The Headteacher. The headteacher will: • Work with the SENDCO and SEND governor to determine the strategic development of the SEND policy and provision in the school • Have overall responsibility for the provision and progress of learners with SEN and/or a disability
The Headteacher. 5.1.3 The LGB may also have co-opted members appointed under clause 5.3.
The Headteacher. The Headteacher is responsible for ensuring that staff understand this policy, and that it is being implemented consistently throughout their academy.
The Headteacher. The Headteacher is responsible for ensuring that staff understand this policy, and that it is being implemented consistently throughout the school. At Thringstone Primary School, the Headteacher is also the designated safeguarding lead.
The Headteacher. The Headteacher is responsible for giving proper consideration to the Statement of Behaviour Principles and for reviewing this behaviour policy with the Governors and approving the policy. The Headteacher will monitor how staff implement this policy, ensuring an effective school environment is created and that rewards and sanctions are applied consistently. Staff We expect every adult to: • Implement the behaviour policy as expected. • Meet and greet the children. • Make use of ‘daily check-ins’ effectively to help inform potential reasons for behaviour. • Refer to ‘The Bee Rules’. • Build relationships with all in the Birkdale Family. • Use a visible recognition mechanism throughout every day (Class Dojos). • Be calm and give ‘take up time’ (time for the child to implement the change in behaviour) when going through the steps. • Prevention rather than sanctions. • Follow up every time, retain ownership and engage in reflective dialogue with learners. • Never ignore or walk past learners who are behaving badly. • Model positive behaviour themselves and implement rewards for positive behaviours for pupils. • Treat all pupils equally and fairly at all times. • Using positive rewards and sanctions consistently. • Provide a personalised approach to specific behavioural needs of some pupils when needed. • Effectively record incidents of negative behaviours on CPOMS when required to ensure future learning or support for individual pupils. • Attending all relevant staff training relating to managing behaviours and creating positive school environments.
The Headteacher. To negotiate with the Assistant Head of School, Partnerships over the use of the school and its ability to provide an appropriate range of placements To appoint a mentor to be responsible for the training and supervision of student teachers throughout each placement. It is recommended that mentors should be senior members of staff and that the person appointed should be prepared to act in that capacity for some time in order to maintain continuity. The mentor should not normally be the classteacher To ensure that the mentor is able to attend all the training opportunities provided by the university To anticipate the need for a member of staff to take on the role of mentor and to make arrangements for “shadowing opportunities” to ensure continued provision of high quality training within the school To place the student teacher(s) in an appropriate class which will allow opportunities for them to meet the requirements for the placement in order that they are able to meet the Standards for the award of Qualified Teacher Status To provide opportunities for the student teacher(s) to teach their specialist subject/subject strength in accordance with university expectations for the placement To liaise with the Assistant Head of School, Partnerships should a cause for concern be identified at any point during the placement. To agree and implement a course of action to be carried out To approve the school placement report and to add any comments if necessary The Headteacher may wish to appoint more than one mentor, depending on the organisation and/or size of the school. The Mentor (ideally this should not be the classteacher) To acquaint him/herself with the student teachers’ school experience record, Placement Handbook and Professional Development Profile (PDP) and Individual Training Development Programme (ITDP) To participate in partnership training To meet the student teacher(s) on the first visit, induct them into school life and explain school policies and approaches to the curriculum (supported, where appropriate, by written documentation) To oversee student teacher(s) on each preparatory visit To meet with the student teacher during initial days of the placement to negotiate an ITDP To ensure that appropriate documentation (School Placement Handbook etc.) is distributed to the classteacher To be responsible for resolving any difficulties a student may be experiencing and to cultivate good relations between the student teacher and the classteacher To agree ...
