can be considered at the next review meeting.

Transition to post 16 provision

·       All students attend presentations given by local post-16 providers during the PSHE Days and assemblies held in Year 10 and 11.

·       All students with a Statement/EHC Plan receive an enhanced transition package and receive at least two 1:1 career sessions in Year 10 and 11 with the nominated Careers Advisor.

·       Opportunities are given for trips to local colleges and universities.

·       Post-16 provision is organised through an annual Statement or EHC Plan.

Staff expertise

Teaching and support staff are experienced in working with children with a range of SEND including ASD, ADHD and specific learning difficulties. Teaching Assistants are all appropriately qualified for their roles. The SENCO is a member of the Senior Leadership Team, holds the National Award for SENCO qualification and the Certificate for Competence in Educational Testing.

Arrangements made for reasonable adjustments

The school works within the examination board guidelines to put into place access arrangements that are appropriate and meet the needs of the individual student.

How accessible is the school environment?

There are two disabled access toilet areas in school, one hygiene suite and a number of ramps for wheelchair access. Disabled parking is also available in the visitor and staff car parking areas.

Who can I talk to if I have any concerns?

If you have any concerns with regard to the SEND provision offered at Fred Longworth High School please contact Mrs Jacqui Gannon (Inclusion Manager) on 01942 883796 or email her at gannonj@flhs.wigan.sch.uk or Mrs Donna Waring (SENCO) at waringd@flhs.wigan.sch.uk

You can download a copy of this policy below.

Supporting Students with Medical Conditions Policy

This Policy was approved by:

Standards Committee of the Governing Body: 2 March 2020

Date for Review: January 2022

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.

We expect all students to wear the correct school uniform in the correct way. Students who arrive at school not wearing the correct uniform may be sent home to change.

  • Black blazer, with the school badge (compulsory)
  • A full length school tie with school badge visible, colour appropriate to year group
  • A plain white cotton school shirt or blouse (without motifs) that must be tucked in at all times and with the top button fastened
  • Approved black school trousers or skirt, these should be obtained from our suppliers and should have the school logo on and in the correct place
  • Approved skirts must be pleated and be a minimum length of 22 inches and be on or just below the knee
  • ‘V’ necked black jumper if desired (not to be worn as an alternative to the school blazer)
  • Plain black or white socks (no other colour or patterns are allowed) Plain black opaque tights must be worn with skirts.
  • Sensible black school shoes with black laces. Trainers or trainer style, canvas, high heeled shoes are not allowed.  Plain black boots are allowed – however boots may only be worn with trousers and trousers must cover the full length of the boots. ** Additional guidance on acceptable footwear is available by clicking here, (or as a PDF file )**
  • A plain warm showerproof outdoor coat (NO leather, denim jackets, sweat shirt ‘hoodies’ or cardigans to be used as top coats)

Non-school uniform days

Please could all students and parents be aware that on non-uniform days our expectations regarding personal appearance, make-up/jewellery are the same as any ‘normal’ day. We want students to enjoy these days, however our expectations for these days are:

No jewellery

No make up

No cropped tops

Correct PE kit to be worn

Students must adhere to these basic expectations for all non-uniform days, for these days to continue.

Uniform changes for September 2021

 

Year 7

From September 2021 all Y7 girls will be expected to wear either a new style pinafore dress or trousers. The new dress is very smart, and the price is similar to the current skirt. As result of the higher neckline on the new dress, we have also changed the tie to raise the height of the coloured strip. The new ties are Velcro fastened.

All other year groups

Given the current economic climate, we do not feel it is appropriate to insist that all other year groups switch to the pinafore dress or trousers straight away; however, all year groups will be expected to have the new tie from September 2021. 

From September 2021, the new dress will be gradually introduced throughout the academic year. As the girls grow out of their old skirts and need to replace them, the suppliers will only sell the new pinafore dress or trousers. By September 2022, we will expect all girls to be in the new dress (or trousers).

Physical Education kit and accessories

Boys 

  • Black shorts with school logo
  • Black performance training top with school logo
  • Black socks
  • Football boots
  • Gym / training shoes (with non-marking sole)
  • Black Base Layer (additional warmth in colder months)(optional)
  • Zipped Training top (optional)
  • Black Training Pants (optional)
  • Gym / training shoes (with non-marking sole)

Click on these links for images of the kit: Full KitPerformance Training TopsZipped Training TopsShortsPants / LeggingsSports Socks

Girls

  • Black shorts with school logo
  • Black performance training top with school logo
  • Black socks
  • Gym / training shoes (with non-marking sole)
  • Zipped training top (optional)
  • Black Base Layer (additional warmth in colder months)(optional)
  • Black Sports leggings (optional)
  • Gym / training shoes (with non-marking sole)

Click on these links for images of the kit: Full KitPerformance Training TopsZipped Training TopsShortsPants / LeggingsSports Socks


School Suppliers

Icon Embroidery:

Unit 5, The Gables, Stour Road, Astley, M29 7PX

Tel: 01942 375253

Website: https://www.iconembroidery.co.uk/

Wendy’s Uniforms:

428 Tyldesley Road, Atherton, M46 9AT

Tel: 01942 877317

Website: http://wendysuniforms-co-uk.3dcartstores.com/

A & H Rosenfield:

Leigh Market, Spinning Jenny Way, Leigh

Tel: 01942 269046

Website: https://aandhrosenfield.co.uk/

Jay Max:

1 Gas Street, Leigh, WN7 4PD
Tel: 01942 682 984

Website: https://www.jaymaxuniforms.com/


General Points

  1. Brightly coloured T-shirts should not be worn underneath shirts.
  2. Cosmetics and coloured nail polish should not be worn to school. This includes false nails.
  3. Extreme hairstyles in terms of colour and cut e.g. tramlines/patterns are not permitted. Braids must be the same colour as the hair and must be secured by bands of the same colour. Any hair bands or bobbles should be plain and of a sensible size.*
  4. Jewellery (including badges) other than a wrist watch is not permitted. Ears and other body parts should not be pierced if it means that sleeper/studs have to be worn during the school day.
  5. Mobile phones, iPods and MP3 players must not be seen or heard during school hours. If seen they will be confiscated until the end of the week. Students are permitted to use mobile phones at the end of the school day outside the school buildings.
  6. If students wear incorrect footwear without an appropriate medical reason they will be isolated at break and lunchtimes.
Students who arrive at school not wearing the correct school uniform may be sent home to change.

*Policy on Hairstyles

All students are expected to have a smart, business-like appearance. Extreme hairstyles are not permitted. Students with hairstyles/cuts which have any part that is shaved at less than a number ‘2’ will be dealt with by their Head of Year (HOY). With hair colouring and highlights, these need to be a natural colour that blends with the students’ normal hair colour.

All students must have a hairstyle/cut that allows them to be safe both around the school site and in lessons. This is particularly important in practical subjects where it presents health and safety issuesWhen walking around the site and in lessons all students must be able to have good vision; hair should not obscure a student’s vision. 

For these reasons we expect all students to refrain from having hair covering their eyes at all times on school site, and we expect hair to be tied back or adjusted through using a hair band or clip. Hair accessories must be small, plain and black, no bows or flowers are allowed.

The policy with dealing with any student who doesn’t conform to the expectations will be:

  • For ‘extreme’ hairstyles the student will be placed in The Internal Exclusion Room (extreme refers to those hairstyles that very clearly are not acceptable e.g. brightly coloured hair, totally shaved heads).
  • With hairstyles that do not conform to the above initially the HOY will speak to parents and agree a timescale to rectify the problem.
  • If the timescale is not adhered to the student will lose breaks and lunchtimes, and will continue to lose time at breaks, lunchtimes and after school until the matter is resolved.
  • Any student who refuses to work with the HOY on this matter will be placed in The Internal Exclusion Room.

Equipment

All students need to have a school bag which is large enough to carry files, books, PE kit etc.

Students must have with them at all times:

  • Pen(s)
  • Pencil(s)
  • Ruler(s)
  • Green pen(s) (for correcting, improving work, re-drafting work)
  • Ear-phones (for use on school computers/lap-tops if required)
  • Calculator – suitable for Maths lessons
  • Student Learning Diary
  • Reading book

Pens, pencils, rulers can be bought from the school office and HoY offices.

You can download a copy of this policy below.

Work Experience Policy

This Policy was approved by:

Standards Committee of The Governing Body: 2 March 2020

Date for Review: Live

The file above is provided in PDF format and will open on most computers, tablets and smartphones without the need for additional software, but if you need to download a reader follow this link (computers only) or on tablets and smartphones use the Apple iTunes or Google Play stores.