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Policies >> Governor's Report

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Untitled Document

THE BOARD OF GOVERNORS

Western Education and Library Representatives

Mr D Aiken
Dr N Pollock
Mr W D Reilly [Chairman]
Mrs S Slevin
Mrs E Waterson
Mrs K Wilson

Department of Education Representatives

Rev R Herron
Mr H.D.Pyne
Mr I.Sampson
Mr E Spence

Parents Representatives

Mr M. Hyndman
Mrs M C Scott
Mr G Young
Mrs P Tandon

Teacher's Representatives

Mr G Bingham
Mr J A Reid

The Headmaster [Non-voting Member]

Mr J B McBain

Addresses for Correspondence

Mr W D Reilly 12 Main Street Omagh BT78 1BA
Mr J B McBain 21-23 Dublin Road Omagh BT78 1HF

With the exception of the Headmaster, each Governor's term of office will expire on 31st October 2005

THE GOVERNORS REPORT

1. INTRODUCTION

This report covers the school years 2002-03 and 2003-2004. However the Budget Reports relate to the corresponding financial years and the notes on staffing and enrolment relate to the position at September 2003 and September 2004.

2. BOARD OF GOVERNORS

Boards of Governors in controlled schools serve a four year term of office that parallels local government elections. The present Board of Governors [the fifth in the school's recent history] will come to the end of its term of office in October 2005. The Governors meet monthly throughout the academic year in full session and many more times in committee to deal with specific matters of business, such as the appointment of a teacher or inspection of the budget. Each committee has it own Chairperson and as far as possible the membership of each committee reflects the overall structure of the of the Board of Governors with members drawn proportionately from each sector – WELB, Department of Education, Parents and Teachers. The main committees are Appointments, Finance and General Purposes, Curriculum, Salary, Staff and Admissions. Minutes of the Board of Governors, recording the work of these committees, are kept in the office of the Headmaster's secretary where they are available for consultation by parents. The remainder of this report outlines the work of these committees during the past two years.

2.1 Appointments Committee

Staff Changes : September 2003

Four new members of staff took up their posts on 1st September 2003. Mrs Ruth Cousins joined us from Strabane Grammar as Head of Physics, taking over from Mrs Vida Given who retired in June 2003 after a distinguished career in the Academy spanning 33 years. In the Technology Department Mr Paddy Crozier joined us from Enniskillen Collegiate replacing Mr John Montgomery. At Christmas 2003 Mr Roy Wilkinson bowed out as Head of Art and Design having held the post for 36 years. He was succeeded as Head of Art and Design by his colleague of many years Mr Des Glover, who has been joined in the Art Department by Miss Jennifer Sproule in her first appointment as a graduate teacher of Art and Design. There were a number of changes on the non-teaching staff. Mrs Marion McKinley retired after 40 years in the school office as a member of the clerical team. Our growing dependence upon computers saw the creation of a new post in the Academy and the appointment in March 2003 of Mr Scott Roulston as our first ICT Technician. In the school library Miss Paula Kerr was followed by Mrs Gail Waterson who took up the post on 1st September 2003.

Staff Changes September 2004

June 2004 saw the departure of another loyal long-serving member of staff when Mrs Lorna Kincaid resigned her post as Head of Mathematics to begin a new life in Canada with her husband and daughters. A former pupil of the Academy who joined the staff in 1981 Mrs Kincaid was for all of those 23 years an energetic and gifted teacher of Mathematic. Her post as Head of Mathematics was filled by the promotion of her colleague Miss Joanne Faulkner and the Department further strengthened by the recruitment of Miss Sarah Jones a Maths graduate with a first class Hons. Degree in her first year of teaching. In the English Department Miss Sarah Rountree left us to take up a post in Methodist College having been appointed to the Staff in September 2000 as a teacher of English and French. In September 2004 her place was filled in a full-time temporary capacity by Miss Orla Gallagher appointed for one school year in the first instance. Mrs Lynda McKee, a member of our English Department was granted a third year secondment to the WELB as the Board's International Officer. Filling her place for one year we welcomed former pupil, now a graduate teacher of English, Miss Lynn Sproule.

2.2 Finance and General Purposes Committee

During the two years covered by this report the Finance Committee met regularly to monitor expenditure and keep the budget within limits set by the WELB. This was no easy task because the LMS formula used by the WELB failed in both years to generate sufficient funding for the Academy to meet its inescapable costs. This meant annual recourse to the Board's reserve fund which was itself being run down in anticipation of “Common Funding” a shorthand reference for impending legislation to replace seven LMS formulae with a single common formula that would be applied to all schools. Predictions that Common Funding would benefit controlled Grammar Schools were shown to be wide of the mark when the Department published comparative figures for the ‘new and old' formulae as part of a consultation exercise. This showed money moving out of the post-primary sector and into the primary sector with Grammar Schools hardest hit. At a meeting of the Secondary Heads Association in October 2004 the Minister stated his intention to introduce a common funding policy with effect from 1st April 2005. While Omagh Academy may not be as badly hit as some Grammar Schools, the proposed reductions threaten our present level of staffing and by extension the breadth of the curriculum available and subjects on offer to pupils. Despite such pressures the school has been able to maintain the buildings and its grounds to a standard that keeps it looking new even though fifteen years have passed since the building was refurbished in 1989/90. Each summer approximately 20% of the interior is redecorated in a rolling programme which also includes the purchase of new furniture as the old wears out.

The most significant development of the past two years has been the construction of a new Technology block at the rear of the school. This reflects the growing importance of Technology and Design in the curriculum and the need for greatly improved facilities over what was approved in 1987 when plans were passed for the 1989 extension and refurbishment. The new building houses two workshops with associated planning rooms, a state of the art IT systems room and generous display and storage space. Constructed in keeping with the rest of the school its brick finish and pitched tiled roof belies its functionality as a link with the world of manufacturing and product and design.

In an ongoing programme of development the former Technology Rooms in the main building are being refurbished as Computer Laboratories to provide a new centre within the school for the ICT Department. One of the two workshops was converted during the summer of 2004. Work on the other workshop and former systems room is scheduled for completion in the spring 2005. At that time one of the rooms presently occupied by ICT will become available for Business Studies; the other will become a ‘bookable room' for use by all other subjects in the curriculum when subject teachers want 25 pupils to go on-line in the pursuit of knowledge in their own subject areas or employ IT in the development of their own studies.

When the development programme outlined above is complete the school will have six fully equipped ICT suites with clusters of computers in the Library and Study Room in addition to fully functional intranet with terminals in every classroom for curriculum and administrative functions. On completion of the above programme the school will have facilities for all subjects capable of sustaining it for the foreseeable future.

2.3 The Curriculum Committee

The role of the Curriculum Committee is that of ensuring that the school delivers the curriculum which it is statutorily obliged to provide to all pupils in Key Stage 3 and Key Stage 4. This includes making recommendations to the Board of Governors about the overall balancing of staffing and the future needs of the school. Since such issues are to a large extent externally driven by the Department of Education and CCEA, much of the work of the Curriculum Committee is focused on the Sixth Form and the provision of courses post GCSE for pupils in the age range 16 – 18. This work is closely allied to finance and the Curriculum and Finance Committees routinely bring joint recommendations to full meetings of the Board of Governors for formal ratification.

If there was ever a time in the past when the curriculum was settled and teachers could prepare pupils for examinations using the past papers of the previous 10 years, those days have gone. The curriculum is no longer a static target: the goals which pupils are now expected to reach are a moving target, presenting teachers with an unprecedented challenges. In September 2000 AS levels were introduced: four years on they have barely settled into the system when a major government report [October 2004] recommends their removal and their replacement along with GCSEs and A-levels by a new diploma structure.

At the lower end of the school the plans for a revised curriculum at KS3 are being rolled out by CCEA for delivery in September 2006. Reforms to GCSE are an inevitable consequence as KS4 bridges the gap between GCSE and the new programmes being developed for post-16 studies. To some extent the Governors can only sit and watch as the school's Leadership Team and the Heads of Department wrestle with the flood of reform: however theirs is more than a watching brief in that their understanding and support is essential to the statutory delivery of the programmes laid down by the Department.

With effect from September 2004 schools were also required to have Development Plans formally presented to and approved by the Board of Governors. This is a requirement of which Omagh Academy has met since the late nineties but it is now being extended to all schools in the province. It has however given the Curriculum Committee an added role in school life. School Development Plans normally look ahead and cover a period of 2-3 years; the current School Development Plan for Omagh Academy is included later in this report.

As part of its School Development Plan the Academy secured funding for 2003-04 for the Development and Dissemination of Good Practice [DDGP]. This has allowed the school to deploy a teacher with learning support skills for the equivalent of one day per week. The learning support teacher works in a number of departments assisting targeted Year 9 pupils and producing differentiating tasks and resources. This initiative has enabled the school to build on good practice already evident in each department.

2.4 The Salary Committee

The Scheme of Management for Controlled Schools requires that each Board of Governors has a salary policy relating to the appointment and promotion of staff and that this policy is reviewed annually. This is the role of the Salary Committee whose work includes the annual determination of the placement of each teacher on the pay spine and, in consultation with staff, annual review of the posts for which Management Allowances are paid. The Salary Committee is also responsible for agreeing with the principal and vice-principal the criteria against which their performance is annually reviewed. Threshold Assessment for eligible teachers is carried out on behalf of the Board of Governors by the school principal.

Over the next two years [2004-2006] the Department of Education plans to introduce PRSD [Performance Review and Staff Development] for all teachers. This will also include criteria by which teachers are assessed for progression on the upper pay spine after they have passed through the threshold. The day to day management of this policy falls to the principal but the Salary Committee have a role to play in that the new structures have got considerable implications for staff costs.

2.5 The Staff Committee

The staff Committee consists of the Chairman, the Headmaster and four other Governors. Its task is to consider complaints from parents, grievances from staff and any other matters relating to the Western Education and Library Board's Model Disciplinary Procedure, as well as administration of the Procedures for dealing with teachers whose work is unsatisfactory. Minutes of meetings of the Staff Committee are confidential to the Board of Governors.

2.6 The Admissions Committee

The Admissions Committee consists of the Chairman, the principal and four other Governors who together represent the interests of parents, teachers, the Western Board and the Department of Education. It is this committee's task to keep under review the criteria for admission to Year 8 as part of the Transfer Procedure and select pupils for admission strictly in accordance with the published criteria. Parents who feel that the criteria were not correctly applied in relation to their son or daughter during the Transfer Procedure have the right to appeal to an independent appeals tribunal. The school's Admissions Policy to Year 8 and Years 9 - 14 is published annually in the school Prospectus and is available for inspection on request at the school office. It is also available on the School website. The number of pupils admitted to Year 8 over the last four years is shown in the accompanying table along with the names of feeder primary schools.

TRANSFER TABLES 1999 – 2004 [Ap = Applied Ad=Admitted]

 

1999

2000

2001

2002

2003

2004

GRADES

Ap

Ad

Ap

Ad

Ap

Ad

Ap

Ad

Ap

Ad

Ap

Ad

A

91

91

70

70

80

80

67

67

97

97

75

76

B1

21

7

16

16

8

8

12

12

17

2

12

13

B2

13

-

15

9

6

6

11

11

20

1

13

6

C1

2

-

1

-

5

3

7

6

13

1

3

-

C2

2

-

-

-

-

-

5

1

2

-

-

-

D

-

-

-

-

-

-

2

-

-

-

-

-

OTHERS

 

 

 

 

 

 

 

 

 

 

2

4

 

129

98

102

95

103

97

104

97

149

101

105

99

ENROLMENT SEPTEMBER 2004

YEAR

BOYS

GIRLS

TOTAL

08

41

57

98

09

49

51

100

10

54

44

98

11

46

47

93

12

46

44

90

13

45

50

95

14

33

60

93

TOTAL

312

355

667

.

.

.

.

.

.

.


FEEDER PRIMARY SCHOOLS

Ardstraw Primary School

Gortin Primary School

Augher Primary School

Hutton Primary School

Ballygawley Primary School

Killen Primary School

Bridgehill Primary School

Lack Primary School

Carntall Primary School

Langfield Primary School

Clogher Regional Primary School

McClintock Primary School

Dervaghroy Primary School

Newtownstewart Model Primary School

Denamona Primary School

Omagh County Primary School

Dromore Controlled Primary School

Omagh Integrated Primary School

Drumlegagh Primary School

Queen Elizabeth II Primary School

Dunmullan Primary School

Trillick Primary School

Edwards Primary School

Sion Mills Primary School

Erganagh

Sixmilecross Primary School

Gibson Primary School

Trillick Primary School

Gillygooley Primary School

 

.

.

.

.

.

.

.

.

.

.

.


THE CURRICULUM

The curriculum at Key Stage 3 [Years 8-10] and Key Stage 4 [Years 11 and 12] conforms with the requirements of the Northern Ireland Curriculum. These are set out in the school's Curriculum Policy, copies of which are available for inspection on request at the school office.

Candidates follow courses leading to external examinations at Key Stage 3 [English, Mathematics and Science], GCSE, AS level and A2. The majority of subjects follow the specifications of CCEA, but some subjects use EDEXEL, AQA and OCR.

The new AS and A2 examinations heave been successfully integrated into the school curriculum and the format for Year 13 and Year 14 study is explained to Year 13 parents at an open evening early in the academic year. For the first time in January 2004 pupils in Year 14 were given the opportunity to resit some AS modules.

Pupils taking 3 AS subjects in Year 13 also follow the Further Studies enrichment programme. This provides pupils with a choice between ‘Young Enterprise', ‘Welcome Europe' and ECDL [European Computer Driving Licence]. The latter two elements replace the Key Skills component, which the school no longer offers. The General Studies Programme for Year 13 was reviewed and replaced with a timetabled careers period for each Year 13 pupil. In Year 14 General Studies talks cover issues such as student loans, interview techniques and stress relief.

The school aims to give pupils opportunities to develop intellectually, socially, physically and emotionally and promotes the following activities:

Extra Curricular Activities:

1. Team Games and Sport: rugby football, hockey, cricket, soccer, tennis, badminton, netball, basketball, swimming, athletics and cross-country running.

2. Cultural Activities: choir, orchestra, senior and junior drama, theatre visits, Scripture Union, Human Rights and Young Enterprise.

3. Clubs and Societies: debating, public speaking, aero-modelling, angling, cookery, technology and computing.

4. Outdoor Activities: Duke of Edinburgh Award Scheme, hill walking and field work.

EXAMINATION RESULTS

A detailed analysis of examination results at Key Stage 3, GCSE, AS and A-level is provided in the Results section at the end of this booklet along with other statistical information relating to the academic years 2002-2003 and 2003-2004. In both years record breaking results were achieved, facts celebrated by the Principal in his address at Speech Days in 2003 and 2004. The Principal's Report at Speech Day is printed in full in the School Magazine of each year and includes the names of those who excelled in the external examinations. The Magazine also records the destinations of school leavers which shows that almost all of those who completed AS and A-level courses in the Academy proceeded to higher education and a wide range of careers in the professions and other walks of life.

EDUCATION FOR MUTUAL UNDERSTANDING

Education for Mutual Understanding helps pupils to develop positive values and mutual respect: it also encourages them to appreciate and accept human differences of all kind, including culture, disability, gender, ethnicity, politics and religion. EMU also promotes an understanding of interdependence within the family, within the local community and within the wider world. During the past two years pupils in Omagh Academy had opportunities to explore all of these areas through the school curriculum, extra-curricular activities and work with the following external agencies:

• Lion's International
• Rotary
• Co-operation Ireland
• Omagh District Council
• PSNI Community Relations
• WELB Music Service – Youth Orchestra
• Education Industry Liaison Group
• Careers' Conventions
• Public Speaking, Debating, and Quiz Competitions
• Community Service Projects
• Music and Drama
• Netball Soccer, Golf, Badminton, Table Tennis
• Athletics, Hockey, Cross-country, Rugby, Tennis, Angling

.

Pupils from the school also contribute significantly to youth work in the community through membership of youth committees and participation in cross-community projects e.g. Ego Project which tackles issues of drugs and alcohol mis-use among the school age population. Some very constructive cross-community work is curriculum based and occurs when A-level students meet to explore complex topics on the examination syllabus at AS and A2 level. Social contacts between the schools in the town are also good. Our pupils routinely meet in the workplace where many have part-time jobs in the service sector and socially in the evenings and at weekends.

SCHOOL SECURITY

Article 15 of “The Education [ Northern Ireland] Order 1988” requires Boards of Governors to include within their reports to parents:

• The arrangements made for the security of pupils and staff at the school and the school premises
• Any changes in these arrangements since the last report

The present security arrangements include:

• Staff on duty in the corridors before school, during morning break and after school
• Supervisors on duty in the corridors and playground at lunch time
• The caretaker and his staff on duty around the school through out the working day
• In the evening the school premises are made secure by the caretaker who checks that all windows are closed, all doors locked and the intruder alarm activated.
• Signs on the approaches to the school request all visitors to report to Reception
• Notices advise motorists that cars parked illegally will be clamped

In the summer of 2000 14 CCTV cameras were installed covering the approaches to the school and movement within the school. The cameras are linked to a 16 track video recorder which records images form each camera and has a play-back function. In the summer of 2002 a 15th camera was added to the system to cover the entrance to the Music Department.

THE CODE OF PRACTICE: Special Educational Needs

Article 8 of the “Education [Northern Ireland] Order 1996 requires that the Board of Governors of each mainstream school must report annually to parents on:
• the operation of its SEN Policy

• any significant changes in the policy
• the outcome of any consultation on the policy which has taken place within the Board, or other schools
• SEN resource allocation over the year
• its arrangements for the admission of pupils who have special educational needs
• the steps taken to ensure that pupils who have special educational needs are treated no less favourably than other pupils, and
• facilities to assist access to the school by pupils who have special educational needs.

This order came into operation on 1st September 1998.

The school had 23 pupils on its SEN register. Each of these pupils had an Individual Education Plan, and they received appropriate support. All rooms in the school are accessible by wheelchairs and one classroom assistant was employed to support pupils who had statements of special educational needs. One of our statemented pupils was educated off-site for two-thirds of his timetable. Pupils who are sight impaired were supported by specialist teachers employed by the Western Board. Some pupils who had been identified as requiring special help with Literacy and Numeracy also received assistance.

Cognitive Abilities Tests were taken by pupils in Years 8 and Year 10. The results of these tests helped the school to monitor progress at Key Stage 3 and to identify pupils who require assistance. Appropriate support strategies were developed for pupils highlighted during this exercise. As the school receives no funding for Special Education Needs, the cost of this exercise has had to be borne by our own budget.

.

FINANCIAL REPORT
L.M.S. INCOME AND EXPENDITURE
FOR YEAR ENDING 31ST MARCH 2003 & 2004

The Governors Financial Plan based upon the school's Budget Allocation has been fully implemented and is presented in the Financial report detailed below.

2002/03 2003/04

ALLOCATION 1835104 2007605

MUSIC FEES 4579 11673

LETTINGS AND OTHER INCOME 500 500

1840183 % 2019778 %

Part-time, Permanent and Temporary Teachers 1454738 79.05 1526902 75.60

Clerical, Technical and Foreign Language Assistants 131515 7.15 154879 7.67

Caretaking and Supervisory Staff 32057 1.74 45750 2.26

Oil, Electricity and Gas 33091 1.80 40534 2.01

Rates and Water 3667 0.20 3670 0.18

Maintenance of Premises and Grounds 21494 1.17 25350 1.25

DSO Cleaning 53513 2.91 60233 2.98

Supplies and Services (incl. Music Fees) 47751 2.59 59934 2.96

Furniture and Fittings 29 0.01 2807 0.14

Transport and Travel 4380 0.24 5364 0.27

Equipment, Books and Practice Materials 45958 2.50 48269 2.40

Examination Fees 34314 1.86 37863 1.87

Capital Expenditure 0 0 0 0

Carry Forward - 22324 - 1.22 8223 0.41

1840183 100.00% 2019778 100.00%

THE SCHOOL FUND
for Year Ending 31st July 2002 & 2003

The No 3 Account follows the school year and, as a result, the figures for the school year 2003-04, while completed by the school have not yet been added.

.

Income 2002 2003 Expenditure 2002 2003

£ £ £ £

School Fund 6333 16496 Travel Expenses 2094 2170

Photographs 1654 2492 Bus Hire 12048 18736

Bus Money 328 297 Sporting Expenses 3210 3485

School Trips 2761 338 General Expenses 6046 5625

Transfer from Computer Expenses 0 1645

Savings A/C 13500 11000 Music Expenses 0 190

Irish Rugby Football Photographs 1500 1114

Union 2475 2665 Trips 2810 475

Sundry Income 540 534 Books 600 490

Year Book 214 - Speech Day 0 342

Gum Shields 629 Bank Charges 8 0

Donations to Charity 0 305

Total Income 28434 33822 Total Expenditure 28762 27313

Net surplus for year ending 31st July 2002 £ 118

Net surplus for year ending 31st July 2003 £ -755

SCHOOL DEVELOPMENT PLAN : 2004–2006
“LEADING FOR LEARNING”
Background

In October 2000 the SMT worked with Mr. John Young, RTU, on the development of a whole school policy for Teaching and Learning. This was the focus for staff training on a Baker Day in August 2001, followed up in 2002 – 03 by training for Heads of Department on how to develop the policy in their own subject areas. During the period 2004 – 06 the aim is to take forward what has been achieved, within the context of what lies ahead

The Context:

Over the next three years the S.D.P. must take account of the following:

1. The need for all schools to develop self-evaluating procedures in line with the E.T.I. policy document, “Together Towards Improvement” [TTI]

2. Proposals by CCEA for a new style curriculum at Key Stage 3, with changes being phased in from September 2006, starting with Year 8

3. The enhanced access which all teachers and pupils will have to ICT, made possible by C2K

Preparation and Planning

In order to address issues relating to each of the above strands, senior members of staff participated in the following Management Development Courses

• Together Towards Improvement: [T.T.I.] In September 2003 the principal and vice-principal attended a course on the Health Promoting Schools Initiative [H.P.S.I.] and decided that the Academy should join the programme for two reasons:
(1) as an expression of the school's commitment to the health of the Institution, its staff and its pupils.
(2) as a response to the Education and Training Inspectorate's TTI document in which every school in the Province is required to work towards becoming a self-evaluating school

Since TTI and HPSI are fully compatible, the thinking was that an audit and evaluation of Health Promotion in the school would be a suitable point for entry into the TTI programme.
• The Key Stage Three Curriculum: [K.S.3] In January 2004 eight senior members of staff, supported by CASS Officer, Mrs .Marion Boyle, participated in a residential course organised by the Regional Training Unit. The outcome was a decision that in the run-up to the new curriculum in September 2006, the focus should be on Year 9 and the development of strategies of teaching and learning appropriate for the new style.

Year 9 [school year 2003-2004] was chosen for the following reasons:

(1) The spread of ability in Year 9, in terms of grades achieved in the Transfer Test, is the widest of any year group in the school, ranging from A to C2
(2) The results of the CAT tests [Cognitive Ability Tests] taken by this cohort on entry showed considerable variation and some disparities
(3) There were in Year 9 a number of boys characterised by their teachers as “high demand pupils” in terms of the effort required to manage their behaviour and maximise their potential

The aim is to develop methods of formative assessment that will work for these boys in terms of improving behaviour and raising achievement.

Research evidence shows that such strategies can be readily adapted for the benefit of others in the year group and throughout Key Stage 3 generally. This in turn fits in with CCEA proposals for a new approach to the KS 3 curriculum.

• Leadership and ICT: In February 2004 the principal and Mrs.Clarke, Head of ICT, were in the first cohort of School Leaders to participate in a course designed to enhance vision in the use of ICT, in light of the potential of C2K.

Note: The opportunity to relocate and refurbish the ICT suite, along with the facilities in the new Technology Building, will give the Academy 6 rooms each with 25 networked computers, in addition to computers in every classroom and in clusters around the school.

The Structure

The background and context of the SDP 2004–2006 means that it has three inter-related and inter-dependent strands:

Strand 1

Together towards Improvement [TTI] focussed on the Health Promoting Schools Initiative [HPSI] and the processes of self-evaluation

Strand 2

The Key Stage 3 curriculum focussed on Year 9 and the use of Formative Assessment

Strand 3

Leadership for ICT focussed on Staff Development for C2K including ILT [Information Learning Technologies] and MIS [Management Information Systems]

STRAND ONE

TOGETHER TOWARDS IMPROVEMENT
[Health Promoting Schools Initiative]

This is a Province wide programme which has been going for some time. Schools which complete the programme successfully are permitted to use the HPSI logo on their stationery and other publicity material as a quality mark.

In December 2003 the school set up a HPSI team comprised of five members. In January 2004, Mrs.Sheila Gamble, HPSI co-ordinator for the WELB conducted an audit of existing provision on Omagh Academy. This audit forms the basis of the action plan for this strand of the School Development Plan.

STRAND TWO

THE KEY STAGE THREE CURRICULUM
[Formative Assessment in Year 9]

1. In October 2003 the principal attended a residential conference organised by the RTU for Heads of schools which were participating in the Senior Management Development Programme 2003 – 04. During the conference time was set aside for Heads to work with a support officer on their own School Development Plans.

2. In January 2004 Mrs. Marion Boyle, the RTU support officer assigned to work with Omagh Academy, visited the school and spent half a day with the Leadership Team. During her visit it was agreed that the programme for the residential conference on 22 – 23 January 2004 would focus on teaching and learning in Year 9.

3. In advance of the residential conference all teachers were asked to identify, by name, pupils in Year 9 whom they felt were underachieving, including able pupils who were cruising. Over 40 pupils were named.

4. Data in respect of each pupil was collated and studied during the residential conference. Following discussion agreement was reached to:

• Refine the list to a smaller and more manageable number

• Develop formative assessment for use with these pupils

5. An progression plan in respect of the above two points was also agreed.

• Tuesday, 10th February 2004: Staff Meeting to explain the way forward and refine the list to a smaller number of pupils, including analyses of the specific needs of each pupil to be included in the scheme.
• Thursday 19th February: Exceptional Closure. Work on a programme of formative assessment to be used with the named cohort of Year 9 pupils.
STRAND THREE

LEADERSHIP FOR I.C.T.
[Staff Development for I.L.T. and M.I.S]

During the RTU course “Leadership for ICT” it was claimed that the effective use of ICT by teachers could improve learning and raise achievement by as much as one grade at GCSE. Management Information Systems are capable of generating attainable targets for each pupil, the pursuit of which can be greatly facilitated by Information Learning Technologies.

ILT is, in part, a play on words to emphasise the learning potential of ICT. It also has a technological dimension by providing an overarching term for ICT and VLEs [Virtual Learning Environments] - something like an Internet Classroom.

In terms of Staff Development it is hoped that each teacher will:

• have a greater knowledge of how to exploit the potential of C2K for teaching and learning
• know and understand the added value of ICT to raising achievement of pupils
• have developed their own personal ICT capability
• have developed networks to share good practice in the effective use of ICT

According to the Inspectorate, subject leaders are also expected to include in their departmental handbooks, development plans for the use of ICT in their own subject.

In the course of a review exercise it became clear that each strand was, in fact, focussed on self-evaluation and self-improvement; this means that all three come within the framework of the Department's T.T.I. Document, “Together Towards Improvement” which seeks to develop in schools a culture of self-evaluation and self-improvement.

This has been adopted as the over-arching theme for Omagh Academy's School Development Plan 2004 – 2006 the aim being the development of a culture of self-evaluation and self-improvement, with each strand represented by a target, as follows.

• Strand 1 Formative Assessment
• Strand 2 Health Promoting School
• Strand 3 C2k; Raising Pupil Achievement

ENVIRONMENT AND ETHOS
The School Development Plan has two sides:

(1) Learning and Teaching
(2) Environment and Ethos

During the period 2004 – 06 the side which relates to “Learning and Teaching” is being taken forward within the framework of the Department of Education's policy “Together Towards Improvement”. The side which relates to “Environment and Ethos” aims to improve the physical environment of the school and enrich the experience of pupils and staff by addressing the following targets: -

(a) The School Estate

• Relocate and refurbish the I.C.T. Department
• Complete the refurbishment of Room S2 as an additional I.C.T. Suite
• Develop Room 12 as “bookable” I.C.T. Suite
• Up-grade I.C.T. provision in the new Technology Suite
• Relocate and refurbish the Business Studies Department
• Up-grade Biology Laboratory [Room S1] to D.E. “Handbook standards”
• Replace floor covering in the Lecture Theatre and redecorate
• Renew the furniture in Rooms 221 and 22
• Maintain the internal and external painting programme.
• Co-operate with the WELB and Roads' Service in the creation of a synthetic pitch on the Campsie Playing Fields.
• Work with the Board on the refurbishment of the Campsie Changing Rooms.
• Plan for the removal of OCFE from the former Prep Building

(b) Pupil Development

• Keep under review the provision of out of hours learning opportunities during the last year of NOF Funding and plan for the future.
• Revive the Duke of Edinburgh Scheme in the school
• Set up a School Council.

(c) Staff Development

• Ensure that Staff Development is linked to the three strands of T.T.I.
C2K : Raising Pupil Achievement
Formative Assessment
Health Promoting School Initiative
• Continue to support staff in the management of their own C.P.D. [Continuous Professional Development]

(d) School Policies

• Revise and review existing policies as necessary.
• Implement new policies as required by the Department and Board with specific reference to
Comments and Complaints
Freedom of Information Act

(e) The School and the Community

• Conclude Centenary Celebrations
Publication of a Centenary Review
Special Edition of the School Magazine
• Continue to develop the School Website
• Revise arrangements for Speech Day with specific reference to an occasionearly in September for pupils and Prize Winners in Year 14.

CHILD PROTECTION : SUMMARY POLICY

1. The pupil's welfare must always be paramount.

2. There are 4 types of abuse i.e.

• physical ]
• emotional ] see detailed policy for recognition of abuse
• neglect ]
• sexual ]
3. Role of teaching staff and non-teaching staff:

a. If a teacher or a member of the non-teacher staff has any concerns regarding above, speak to the designated teacher [Mrs Shiels] or the deputy designated teacher [Mrs Smith]. In the event that the designated teacher/deputy designated teacher/Headmaster is not available, and the member of staff feels that the pupil is at risk the following procedures should be followed. During school hours telephone the WELB Child Protection 028 8241 1456

Out of school hours telephone Social Services at Omagh Health Centre 028 8224 3521

b. If a pupil approaches a teacher, the teacher must:

• listen to what is being said
• take all disclosures seriously
• stay in control
• do not promise that information discussed will remain confidential.
• make notes of dates and details immediately after the pupil has made a disclosure. Where possible write down actual words used. Do not take notes as pupil talks.
• speak to the designated teacher or deputy designated teacher.
• do not investigate or promise to investigate.
• let pupil know that you are supportive.

4. Procedure for reporting an incident of child abuse:

PROCEDURE FOR REPORTING AN INCIDENT OF CHILD ABUSE

Child makes a disclosure to teacher or teacher hasobservation or many observations over a period of time. Teacher should make notes of what was saidor observed and must ACT PROMPTLY.

If there is any doubt about whether to take further action, advice is available from:

WELB Designated Officer;

Advisory Teacher for Child Protection:

NSPCC. When seeking advice you do not have to give any names.

You are making an enquiry.

Teacher refers matter to designated teacher, discusses with designated teacher, makes full notes.

Designated teacher meets with principal (in case of principal's absence vice-principal) to plan course of action and ensures that a written record is made.

Principal/Designated teacher

contacts:

Social Services

WELB designated officer

Chairman of the Board of Governors

indicates that it is a Child Protection issue, completes referral forms.

CONTACTS AND PHONE NUMBERS

Western Education and Library Board

Designated Officer - Mrs Margaret Harte, WELB Headquarters, 1 Hospital Road, Omagh

Tel: 028 8241 1411

Advisory Teacher - Mrs Anne Hart-Henderson, Omagh Teachers Centre, Omagh.

Tel: 028 8224 4821

CCMS Diocesan Administrators

Peter Duffy, Clogher Diocesan Education Office, St Michael's College, Chanterhill Road, Enniskillen, BT74 6DE. Tel: 028 6632 2709

Neil McLaughlin, Londonderry Diocesan Education Office, Colmcille House, 1a Millar Street,

Londonderry, BT48 6SU. Tel: 028 7126 1931

Peter Hoey, Armagh Diocesan Education Office, 1 Killyman Road, Dungannon, BT71 6DE

Tel: 028 8775 2116

Sperrin Lakeland Health and Social Care Trust

Duty Social Worker: Health Centre, Omagh, Tel: 028 8224 3521

Social Services: Tel: 028 8283 5020

NSPCC

29a Strand Road, Londonderry, Tel: 028 7126 6789

Senior Medical Officers

Dr S Hutton, Rossdowney House. Tel: 028 7186 0056

Dr Sharma, Omagh Health Centre. Tel: 028 8225 3521

CARE Teams

CARE Unit, Maydown RUC Station, Londonderry. Tel: 028 7136 7337

CARE Unit, Enniskillen, RUC Station, Enniskillen. Tel: 028 6632 2823

Education Welfare Officers

Londonderry Office. Tel: 028 7126 6888

Strabane Office, Tel: 028 7188 4027

Omagh Office, Tel: 028 8241 1411

Enniskillen Office. Tel: 028 6632 3725

Limavady Office. Tel: 028 7176 6375

CHILD PROTECTION

How a parent can make a complaint :-

I have a concern about my/a child's safety

I can talk to the class/form teacher

If I am still concerned, I can talk to [the designated teacher for child protection]/Year Head/VP for Pastoral Care

If I am still concerned, I can talk to the Principal.

If I am still concerned, I can talk/write to the Chairman of the Board of Governors

At any time, I can talk to the social worker [tel::028 8224 3521 ]

or the Police [tel: local CARE Unit 028 6632 2823]

BULLYING POLICY

01 Aims

1.1 The principal aim of this policy on bullying is to prevent bullying taking place, and how to deal with it if it does take place.

1.2 Each member of staff should consider the whole school environment with special

attention paid to locations [cloakrooms, toilets, etc] where bullying might occur.

1.3 Pupils should be supported by the creation of a school climate which enables pupils to

know that the school cares about bullying and will take action if bullying is reported.

1.4 Those pupils who are [a] victims must be supported and [b] bullies must be taught to

control their aggression.

1.5 The problem of bullying and how the school regards this should be incorporated in the

Curriculum where it most naturally occurs, i.e. PSE or English classes, and where a

positive approach may be adopted.

1.6 The school should communicate its policy on bullying to all pupils, staff and parents.

02. Definition

“Bullying is the wilful, conscious desire to hurt or threaten or frighten someone else”. All bullying is aggression, either physical, verbal or psychological, although not all aggression is necessarily bullying. Bullying in the form of emotional or psychological aggression is less visible to teachers but very painful to the victims. Any behaviour which is the legitimate use of power in order to hurt others is bullying behaviour. Being bullied can have a devastating effect on victims ranging from absenteeism and under- achievement in school to depression and suicide. Victims of bullying may often see themselves as inadequate and friendless; they may become withdrawn and depressed. Even worse, victims may come to believe they deserve the treatment they receive from the bully.

03. Anti-bullying Code

• Every pupil in Omagh Academy has the right to enjoy his/her learning and leisure free from bullying both in school and in the surrounding community.

• The School will not tolerate any unkind actions or remarks; even if these are not intended to hurt.

• Pupils should support each other by reporting all instances of bullying; bullying is too important not to report

• Bullying will be dealt with seriously

DRUGS POLICY

1. Introduction

1.1 The school is strongly opposed to the misuse of drugs and their illegal supply.

1.2 The school is committed to the health and safety of its pupils and will take action to safeguard their well being.

1.3 The school acknowledges the importance of its pastoral role in the welfare of its pupils and through the general ethos of the school, will encourage pupils in need of support to come forward.

1.4 The school believes that it has a duty to inform and educate young people on the consequences of drug use and misuse. Hence its drug education programme is planned within the overall context of health education which emphasises the benefits of a healthy lifestyle and enables young people to make informed and responsible choices.

1.5 Fundamental to the school's values and practices is the principle of sharing the responsibility for the education of young people with parents by keeping them informed and involved. Communication and co-operation are essential to the successful implementation of this policy.

2 Aims : The school aims:

2.1 To enable pupils to choose a healthy lifestyle by increasing knowledge, challenging attitudes and developing decision-making skills.

2.2 To increase understanding about the implications and possible consequences of the use and misuse of drugs.

2.3 To deal sensitively with those using or experimenting with harmful substances.

2.4 To widen understanding about related health and social issues eg crime, HIV and AIDS.

2.5 To enable young people to identify sources of appropriate personal support.

3 The school endeavours to fulfil these aims through the taught curriculum, Personal and Social Education programme, the informal curriculum and through opportunities for extra- curricular activities.

4 The school will actively co-operate with other agencies such as the PSNI Drugs Squad, WELB and Social Services when incidents occur.

5 Role of the Headmaster, Board of Governors and a designated member of staff

5.1 The Headmaster has overall responsibility for the implementation of the policy, including liaison with the Board of Governors, parents, WELB, and appropriate outside agencies.

5.2 The designated member of staff will liaise with other staff who have responsibilities for pastoral care and, where appropriate, will oversee the planning of any curricular provision.

5.3 The school will not knowingly allow its premises to be used for the production of, or supply of, any illegal substance. In the event of substance misuse being suspected or identified, the Headmaster will notify the local PSNI Drugs Squad personnel.

5.4 The school will consider each incident individually, recognising that a variety of responses will be necessary. The school will consider very carefully the implications of any action it may take, bearing in mind the best interests of the pupil(s) involved, other school members and the local community. Permanent exclusion is seen as a last resort.

(a) When a pupil is suspected of using or supplying drugs in or out of school the Headmaster will evaluate the evidence and if it appears substantive he will share his concerns with the parents.

(b) When a pupil is detected using or supplying drugs in or out of school, the Headmaster will take whatever action is appropriate. (The Board of Governors will be involved in such incidents in the same manner as in any other matter concerning the direction of the school.)

(c) When a pupil seeks help because he/she has acquired a drug habit, the school will respond sensitively and sympathetically, involving parents and support agencies as appropriate

5.5 All personnel within the school who contravene the legislation on the possession or distribution of drugs will be reported to the PSNI Drugs Squad and are subject to the normal disciplinary procedures.

5.6 The Headmaster will take responsibility for liaison with the media. As the issues are emotive, and likely to generate interest from the media, the school will take appropriate advice from the WELB Press Officer and Legal Department to ensure that any reporting of the incident remains in the best interests of the young people, the families and the school. The WELB will be informed immediately, via the WELB Adviser for Drugs Education or the School Support Officer.

ALCOHOL POLICY

1. Introduction

1.1 The school is strongly opposed to the misuse of alcohol.

1.2 The school is committed to the health and safety of its pupils and will take action to safeguard their well being.

1.3 The school believes that it has a duty to inform and educate young people on the dangers of alcohol use and abuse: hence its alcohol education programme is planned within the overall context of health education which emphasises the benefits of a healthy life style and seeks to enable young people to make informed and responsible choices.

1.4 The school believes that parental attitudes and values have a greater influence in shaping a young person's attitude to alcohol than any programme the school may provide.

2. Attitudes and Values

The school expects pupils:

2.1 To observe the law in relation to the sale, consumption and use of alcohol.

2.2 To respect the personal decisions of those who choose to drink or to abstain.

2.3 To support the school alcohol policy.

3. Aims

The school aims:

3.1 To provide information about alcohol and its effects,

eg. Health, family life, social problems, legal issues.

3.2 To promote awareness and encourage responsibility,

eg. Driving, accidents, rowdyism, fighting, sexual activity.

3.3 To assist young people to cope with social pressures,

eg. Peer pressure, adult pressure, advertising.

4. Discipline

4.1 The general rule is that pupils are temporarily excluded from school (suspended) for alcohol related offences. These include :

• bringing alcohol into school
• consuming alcohol in school
• coming to school under the influence of alcohol.

4.2 Pupils (including those over the age of 18) may not while in school uniform

• enter licensed premises
• purchase alcohol in an off-licence
• consume alcohol off-site.

4.3 School rules relating to alcohol also apply to school trips and educational visits.

5. The school alcohol policy and its associated disciplinary procedures have the approval and support of the school governors.

SEX EDUCATION POLICY

Introduction:

The school believes that sex education is an important part of the curriculum for all pupils and it is essential if we are to prepare young people for life both now and in the future as adults and parents. In a society where sexual conduct is presented openly in the media, young people need the guidance of well-informed adults and the opportunity to learn about, discuss and reflect upon sexual development in a secure and understanding environment such as that provided by the family and the school.

Aims:

Sex Education in Omagh Academy is presented within the context of the School's Mission Statement which expresses the aim that pupils will develop into “responsible citizens with high standards of moral and social behaviour”. School Curriculum Policy further states that “the attitudes and beliefs which underpin school aims are those of a caring community in which traditional family values hold sway”. Within this framework sex education is seen as a component of the school's health education programme which seeks:-

1. To provide information on health related issues.

2. To develop social skills and increase pupils' self-esteem so that they can communicate

effectively on relationships, handle social pressure and ultimately make positive informed

decisions about their health and lifestyle.

To achieve these aims the school's sex education programme is designed to meet the following objectives:

• To learn about the function of the male and female reproductive organs.
• To understand the physical and emotional changes which occur at puberty.
• To understand the process of conception, pregnancy and birth.
• To understand various methods of contraception, pregnancy and birth.
• To learn about sexually transmitted diseases including AIDS.
• To be aware of the health care services, voluntary and statutory, regarding sexual matters.
• To study the development of friendship, love and marriage.
• To develop self-esteem and a positive attitude towards their own sexuality.
• To recognise the responsibilities associated with sexuality.
• To appreciate the importance of parenthood.
• To recognise that in order to grow and develop to their full potential, children need love, care and protection, which is best provided within the family.
• To analyse and evaluate sexual standards presented by the media.
• To recognise peer pressure in sexual matters and develop strategies to respond effectively when their values are challenged.
• To be aware of the misuse of sex.

Delivery of Sex Education

Sex education is delivered within the context of health education which is one of the cross-curricular themes laid down in the N.I. curriculum. The contributions of individual subjects have been identified and have been incorporated into present work schemes; in addition special units have been prepared and are delivered by form teachers during PSE.

As with other aspects of health education the most effective teaching strategies are those which encourage active discussion by pupils, often in small groups. A small number of carefully selected videos are also used.

Each year a qualified nurse visits the school to talk to Year 8 girls about personal hygiene, puberty, menstruation and sanitary protection.

In addition to topics which have a planned place within the curriculum issues related to personal relationships and sexual matters inevitably arise incidentally in many subjects. In these circumstances teachers should respond positively and provide accurate information in the context of family life, loving relationships and respect for others.

The school ethos also makes an important contribution to the sex education programme by providing a secure caring environment which foster young people's confidence, self-esteem and respect for both themselves and others, therefore promoting the attitudes and social skills needed to deal effectively with personal relationships.

Parental Involvement

The school believes that sex education should be a shared responsibility in which school and family both play important roles. It will therefore seek to inform and involve parents as much as possible. This is particularly important in the early years of secondary education when pupils vary greatly in their maturity and parents will be in a better position to judge when it is appropriate to discuss certain issues.

Pupil Confidentiality

A teacher approached by a pupil for advice on sexual matters should encourage the pupils to discuss the matter with his or her parents. If the teacher believes the pupil is involved in, or contemplating conduct which is likely to place him/her in moral or physical danger, or in breach of the law, the teacher has a duty to inform the pupil of the risks involved. Whether the teacher should take the matter further will depend on the particular circumstances involved and the professional judgement of the staff concerned.

If at any time a teacher becomes aware that a child may have been the victim of sexual abuse, the teacher should inform the designated teacher.

DISCIPLINE POLICY

We are a first-class grammar school delivering a first-class education. Pupils and staff should show their pride in themselves and their school by appropriate appearance, attitudes and behaviour.

The following Code of Conduct is designed to ensure, as far as possible, that:

1. the work of Omagh Academy proceeds in an orderly and effective manner;

2. the school environment is safe and pleasant for all who work in it;

3. pupils feel secure, and confident of what is expected of them

Courtesy and Respect

Courtesy and respect are to be shown to all members of the school community.

Pupils Should

• Co-operate fully with members of staff at all times
• Give way to members of staff and visitors at doors and in corridors
• Knock before entering a classroom when delivering a message
• Always address staff in a courteous manner, using the appropriate title
• Co-operate fully with prefects on duty
• Accept the right of others to hold views and express opinions which may differ from their own.

Behaviour in Classroom

Pupils should

• Arrive at class punctually and wait outside until any previous class has left
• Have the books and materials necessary for the lesson
• Enter the room quietly and sit in the usual seat
• Immediately open books ready for work without having to be told
• Get on with work in an orderly manner
• Remain seated during the lesson unless otherwise directed
• Observe the usual norms of politeness [eg keep quiet while the teacher is talking; put up hand in response to general questioning and wait until invited to answer]
• Not eat, chew or drink during class
• Not leave any litter or indulge in graffiti
• Note details of homework in Homework Diaries
• Pack up books and leave only when instructed to do so by the teacher.

Behaviour in Corridors

Pupils should:

• Walk, not run, on the right hand side of the corridors and staircases
• Queue in an orderly manner outside classrooms in single file
• Place litter in the bins provided
• Avoid leaving school bags in such a way as to cause a hazard. Bag racks have been provided.

Appearance

Pupils should:

• Take pride in their appearance
• Wear regulation uniform only, both in school and on the way to and from school
• Wear jewellery in moderation [one pair of stud ear-rings and one ring]
• Be neat and tidy in appearance [ties must be properly knotted, collars buttoned, shirts and blouses tucked in, etc.].

Property

Pupils should:

• Secure all personal belongings in their lockers or take them home
• Keep their locker bays neat and tidy
• Never borrow another pupil's property without permission
• Respect school property and report any accidental damage immediately

Behaviour during Break and Lunch Time

Pupils should:

• Queue in an orderly manner for both dining room and tuck shop
• Be well mannered and co-operate fully with the dining hall staff and lunchtime supervisors
• Leave lunch rooms neat and tidy

Behaviour in All Rooms

Pupils should not:

• Touch any special equipment in the room
• Interfere with corridor/classroom wall displays
• Sit on top of desks with feet on the seat
• Sit on a teacher's table/chair, cupboard tops or heaters
•Sit on window sills or lean out of windows
• Write on blackboards
• Tamper with curtains
• Leave litter

RANGE OF SANCTIONS

1. The Authority of the Teacher

The authority of the teacher in the classroom must be recognised by all pupils. Pupils who fail to comply with classroom [behaviour] rules will be reported to their Year Head or Head of Department [academic]. A verbal warning may suffice to prevent further occurrence.

2. Community Service

This sanction is reserved for use by the lunchtime supervisors.

3. Lunchtime Detention

This sanction is for work not done or not done to an acceptable standard and for any other matter relating to the work and progress of the pupil. Subject teachers will report pupil to the Head of Year who will organise lunchtime detention.

4. Receipts

Pupils will be issued with receipts for uniform violation, chewing gum and arriving late to class [including form class].

5. Yellow Report Card

Report cards will be used by the Head of Year to monitor a pupil over a set period of time. They may be used to monitor academic progress or behaviour. Cards are also to be seen as a means of communication with parents.

6. Withdrawal From Class

Pupils who significantly disrupt a class will be taken to the Head of Department who may ask the pupil to sit at the back of his/her class. If the HoD is not available the pupil will be taken to the Head of Year or a member of the SMT. Pupils must not be allowed to disrupt the education of others in the class.

7. Year Heads' Detention

The Head of Year will put a pupil into Years Heads' Detention if:

• Three receipts have been issued
• A pupil fails to turn up for lunchtime detention after being issued with a warning.
• A pupil has been involved in unacceptable behaviour outside the classroom.

[A Year Head may decide to use Year Heads' Detention for unacceptable behaviour within the classroom].

8. Headmaster's Detention

Parents and Teachers view this as a serious sanction to be used by the Headmaster or the Vice Principal.

9. Internal Suspension

If a pupil persistently disrupts a class thus preventing other pupils to learn in an ordered environment, or if a pupil persistently omits to bring the proper materials to class, the Head of Year/Head of Department may withdraw the pupil from class for one or more days. The pupil will be taken to the Conference Room and complete work set for him/her by the teachers he/she would otherwise have had that day. Only 1 pupil at a time will be in the room to emphasise how seriously the pupil's behaviour/attitude is being taken. Parents will be informed about the withdrawal.

10. Suspension

This is a formal process requiring the approval of the Chairman of the Board of Governors, the recorded delivery of letters to parents and the formal notification of the Board's Education Welfare Department using official returns. Parents can appeal suspension. The school has an obligation to send work home, take it back in again, mark it and report the outcome to the pupil.

11. Formal Contracts

These are legal procedures that are the precursors of expulsion.

12. Expulsion

A pupil can only be expelled by the expulsion committee of the WELB acting on behalf of the school's Board of Governors. It is invariably the subject of an appeal and tribunals as often as not reinstate pupils.

Signing in Late

1. Pupils who miss registration must sign in late at the school office and then report to their form Teacher.

2. Those whose explanation for being late is unacceptable will be issued with a receipt. [This is consistent with the policy of issuing receipts for being late to class].

Signing Out and In

1. All pupils need a letter from home or a recognised appointment card to show to their Head of Year when requesting an exeat.

2. The school office will only accept exeats bearing the school stamp and signed by a Head of Year.

3. Pupils are required to sign out when leaving school and – if they have an exeat for only part of the school day – sign in again on their return.

4. Exeats should be handed in to the school office on the return to school to prevent their illicit re-use.

Unacceptable Behaviour

Pupils must not:

• Use offensive language at any time or in any place while in school, travelling to and from school or taking part in any school activity
• Engage in any form of bullying
• Possess or use in school, or on the way to or from school, any tobacco products, alcoholic drink, illicit substances, aerosol cans, pornographic material, offensive weapons, fireworks or laser pointers
• Leave school without permission
• Engage in behaviour which is likely to bring the name of the school into disrepute.

This code of conduct will be implemented by all members of the school community and, where necessary, sanctions will be imposed by staff and/or prefects in accordance with the school's Discipline Policy.

 

 



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