Myonlineschooling.co.uk



Pupil/parent HandbookIndex TOC \o "1-3" \h \z Computer and Software requirements PAGEREF _Toc517949108 \h 3virtual classroom information PAGEREF _Toc517949109 \h 6School information PAGEREF _Toc517949110 \h 7textbooks PAGEREF _Toc517949111 \h 8term dates 2018/2019 PAGEREF _Toc517949112 \h 12pshe education PAGEREF _Toc517949113 \h 13how to enrol for exams PAGEREF _Toc517949114 \h 14Subject FAQ PAGEREF _Toc517949115 \h 15Subjects PAGEREF _Toc517949116 \h 17behaviour policy PAGEREF _Toc517949117 \h 28student behaviour contract PAGEREF _Toc517949118 \h 30Safeguarding Policy Statement PAGEREF _Toc517949119 \h 31Computer and Software requirementsLaptop ComputersRecommended ConfigurationsWe recommend systems that meet or exceed the following specifications:Processor (CPU):Intel Core i5-6xxx or equivalentOperating System:Microsoft Windows 10 x64 SP1Memory:8 GB RAMStorage:500 GB internal hard driveMonitor/Display:15" LCD monitor, resolution of 1600 x 900 or betterNetwork Adapter:802.11ac 2.4/5 GHz wireless adaptorOther:external hard drive for backupsMinimum RequirementsProcessor (CPU):Intel Core i3-3xxx or equivalentOperating System:Microsoft Windows 7 x64 SP1Memory:4 GB RAMStorage:500 GB internal hard driveMonitor/Display:15" LCD monitor, resolution of 1600 x 900 or betterNetwork Adapter:Dual-band 802.11a/g - compliant adapterDesktop ComputersRecommended ConfigurationsWe recommend systems that meet or exceed the following specifications:Processor (CPU):Intel Core i5-6xxx or equivalentOperating System:Microsoft Windows 10 x64 SP1Memory:8 GB RAMStorage:512 GB internal Solid State Drive (SSD) or 1 TB internal HDDMonitor/Display:24" LCD monitorNetwork Adapter:802.11ac 2.4/5 GHz wireless adaptorOther:external hard drive for backupsMinimum RequirementsProcessor (CPU):Intel Core i3-3xxxOperating System:Microsoft Windows 7 x64 SP1Memory:4 GB RAMStorage:500 GB internal hard driveMonitor/Display:15" LCD monitorAdditional NotesInternet ConnectionWe recommend that a wired network connection is used rather than Wi-Fi and the recommended internet download speed of 10 Mbps.Apple Mac computersApple Mac computers can be used however, we are obliged to make our users aware that Apple Macs do perform tasks differently to Windows and don’t use Microsoft office or Adobe products in the same way.SoundA headset with built-in microphone must be used for all lessons. Please note that the use of speakers will cause feedback and cannot be used for lessons. Software RequirementsAn office package – Microsoft Office is recommended.A PDF viewer – Adobe Reader is recommended.Internet browser – Google Chrome is recommended.virtual classroom informationStudents should wear good quality headphones. Ideally these should have a microphone attachment however a built-in computer mic is ok.Lessons should be in a quiet location. Please ensure all devices have suitable battery or are on mains power.Please ensure that there is good Wi-Fi signal. It is recommended that the student is not too far from a router/modem. For best results, devices should be connected directly to a router via an Ethernet cable.Tablets/iPads may be used for lessons. It is recommended that laptops/computers would be best for the completion of coursework/homework. Classrooms open 30 minutes prior to the start of a lesson. Students should make sure they are well prepared for a lesson and should log in at least 5 to 10 minutes prior to the lesson commencing. Please refer to the Computer and Software Requirements document.Coursework/homework will be set by teachers following each lesson. It is the pupils responsibility to complete this work to the very best of their ability and to have it completed by the due date set by the teacher. To ensure the smooth running of lesson, it is important that a good internet connection if maintained throughout. Issue can sometimes arise when additional heavy usage or downloading on the same network is done during a lesson. We recommend therefore that users who have experienced a connection problem to try to save bandwidth by avoiding upload/download activities during the live session. This also applies to users who share their connection with other home users. It is also recommended that all users run a quick audio test as soon as they enter a live session to make sure their audio devices are properly adjusted.240284012890500School informationAbsenceIf your child is going to be absent from any class you must inform the school principal prior by 8:30am that morning by filling out the ‘Pupil Absence Form’ on the website.WithdrawalIf you decide to leave our school, you must give at least four weeks’ notice in writing to the Director. Notice can be given?to info@myonlineschooling.co.uk?PunctualityStudents must ensure they are in classes promptly as all lessons will begin at the start time on the timetable. It is the responsibility of students to make themselves aware of their timetable at the start of each day so they are aware at what time classes commence. Any timetable changes will be communicated. Students should not log in earlier than 5 minutes before the lessons starts to avoid disruption to the class.Lesson ConductThe student must adhere to the instructions of the teacher at all times. Abusive or obscene language will not be tolerated and will result in the student being dismissed from the classroom. Any disruptive behaviour will be reported to the school principal. Please fully read the School Behaviour Policy which is at the end of this document and also available on our website. Concerns Any concerns about your child’s learning can be brought to attention by contacting Tom Crombie at info@myonlineschooling.co.uk. Computer requirementsIt is the responsibility of the student or family to ensure that all computer software and hardware as well as internet connection meets that of the Computer and Software Requirements document that was shared with you. The school cannot take responsibility for a technological failure at the students end. ?AssessmentThe only external assessment is the iGCSE end of year examination. Teachers will conduct regular internal assessment throughout the term to measure student progress. Assessment will be set as a homework task and must be performed under test conditions at home. Additional TuitionAdditional one-to-one tuition is available at a cost of ?25 per hour. Please contact the school Director if you would like to arrange this. Parent network Parents will be warmly invited to join our parent network, a forum for parents to meet and chat with each other. To join our Parent Network, please contact Beverley Jessup at bevjessup5991@ textbooksThe following textbooks must be purchased depending on pupil’s year group and chosen subjects.Year 5EnglishEnglish Textbook (Year 5) (National Curriculum Textbooks)? Maths Maths Textbook (Year 5) (National Curriculum Textbooks)? Science Science Year 5 Year 6EnglishEnglish Textbook (Year 6) (National Curriculum Textbooks)? Maths Textbook (Year 6) (National Curriculum Textbooks)? Science Year 6OPTIONAL: Montessori Circuit Set for Common Entrance Book 1 Year 7EnglishSkelig- David Almond(Please get this copy so that everyone will be on the same page) Christmas Carol(Students can access digital copies but may wish to have paper copies too) 8EnglishGreat Expectations – Charles DickensThe Boy in the Striped Pyjamas – John BoyneNoughts and Crosses – Malorie BlackmanYear 9EnglishThe Merchant of Venice – William Shakespeare(Students can access digital copies but may wish to have paper copies too) KS3 – Year 7, 8 and 9EnglishKS3 English Complete Coursebook KS3 Maths Complete Coursebook KS3 Science Complete Coursebook to GCSE Book 1 by John Taylor and Henry Cullen iGCSEEnglish LanguageEdexcel International GCSE (9-1) English Language A Student Book: print and Ebook bundleEdexcel International GCSE English?AnthologySkellig- David AlmondA Christmas Carol- Charles DickensThe Merchant of Venice- William Shakespeare Please print off the PDF copy for annotation. English LiteratureEdexcel International GCSE (9-1) English Literature Student BookEdexcel International GCSE English?AnthologyOf Mice and Men- John SteinbeckThe Curious Incident of the Dog in the Night Time- Mark HaddonGreat Expectations- Charles Dickens print off the PDF copy for annotation. Maths Edexcel IGCSE Mathematics A (Student Book 1)?Edexcel IGCSE Mathematics A (Student Book 2) PhysicsEdexcel IGCSE Physics Student Book (Edexcel International GCSE) Edexcel IGCSE Chemistry (Student Book) (Edexcel International GCSE) Edexcel IGCSE Biology (Student Book) (Edexcel International GCSE) Edexcel International GCSE (9-1) Geography Student Book Edexcel International GCSE History Student Book second edition? Edexcel International GCSE French Student Book Second Edition for revision or extra studyThese texts are not required for purchase however, if you are looking for extra revision material, we recommend these. KS2 (Year 5 - 6)EnglishCGP Revision Guides KS2 English Maths CGP Revision Guides KS2 Maths Science CGP Revision Guides KS2 ScienceOPTIONAL: Montessori Circuit Set (Year 7 - 9)EnglishCGP Revision Guides KS3 English Maths CGP Revision Guides KS3 Maths Science CGP Revision Guides KS3 Science GeographyCGP Revision Guides KS3 Geography HistoryCGP Revision Guides KS3 History iGCSE English LanguageCGP Revision Guides English English LiteratureCGP Revision Guides English Maths CGP Revision Guides Maths iGCSE Edexcel PhysicsCGP Revision Guides iGCSE Science Chemistry CGP Revision Guides iGCSE Science Biology CGP Revision Guides iGCSE Science Geography CGP Revision Guides iGCSE Geography Edexcel History CGP Revision Guides History iGCSE Edexcel French CGP Revision Guides French iGCSE Edexcel SpanishCGP Revision Guides Spanish iGCSE Edexcel term dates 2018/2019Term 1Start of term – Wednesday, 5th SeptemberHalf term – Monday 22nd- Friday 26th OctoberEnd of term – Friday 14th DecemberTerm 2Start of term –Monday 7th January 2019Half term – Monday 18th- Friday 22nd FebruaryEnd of term – Friday 5th AprilTerm 3Start of term – Tuesday 23rd AprilHalf term – Monday 27th - Friday 31st MayEnd of term – Friday 19th JulyPublic Holidays201827th August Summer bank holiday25th December Christmas Day26th December Boxing Day20191st January New Year’s Day19th April Good Friday22nd April Easter Monday6th May Early May Bank Holiday27th May Spring Bank Holiday26th August Summer Bank Holidaypshe education23393409080500Personal, Social, Health and Economic (PSHE) education taught to Y5-Y9 covers the following core themes:Health and WellbeingRelationshipsLiving in the Wider WorldPSHE education is a planned, developmental programme of learning through which children and young people acquire the knowledge, understanding and skills they need to manage their lives now and in the future. It encourages them to be enterprising and supports them in making effective transitions, positive learning and career choices and in achieving economic wellbeing. A critical component of PSHE education is providing opportunities for children and young people to reflect on and clarify their own values and attitudes and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future. PSHE education contributes to personal development by helping pupils to build their confidence, resilience and self-esteem, and to identify and manage risk, make informed choices and understand what influences their decisions. It enables them to recognise, accept and shape their identities, to understand and accommodate difference and change, to manage emotions and to communicate constructively in a variety of settings. Developing an understanding of themselves, empathy and the ability to work with others will help pupils to form and maintain good relationships, develop the essential skills for future employability and better enjoy and manage their lives. The PSHE education programme makes a significant contribution to pupils’ spiritual, moral, social and cultural (SMSC) development, their behaviour and safety and the school’s statutory responsibility to promote pupils’ wellbeing. For more information see the PSHE Association website. how to enrol for exams514358509000For the iGCSE exams we use the Pearson-Edexcel examination body. Edexcel exams can be taken all around the world in exam centres. Students can register to take their exams at a centre near to them, or arrange to sit them at home. To do this parents need to:Find your local exam centre on the Pearson-Edexcel websiteRegister for the exam by contacting the local centre. You will need to know the code and name of the examPrepare your child to sit the exam at home or in the centreIf you need more support with this please contact us and we will be happy to assist.Subject FAQWhat are Key Stages?The English National Curriculum is organised into blocks of years called ‘key stages’KS2- Year 3-Year 6 (aged 7-11 years old)KS3- Year 6-Year 9 (aged 11-14 years old)iGCSE- Year 10- Year 11 (aged 14-16 years old)What is the iGCSE and how does it differ to the GCSE?General Certificate of Secondary Education (GCSE) exams are typically taken by Year 10 and Year 11 students. iGCSEs are ideal for students studying qualifications by distance learning or at home as they are 100% externally assessed, and do not have any coursework. For students studying at home the assessments can all be done by written exams in test centres all over the world. They are considered to be more challenging and rigorous than GCSEs, though they are the same level of qualification, and are recognised all over the world.What is single, double or separate science?Students who study separate sciences will get three separate GCSEs in Biology, Chemistry, and Physics. Those doing the double award will get two grades, and study 2/3rds of each separate science. Those doing the single award will get one grade overall, and sit 3 core papers weighted equally in the separate sciences.4. Why are there two English courses?Students can study both English Literature, which has a strong focus on texts, prose, poetry, fiction, and non fiction, and English Language, which focuses on different kinds of writing. These are separate GCSE subjects.5. What is the National Curriculum?The English National Curriculum is a set of subjects and standards used by primary and secondary schools in England so children learn the same things. It covers what subjects are taught and the standards children should reach in each subject. It is divided into Key Stages.6. What is Pearson- Edexcel?Pearson-Edexcel is an examination board in the United Kingdom which sets exams and awards secondary education level qualifications like iGCSEs and A Levels. Pearson is the UK’s largest awarding body, regulated by Ofqual in England, and are one of the few boards to run the Edexcel iGCSE. Edexcel is the brand name for academic and general qualifications from Pearson.7. How do iGCSE exams work?Students can find their nearest exam centre here, then register to take their exam there in the summer. Students study for iGCSEs normally over two years, and take the exam at the end of the two years.8. Is there coursework for the iGCSE courses?There is no coursework for iGCSEs which makes it ideal for those who study at home or internationally.SubjectsEnglish KS2During Year 5 and Year 6 students develop language and vocabulary to support their reading and writing, gaining knowledge from stories, plays, poetry, non-fiction, and textbooks. They will learn how to read root words, prefixes, and suffixes to understand new words, they can read and comprehend new fiction, poetry, plays, non-fiction, and reference books, and engage with a wide range of books including myths, legends, traditional stories, modern fiction, and books from other cultures and traditions. They will write using words with silent letters, good vocabulary, grammar, and punctuation, and use dictionaries and thesauruses. Pupils will plan and draft their writing, and then evaluate, edit, and proofread it for spelling and punctuation errors. KS3English has a preeminent place in education and in society. A high quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. The overall aim for KS3 English is to promote high standards of language and literacy, by equipping students with a strong command of the spoken and written word and to develop their love of literature through widespread reading for enjoyment. Students will cover reading, writing, grammar and vocabulary, and spoken English. iGCSE English Language AStudents will study a range of reading and writing skills. In writing, they will learn transactional writing, imaginative writing, and develop their development of ideas, use of rhetorical devices, variety of sentence structures, variety of punctuation, and use advanced vocabulary. ?They will read a range of extracts and build confidence in approaching unfamiliar material, focus on the ‘writer’s perspective’, and read poetry and prose fiction extracts.iGCSE English Literature Literature studied will include modern drama, literary heritage texts, poetry anthologies, and modern prose. Students will consider the social, historical, and cultural contexts of modern drama and heritage texts, by considering plot development, characters and their relationships, key themes, and the effect of form and structure. They will develop poetry reading skills through exploring a variety of poems, and practising timed exercises to build exam confidence. Exam and writing techniques will be developed, including using quotations, key words, structuring answers, referencing the question, and using an analytical paragraph structure (SEED).MathematicsKS2In Year 5 and Year 6 the focus is on extending the pupils’ understanding of the number system, and placing value to include larger integers, developing connections made between multiplication and division with fractions, decimals, percentages and ratio. Content includes reading Roman numerals, describing linear number sequences, adding, subtracting, multiplying and dividing with more than four digits, recognise and use square and cube numbers, add and subtract fractions with the same denominator, convert between different units of metric measure, identify 3D shapes and draw and identify angles, KS3At KS3 students will become fluent in the fundamentals of mathematics, will be able to reason mathematically following a line of enquiry, and solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking problems into smaller steps and persevering in seeking solutions. Students will look at numbers, algebra, ratio, proportion and rates of change, geometry and measures, probability, and statistics.iGCSE Mathematics Specification AMaths provides the opportunity for students to develop reasoning and problem solving skills, through handling numbers, algebra, shapes, and data. Higher tier students will cover the following units- decimals, special numbers powers and roots, algebraic manipulation, expressions formulae and rearranging formulae, linear equations and inequalities, sequences, graphical representation of data, statistical measures, fractions, percentages, ratio and proportion, indices and standard form, compound measures, geometry of shapes, real life graphs, linear graphs, quadratic equations and graphs, constructions and berings, perimeter area and volume, Pythagoras’ theorem, transformations, harder graphs and transformation of graphs, simultaneous equations, probability, degree of accuracy, set language, notation, and Venn diagrams, circle properties, advanced trigonometry, similar shapes, function notation, vectors, and calculus.Science KS2 ScienceStudents will learn about living things and their habitats- describing the differences in the life cycles of a mammal, an amphibian, and insect and a bird, and describe the life process of reproduction in some plants and animals. They will learn to describe the changes as humans develop to old age. ?They will learn about properties and changes of materials on the basis of their properties including their hardness, solubility, transparency, conductivity, and response to magnets. They will learn about Earth and space, and describe the movement of the Earth, Moon, and Sun relative to the rest of the solar system. They will know about forces and that unsupported objects fall towards Earth due to the force of gravity, and that this is affected by air resistance, water resistance and friction that act between moving surfaces.KS3 ScienceA high quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry, and physics. Students will learn how science can explain what is occurring, predict how things will behave, and analyse causes. The National Curriculum for Science ensures that they develop scientific knowledge and conceptual understanding, understanding of the nature, processes and methods of science, and are equipped with the scientific knowledge required to understand the uses and implications of science, today, and for the future. Across all disciplines students will learn to develop a scientific attitude, experimental skills and investigations, analysis and evaluation, and measurement skills.BiologyThey will study cells and organisation, the skeletal and muscular systems, nutrition and digestion, gas exchange systems, reproduction, health, photosynthesis, cellular respiration, relationships in an ecosystem, inheritance, chromosomes, and DNA and genes.ChemistryThis includes the particulate nature of matter, atoms, elements and compounds, pure and impure substances, chemical reactions, energetics, the periodic table, materials, and earth and atmosphere.PhysicsStudents study the calculation of fuel uses and costs in the domestic context, energy changes and transfers, changes in systems, motions and forces, pressure in fluids, balanced forces, forces and motion, observed waves, sound waves, energy and waves, light waves, electricity and electromagnetism, matter and physical changes, the particle model, and space physics.iGCSE BiologyThis course teaches knowledge and understanding of biological facts, terminology, concepts, principles, and practical techniques, how to evaluate biological information, appreciate the practical nature of biology, analyse, interpret and evaluate data and experimental methods, and develop a logical approach to problem solving in a wider context. The course prepares students for further study in the biological sciences.This consists of two papers:Paper 1 (2h, 110 marks)The nature and variety of living organismsStructures and functions in living organismsReproduction and inheritanceEcology and the environment Use of biological resources Paper 2 (1h 15 minutes, 70 marks)The nature and variety of living organismsStructures and functions in living organismsReproduction and inheritanceEcology and the environment Use of biological resources iGCSE ChemistryThis course aims to enable students to acquire knowledge and understanding of chemical facts, terminology, concepts, principles, and practical techniques, evaluate chemical information, appreciate the practical nature of chemistry, recognise the importance of experimental work, and prepare for more advanced courses in chemistry, or other courses requiring a knowledge of chemistry.This consists of two papers:Paper 1 (2h, 110 marks)Principles of chemistryInorganic chemistryPhysical chemistryOrganic chemistryPaper 2 (1h 15, 70 marks)Principles of chemistryInorganic chemistryPhysical chemistryOrganic chemistryiGCSE PhysicsThis course aims to enable students to acquire knowledge and understanding of physical facts, terminology, concepts, principles, and practical techniques, evaluate physical information, appreciate the practical nature of physics, recognise the importance of experimental work, and prepare for more advanced courses in physics or other courses requiring a knowledge of physics.This consists of two papers:Paper 1 (2h, 110 marks)Forces and motionElectricity Waves Energy resources and energy transfersSolids, liquids and gasesMagnetism and electromagnetism Radioactivity and particlesAstrophysics Paper 2 (1h 15, 70 marks)Forces and motionElectricity Waves Energy resources and energy transfersSolids, liquids and gasesMagnetism and electromagnetism Radioactivity and particlesAstrophysics iGCSE Science (Single Award)The Single Science Award comprises three externally assessed papers, each of which contains core content from Biology, Chemistry, and Physics. It provides a solid understanding and appreciation of science to support employment opportunities, by developing a broad range of skills.Paper 1 - Biology (1h 10, 60 marks)The nature and variety of living organismsStructures and functions in living organismsReproduction and inheritanceEcology and the environmentUse of biological resources Paper 2- Chemistry (1h 10, 60 marks)Principles of chemistryInorganic chemistryPhysical chemistryOrganic chemistryPaper 3- Physics (1h 10, 60 marks)Forces and motionElectricity Waves Energy resources and energy transfersSolids, liquids and gasesMagnetism and electromagnetism Radioactivity and particlesAstrophysics iGCSE Science (Double Award)The Double Award Science consists of three externally assessed papers, each of which contains core content from Biology, Chemistry, and Physics. It provides a solid understanding and appreciation of science to support employment opportunities, by developing a broad range of skills.Paper 1 - Biology (2h, 110 marks)The nature and variety of living organismsStructures and functions in living organismsReproduction and inheritanceEcology and the environmentUse of biological resources Paper 2- Chemistry (2h, 110 marks)Principles of chemistryInorganic chemistryPhysical chemistryOrganic chemistryPaper 3- Physics (2h, 110 marks)Forces and motionElectricity Waves Energy resources and energy transfersSolids, liquids and gasesMagnetism and electromagnetism Radioactivity and particlesAstrophysics History Y7- Students will study the Norman Conquest, and what England was like before the Battle of Hastings, how WIlliam the Conqueror took control of England, the role of the Church in Medieval England, the murder of the Archbishop of Canterbury, medieval monarchs, the Catholic Church and the reformation, and Samuel Pepys and the Great Fire of London.Y8- Topics include the slave trade, and the role of British traders in African kingdoms, the abolishment of the slave trade, the industrial and agricultural revolutions and the health issues associated with urban slums, Sherlock Holmes and the birth of forensic science, democracy in 19th Century Britain, how Victorian women lived and how did women get the vote, the First World War of 1914, the Second World War, the Cold War, and the persecution of the Jews in the Holocaust. Y9- Elections and rotten boroughs in 19th century Britain, Victorian women- their attitudes to marriage, class, and women climbers and cyclists, how did women get the vote, causes of the First World War starting in 1914, life in the First World War, Communism, Fascism, and the rise of Adolf Hitler, fighting the ‘Cold War’ and the Cuban Missile Crisis, the Holocaust and the persecution of the Jews, the long term causes of conflict in the Middle EastiGCSE- This course covers two papers:Paper 1: Germany: development of dictatorship, 1918-45, and A world divided: superpower relations, 1943-72Paper 2: The Vietnam Conflict, 1945-75, and China: conflict, crisis and change, 1900-89In Paper 1 students will study the rise of unrest in 1918 Imperial Germany, the rise of Hitler and the Nazis in 1933, Naxi Germany, Germany and the occupied territories in the Second World War, the causes of the Cold War, Soviet Expansion in Europe, the arms race between the Superpowers in the 1950s, and the thaw and the ending of the Cold War.In Paper 2 students investigate the reasons for US involvement in south-east Asia, and the escalation of the Vietnam War escalation, Nixon and Ford’s policies of Vietnamisation, the impact of conflict on civilians, and US military responses to guerilla warfare. The China paper covers the fall of the Qing dynasty and how it caused a civil war between the Kuomintang and the Communists, the rise of Mao and the Chinese Communist Party, Mao’s Cultural Revolution and the ‘Cult of Mao’, Tiananmen Square, and the rise of Deng and western and democratic ideas in the 70s and 80s.Geography KS2Students will develop knowledge of globally significant places, and their defining physical and human characteristics and processes. They will develop geographical skills and learn how to collect data, interpret a range of sources of geographical information including maps, diagrams, globes, aerial photographs, and Geographical Information Systems.The course will cover locating the world’s countries, naming cities, counties, and physical characteristics like hills, mountains, coasts and rivers in the United Kingdom, understanding aspects of physical geography like rivers, mountains, volcanoes and earthquakes, and of human geography- land use, economic activity, and natural resources like energy, food, minerals, and water.KS3KS3 Geography aims to inspire a curiosity and fascination about the world and its people that will remain with students for the rest of their lives. Students will develop contextual knowledge of globally significant places- terrestrial and marine, and their defining human and physical characteristics, and develop key geographical skills of collecting, analysing, and communicating data, interpreting a range of geographical information including maps, diagrams, globes, aerial photographs, and Geographical Information Systems (GIS).iGCSEThis course covers four main areas, within which students choose sub topics:A- The Natural Environment (choose two)River environmentsCoastal environmentsHazardous environmentsB- People and their Environments (choose two)Economic activity and energyEcosystems and rural environmentsUrban environmentsC- Practical Geographical EnquiryD- Global Issues (choose one)Fragile environmentsGlobalisation and migration Development and human welfareFor physical geography students can study river environments- the hydrological cycle and the need for careful management of water, coastal formations and landforms, distinctive ecosystems along the coastline, and careful coastal management, hazardous environments- including the tropical storms, volcanoes, earthquakes, natural disasters, and short term and long term emergency response. For human geography, humans look at how economic activity sustains people operates across primary, secondary, tertiary, and quaternary sectors, and how rising economic activity increases demand for energy. Ecosystems and farming are closely linked to livelihoods and rural settlement changes. Urban populations are growing, and urban land uses can be characterised by people of different background and economic status. Global issues include fragile environments being damaged by soil erosion, desertification, drought population pressure, fuel supply, overgrazing, and migration. Globalisation and migration considers the rise of the global economy, the global shift in manufacturing, the growth of global tourism, and different types of migration. Development and human welfare looks at the complexity of development, different development and quality of life indicators, the classification of countries according to their level of economic development, rapid population growth and its consequences for quality of life, and managing disparities in development and quality of life.French KS2Learning a foreign language is a liberation from insularity, and provides an opening to other cultures. High quality languages education should foster pupils’ curiosity and deepen their understanding of the world. Students learn to respond to spoken and written language from a variety of authentic sources, speak with increasing confidence, fluency, and spontaneity, write at varying length, and discover and develop and appreciation of a range of writing in French. Pupils learn to explore the patterns and sounds of language through songs like rhymes, and link the spelling, sound and meaning of words, to speak in sentences using basic language structures, engage in conversations, appreciate stories, songs poems and rhymes in the language, and to write phrases from memory.KS3Learning a foreign language is a liberation from insularity, and provides an opening to other cultures. High quality languages education should foster pupils’ curiosity and deepen their understanding of the world. Students learn to respond to spoken and written language from a variety of authentic sources, speak with increasing confidence, fluency, and spontaneity, write at varying length, and discover and develop and appreciation of a range of writing in French. ?Pupils will learn:Grammar and vocabulary: students learn to identify and use tenses or other structures which convey the present, past, and future, to use a variety of key grammatical structures and patterns including voices and moods, to develop and use a wide ranging vocabulary, and to use accurate grammar, spelling, and punctuationLinguistic competence: students listen to a variety of forms of spoken language to obtain information, transcribe sentences with increasing accuracy, initiate and develop conversations using unfamiliar language, express and develop ideas clearly, speak coherently using accurately pronunciation and intonation, read and show comprehension of original and adapted materials from a range of different sources, read literary texts in the language (stories, songs, poems, and letters), and write prose using an increasingly wide range of grammar and vocabularyiGCSE FrenchThis course is 100% externally assessed. It develops listening, reading, writing, and speaking communication skills. Culturally sensitive and authentic texts are used throughout, and topics relate to the interests of students studying French, such as in study and leisure situations. Students develop understanding written and spoken forms of the language, learn to communicate effectively, understand grammar and its practical application, understand the countries where French is spoken, and build a solid foundation for future language learning. Speaking, listening, reading and writing skills are tested through three examination papers:Paper 1: Listening (30 minutes, 40 marks)Assesses listening skills across five topic areas:Home and abroadEducation and employmentPersonal life and relationshipsThe world around usSocial activities, fitness and healthPaper 2: Reading and Writing (1h 45, 80 marks)Assesses reading and writing skills in separate sections across five topic areasHome and abroadEducation and employmentPersonal life and relationshipsThe world around usSocial activities, fitness and healthPaper 3: Speaking (8-10 minutes, 40 marks)Assesses speaking skills across five topic areas, students will present and answer questions on a picture, and discuss two different topic areas chosen at random.Home and abroadEducation and employmentPersonal life and relationshipsThe world around usSocial activities, fitness and healthSpanish KS2Learning a foreign language is a liberation from insularity, and provides an opening to other cultures. High quality languages education should foster pupils’ curiosity and deepen their understanding of the world. Students learn to respond to spoken and written language from a variety of authentic sources, speak with increasing confidence, fluency, and spontaneity, write at varying length, and discover and develop and appreciation of a range of writing in French. Pupils learn to explore the patterns and sounds of language through songs like rhymes, and link the spelling, sound and meaning of words, to speak in sentences using basic language structures, engage in conversations, appreciate stories, songs poems and rhymes in the language, and to write phrases from memory.KS3Learning a foreign language is a liberation from insularity, and provides an opening to other cultures. High quality languages education should foster pupils’ curiosity and deepen their understanding of the world. Students learn to respond to spoken and written language from a variety of authentic sources, speak with increasing confidence, fluency, and spontaneity, write at varying length, and discover and develop and appreciation of a range of writing in French. ?Pupils will learn:Grammar and vocabulary: students learn to identify and use tenses or other structures which convey the present, past, and future, to use a variety of key grammatical structures and patterns including voices and moods, to develop and use a wide ranging vocabulary, and to use accurate grammar, spelling, and punctuationLinguistic competence: students listen to a variety of forms of spoken language to obtain information, transcribe sentences with increasing accuracy, initiate and develop conversations using unfamiliar language, express and develop ideas clearly, speak coherently using accurately pronunciation and intonation, read and show comprehension of original and adapted materials from a range of different sources, read literary texts in the language (stories, songs, poems, and letters), and write prose using an increasingly wide range of grammar and vocabularyiGCSE SpanishThis course is 100% externally assessed. It develops listening, reading, writing, and speaking communication skills. Culturally sensitive and authentic texts are used throughout, and topics relate to the interests of students studying Spanish, such as in study and leisure situations. Students develop understanding written and spoken forms of the language, learn to communicate effectively, understand grammar and its practical application, understand the countries where Spanish is spoken, and build a solid foundation for future language learning. Speaking, listening, reading and writing skills are tested through three examination papers:Paper 1: Listening (30 minutes, 40 marks)Assesses listening skills across five topic areas:Home and abroadEducation and employmentPersonal life and relationshipsThe world around usSocial activities, fitness and healthPaper 2: Reading and Writing (1h 45, 80 marks)Assesses reading and writing skills in separate sections across five topic areasHome and abroadEducation and employmentPersonal life and relationshipsThe world around usSocial activities, fitness and healthPaper 3: Speaking (8-10 minutes, 40 marks)Assesses speaking skills across five topic areas, students will present and answer questions on a picture, and discuss two different topic areas chosen at random.Home and abroadEducation and employmentPersonal life and relationshipsThe world around usSocial activities, fitness and healthComputer Science KS2Students learn to write and debug programs to accomplish specific goals, use sequence, selection and repetition in programs, use logical reasoning to explain how some simple algorithms work, understand computer networks and the world wide web, use search technologies effectively, select and use a variety of software on a range of digital devices, and use technology safely, respectfully, and responsibly.KS3Students learn to design, use and evaluate computational abstractions that model the state and behaviour of real world problems, they will understand several key algorithms that reflect computational thinking, use two or more programming languages, understand simple Boolean logic (eg. AND, OR, and NOT), and its uses in circuits and programing, understand the hardware and software components making up computer systems, understand how instructions are stored and executed within a computer system, create, reuse and revise digital artefacts for a given audience, and understand a range of ways to use technology safely.iGCSEThis course covers six main topics:Problem solvingProgrammingDataComputersCommunication and the internetThe bigger pictureComputer science aims to prepare students to meet the demands of 21st century employers, encouraging them to understand the digital world, and develop active, creative interactions with technology that will be fundamental to economic success. They will develop computational thinking skills, learn a range of programming languages, and apply the fundamental principles and concepts of computer science, including abstraction, decomposition, logic, algorithms, and data representation. Topics include algorithms, decomposition and abstraction, programming- coding, constructs, data, operators, binary data, data storage, compression, and encryption, computers- computational modelling, hardware, logic, software, programming languages, internet networks and security, the internet and the world wide web, and consider the bigger picture of computing technology and how it has an impact on nearly every aspect of the world in which they live.PSHEPersonal, Social, Health and Economic education has been designed to help students to develop spiritually, morally, culturally, mentally, and physical, and prepare them for all aspects of life outside of school. The three main areas of study are covered in varying depth across all ages. These are Health and Wellbeing, Relationships, and Living in the Wider World. It encourages students to live healthy, safe, productive, capable, responsible, and balanced lives. It provides the opportunity for students to reflect on and clarify their own values and attitudes, and explore the conflicting range of values and attitudes they may encounter now and in the future. It aims to help students to build their conference, resilience, and self esteem, to identify and manage risk, make informed choices, and understand what influences their decisions. It helps them to recognise, accept, and shape their identities, to understand and accommodate difference and change, to manage emotions and to communicate constructively in a variety of settings. KS2Health and Wellbeing: Positive and negative influences on physical, mental, and emotional health, healthy diets, the influence of social media, recognising risk, danger, and hazards, the use of mobile phones, basic emergency first aid, commonly available substances like alcohol, tobacco, and energy drinks, and changes to the body with pubertyRelationships: how to communicate feelings to others, how to care for others, what kind of physical contact is acceptable, the differences between people (including ethnic, racial and sexual orientation), types of bullying and strategies to resist bullying, and how and where to get help, stereotypesLiving in the wider world: discuss and debate topical issues, understand basic human rights, learn what it means to be part of a community, appreciate different religious and ethnic identities in the UK, understand interest, loans, debt, and tax, understand how the media present informationKS3 Health and Wellbeing: how to maintain physical, mental and emotional health and wellbeing, how to make informed choices about drugs, alcohol, tobacco, a balanced diet, parenthood and the consequences of teenage pregnancy, how to administer emergency first aid, the influence of media and lifestyle, recognising and reducing risk, recognising the influence of peer pressure, the difference between occasional use and dependence and addiction, cancer and cancer prevention, how to access local health servicesRelationships: developing team working skills, communication, active listening, negotiation, receiving constructive feedback and assertiveness, sexual attraction, the features of positive and stable relationships (trust, mutual respect, honesty, equality), and unhealthy relationships (imbalance of power, coercion, control, exploitation, abuse of any kind), ?different types of relationship, marriage, sexual consent, contraception, the risks of unprotected sex, the portrayal and impact of sex in the media and social media, the difference between biological/ assigned sex, gender identity, and sexual orientation, laws relating to carrying offensive weapons, the issues with sharing explicit imagesLiving in the wider world: knowledge and skills needed for setting realistic and personal targets and goals, the impact of stereotyping, prejudice, bigotry, bullying, and discrimination on individuals and communities, different types of work- employment, self-employment, and voluntary work, engaging in enterprise, protecting online presence and reputation and a personal ‘brand’, assessing and managing financial risk, gambling, social and moral dilemmas about the use of money, different work roles and career pathways KS4Health and Wellbeing: self confidence and self esteem, managing stress, anxiety and depression, causes treatment and symptoms of mental and emotional health disorders, recognising triggers for self harming, STIs and HIV/AIDS, the media and body image, cosmetic and aesthetic procedures, emergency first aid including CPR, substance use and misuse, the wider risks and legal consequences of illegal substance abuse, self checking for cancerRelationships: managing strong emotions and feelings, parenting skills, recognising unhealthy or abusive relationships, understanding consent, domestic abuse, the impact of separation, divorce and bereavement on families, how to access support and information, the role of sex in the media, sexual ethics, gender double standards and victim blaming, the impact of drugs and alcohol on choices and sexual behaviour, supporting friendsLiving in the wider world: evaluating personal strengths for goal setting, the unacceptability of any kind of discrimination, thinking critically about extremism and intolerance (including shame and honour based violence)Global Citizenship iGCSEThis exciting new iGCSE encourages students to think synoptically, and join together thinking from different parts of the world and society. It covers politics and governance, economic development and the environment, culture and community, technology, and a citizenship community action project. Students will critically engage with their local, national, and international worlds, and world views. They will cover topics including democracy, global politics, human rights, humanitarian intervention, international development, international law, Non-Governmental-Organisations, the United Nations’ Human Development Index, the World Health Organisation, migration, changing patterns of wealth and poverty, and the role of technology for communication and responding to climate change. This is the course for any student interested in understanding in depth and engaging meaningfully in today’s diverse and ever changing world.Latin KS2The KS2 course covers key grammar such as nouns, verbs, adverbs, pronouns, cases, clauses questions subjects and objects. It will study set Latin in the context of the Roman Empire, and explore these through a variety of reading passages.behaviour policyAimsIt is a primary aim of My Online Schooling that every member of the school community feels valued and respected, and that each person is treated fairly. We are a caring school, whose values are built on mutual trust and respect for all. The school’s behaviour policy is therefore designed to support the way in which all members of the school can work together in a supportive way. It aims to promote an environment in which everyone feels happy, safe and secure.The school expects every member of the school community to behave in a considerate and respectful way towards others. This policy aims to help young people grow in a safe and secure online environment, and to become positive, happy and responsible members of the school community.The school recognises and promotes good behaviour, as it believes that this will develop an ethos of kindness and cooperation. This policy is designed to encourage good behaviour.Role of the HeadteacherIt is the responsibility of the Headteacher to implement the school behaviour policy consistently throughout the school. The Headteacher supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in their implementation of the policy.The Headteacher keeps records of all reported any incidents of misbehaviour.The Role of the TeacherIt is the responsibility of class teachers to ensure that the rules of the online classroom are enforced in their classes, and that everyone behave in a responsible manner during lesson time.The class teachers in our school have high expectations of the children with regard to behaviour, and they strive to ensure that all young people work to the best of their ability.The teacher must be a role model for the children and treat each child fairly, and enforce the classroom code consistently. The teachers treat all children in their classes with respect and understanding.The class teacher should ensure that the Headteacher is aware of repeated low level negative behaviour which in turn will be communicated to parents. The class teacher reports to the Headteacher who will communicate to parents and carers about the progress of each child in their class, in line with the whole-school policy. The Role of Parents and CarersThe school collaborates actively with parents and carers, so that young people receive consistent messages about how to behave at home and at school. We expect parents and carers to support their child’s learning, and to cooperate with the school.It is the responsibility of parents and carers to ensure that their child is properly supervised during lessons if required. It is the responsibility of the parent and carer to ensure that their child turn up on time for each lessons and that they are well prepared with their device suitably charged and in good working order. School RulesAll pupils must behave in a respectful, considerate and kind manner when they are in classrooms. They must listen to and take direction from their teacher when in class.Disruptive or abusive behaviour will not be tolerated on any level. If a child demonstrates behaviour that the teacher deems to be unacceptable or inappropriate they will be given a verbal warning. Upon the third verbal warning the child will be removed from the classroom for the remainder of the lesson. A report will be sent to the Headteacher and the parent or carer. If disruptive behaviour becomes a regular occurrence the Headteacher may ask the pupil to leave the school.Pupils are expected to participate actively in lessons and complete tasks to the best of their ability. Teachers will provide encouragement and we expect pupils to try their very best.Homework must be completed to a high standard by the agreed due date. If there is a problem or delay to this, the Headteacher or School Manager must be informed who will communicate this to the teacher.Students must use the Common Room feature appropriately. This feature is secure and moderated by the Headteacher and School Manager. The school operates a zero tolerance policy for any kind of bullying, offensive language or inappropriate discussions are allowed, and no personal details should be given out. ?Discussions with other students should always be positive, supportive, and kind. Students must be punctual to lessons and enter the classroom 5 minutes before the lesson commences. If a child is more than ten minutes late to a lesson, the lesson may be cancelled. It is the responsibility of the student to ensure that their device is charged, has a good internet connection and is in good working order. Parents and carers should support their child with this. Unless special dispensation has been given all students are required to use microphones in class at the direction of their teachers. There is no option for only typing in the chat box unless they have been given special permission from MyOnlineSchooling. student behaviour contractThis list refers to being in lessons and online.I will use friendly, kind and caring language when speaking to other studentsI will not be abusive, inappropriate, or unkind to other students I will keep personal information like my address, telephone number secret unless I have my parent’s permissionI will not give my password to anyone, not even good friendsI will treat my teachers with respect in class by listening to them and having good manners I will actively join in during lessons and try my very bestI will be in class 5 minutes early before each lessonI will make sure that my computer works and has a good internet connection I will complete my homework on time, as well as I can each weekI will ask for help if I feel uncertain or don’t understand somethingI will only go on websites that my teachers or parents have approvedI will use the common room feature appropriately and know that there is a zero tolerance policy for any kind of bullying, or inappropriate or offensive languageI will tell an adult who I trust straight away if I am worried, uncomfortable upset about anything I will enjoy my lessons and have a positive attitude Student signature and date ????????????????????????????????????????Parent signature and date_____________________________ ??????????????????????????______________________________Safeguarding Policy Statement My Online Schooling Ltd. aims to assure the safe education provision for all its pupils. Safeguarding the welfare of its pupils is part of our core business and all staff must be aware of their responsibilities. Contents Introduction Aims and Objectives Safeguarding Child Protection Procedures Dealing with Disclosures of Abuse Monitoring and Record-keeping The role of the designated contactAppendix 1 This policy has been developed in accordance with the principles established by the Education Act 2002 and the Children’s Act 2004 and in line with the following government publications and statutory and other guidance: ? Working Together to Safeguard Children: A guide to inter-agency working to safeguard and promote the welfare of children’, DfE (2015) ?“Keeping children safe in education” Statutory guidance for schools and colleges July 2015 Local Safeguarding Children’s Boards – as relevant to each child in our care The Non-Maintained Special Schools (England) Regulations 2015 Departmental advice for nonmaintained special schools (August 2015) London Child Protection Procedures and Practice Guidance (March 2016) The Safeguarding Vulnerable Groups Act 2006 MyOnlineSchooling Data Protection Policy. ?Guidance for Safer Working Practices for Adults who work with Children and Young People in Education Settings, DCSF, October 2015 ‘What to do if you're worried a child is being abused’, DfE (March 2015) ‘Information Sharing: Advice for practitioners’, DfE (March 2015) 1. INTRODUCTION 1.01 Principles MyOnlineSchooling believes that children and young people can reach their full learning potential. ??MyOnlineSchooling recognises our legal and moral duty to promote the well-being of children and young adults and protect them from harm and respond to safeguarding concerns. ?Through their day-to-day contact with pupils and correspondence with families, the staff at the school have a role to play in noticing safeguarding concerns and working with parents and appropriate agencies. ?? We have a responsibility for the care, welfare and safety of the pupils receiving our service and we will carry out this duty through our teaching and learning, extracurricular activities, pastoral care and extended school activities. In order to achieve this, all members of staff in this school, in whatever capacity, will at all times act proactively in child welfare matters especially where there is a possibility that a child may be at risk of harm, we will act immediately. We believe that every child regardless of age or background has, at all times and in all environments, a right to feel safe and protected from any situation or practice that results in that child being physically or psychologically damaged. ? MyOnlineSchooling seek to adopt an open and accepting attitude towards children as part of their responsibility for pastoral care. The school encourages pupils and parents to talk about any concerns and will see school as a safe place if there are any difficulties in any situation. ? Children’s worries and fears will be taken seriously if they seek help from a member of staff. However, staff cannot offer secrecy if concerns are such that referral must be made to the appropriate agencies in order to safeguard the child’s welfare. ?MyOnlineSchooling recognises that ensuring the wellbeing of children is everyone’s responsibility. Members of staff at MyOnlineSchooling are encouraged to adopt a ‘it could happen here’ mentality to combat complacency, ensure vigilance and to always act with the best interests of the child in mind. ?This policy applies to all pupils across all age groups studying at MyOnlineSchooling. MyOnlineSchooling will ensure that all staff and volunteers feel able to raise concerns about poor or unsafe practice in regards to children and such concerns are addressed in a timely manner. When at school, MyOnlineSchooling will endeavour to support every pupil through: The content of the curriculum. The school ethos which promotes a positive, supportive and secure environment and gives pupils a sense of being valued, where their needs are paramount and their interests underpin all child protection work. The school behaviour policy which is aimed at supporting all pupils in the school. The school will ensure that the pupil knows that some behaviour is unacceptable but they are valued and not to be blamed for any abuse which has occurred. Liaison with other agencies that support the pupil such as Children’s Social Care (CSC), Child and Adult Mental Health Service (CAMHS), education welfare service and educational psychology service. ?Section 10 of the Children Act (2004) requires a local authority to make arrangements to promote co-operation between itself and its relevant partners and other organisations who are engaged in activities relating to children. ?MyOnlineSchooling is committed to contributing to inter-agency working in line with ‘Working Together to Safeguard Children’ (2015) and providing additional support to children subject to Child Protection plans. Ensuring that, where a pupil who has a child protection plan leaves, their information is transferred to the new school immediately and that the child's social worker or local authority is informed. Liaison with parents to ensure that the relevant Local Authority is informed where Elective Home Education is taking place. ?MyOnlineSchooling will proactively contact Local Authorities during the registration of a new pupil to ensure the safety of pupils. ?? In our school, if we have suspicions that a child’s physical, sexual or emotional well-being is being, or is likely to be, harmed, or that they are being neglected or abused, we will follow the procedures set out by the statutory guidance for schools and colleges: Keeping children safe in education (July 2015), ‘Working Together to Safeguard Children’ Revised Guidance March (2015), the London Child Protection Committee, “London Child Protection Procedures, Revised Guidance March 2016” (.uk) and the procedures issued by Mid and West Wales Safeguarding Board, if we come into contact with alleged or suspected cases of child abuse. As a consequence, we: Assert that teachers and other members of staff in the school are an integral part of the child safeguarding process; ?Accept totally that safeguarding children is a key priority for all members of staff in the school, and wholly compatible with their pedagogic responsibilities; Recognise that safeguarding children in this school is a responsibility for all staff, including Directors and board members; Have designated a senior member of staff with knowledge and skills in recognising and acting on child protection concerns. Tom Crombie will act as a source of expertise and advice, and is responsible for co-ordinating action within the school and liaising with other agencies; Ensure through training and supervision that all staff in the school are alert to the possibility that a child is at risk of suffering harm, and know how to report concerns or suspicions; Share our concerns with others who need to know, and assist in any referral process; Ensure that all members of staff who have suspicion that a child may be suffering, or may be at risk of suffering harm, refer such concerns to the Designated Safeguarding Leader (DSL), who will refer to the appropriate Children’s Services.Safeguard the welfare of children whilst in the school and take positive measures to address bullying making our expectations of behaviour explicit, especially where this is aggravated by sexual or racial factors, disability or special educational needs. ?At MyOnlineSchooling online bullying is the main concern and are proactive in monitoring and acting whenever behaviours do not meet our expectations; Ensure that all staff are aware of the child protection procedures where appropriate, the Local Authority where the student resides, and act on any guidance or advice given by them; ?Guarantee that MyOnlineSchooling’s recruitment and selection of paid employees and volunteers ensures that all people who work in our school are suitable to work with children following safer recruitment guidelines according to the requirements of ‘Keeping Children Safe in Education’ DfE (2015). Will act swiftly and make appropriate referrals where an allegation is made that a member of staff has committed an offence against a child, harmed a child, or acted in a way that calls into question their suitability for working with children. 1.02 Designated Member of Staff The Designated Safeguarding Lead (DSL) for Child Protection is the Director, Tom Crombie. ?The DSL will carry out the role in accordance with responsibilities outlined in ‘Keeping Children Safe in Education’ (2015). ??Throughout this document we refer to ‘parent’. ?This term also extends to a pupil’s carer or if the pupil is attending the school as a result of a referral by another school or a Local Authority then the delegated person within that organisation who stands “in loco parentis” to the pupil or who is the main contractual contact with MyOnlineSchooling. MyOnlineSchooling cannot take any responsibility for the actions or conduct of any third party who may come into contact with the child as a result of the provision of MyOnlineSchooling lessons or technology. ?In these cases, the Parent must ensure appropriate supervision of the child. E.g: The installation of a broadband connection into a pupil’s home by a third party contractor. 2. AIMS AND OBJECTIVES ? MyOnlineSchooling’s overall aim for this policy is to safeguard and promote the welfare of the children and any vulnerable adults we are helping to educate. ?The emphasis is on prevention through the use of robust procedures, support and guidance for staff and pupils and working to ensure unsuitable people do not work with children. We will always work in the best interests of the child or vulnerable adult. ?In situations where abuse is suspected, our paramount responsibility is to the child or vulnerable adult. This will be achieved by: Continuing to develop awareness in all staff of the need for Child Protection (particular care should be taken with children with disabilities and SEN) and their responsibilities in identifying abuse; Ensuring that all staff are aware of referral procedures within the company; Monitoring children who have been identified as “at risk” or vulnerable; Ensuring that outside agencies are involved where appropriate and communication between parties is clear and concise; Creating an environment where children feel secure, have their viewpoints valued, are encouraged to talk and are listened to. 3. ?SAFEGUARDING 3.01 Recruitment In order to ensure that children are protected whilst at this school, we will ensure that our staff are carefully selected, screened, trained and supervised. MyOnlineSchooling operates safe recruitment practices. This will include following the DfE requirements in checking that applicants are registered appropriately, obtaining references and enhanced DBS checks. In particular: Before appointing someone, follow up each reference with a telephone call or personal contact during which we will discuss the applicant’s suitability to work with vulnerable children; We will ensure that we complete an enhanced DBS check and the taking up of references for all adults with access to children at this before their starting work, and prior to confirmation of appointment. ? In addition, we will ensure that the following checks are satisfactorily completed before a person takes up a position in the school: Identity checks to establish that applicants are who they claim to be; Academic qualifications, to ensure that qualifications are genuine and appropriate; Professional and character references prior to offering employment; Satisfy conditions as to health and physical capacity; ?Previous employment history will be examined and any gaps accounted for. MyOnlineSchooling will maintain a single central record covering all staff. ?This information will be stored securely. This record will ensure training and any necessary checks are kept up to date. ? 3.02 Induction and Training All new members of staff will receive induction training prior to their starting in work at MyOnlineSchooling, which will give an overview of the organisation and its purpose, values, services and structure in addition to procedures for identifying and reporting abuse and procedures relating to confidentiality issues. ? All new staff at the school (including volunteers) will receive a copy of this policy within one week of commencing work at the school and will be required to sign to confirm they have read and understood it. The school will provide this training through the DSL. ?Staff will be issued with a School Handbook and Teacher Information Pack which will outline the code of conduct their responsibility in regards to safeguarding pupils and information on staff/pupil relationships and communications. This will be provided to all staff on induction and updated annually. ?? 3.03 Safeguarding in School As well as ensuring that we address child protection concerns, we will also ensure that children who attend the school are kept safe from harm whilst they are in the school environment. To this end, this policy must be seen in light of: ‘Personal, Social and Health Education’ which detail the ways in which child protection issues will be addressed through the curriculum; ‘Safe recruitment’ and Staff Code of Conduct; ‘Behaviour’; ?‘Health & Safety’; ‘Allegations against members of staff’ 3.04 Liaison with other agencies ? MyOnlineSchooling will endeavour to contribute effectively and efficiently to any inter-agency cases in line with the requirements set out in ‘Working Together to Safeguard Children’ (2015). ?? MyOnlineSchooling will strive to develop effective links with relevant agencies and co-operate as required with their enquiries regarding safeguarding matters including attendance and written reports at initial case conferences, core groups and safeguarding review conferences; MyOnlineSchooling shall notify the relevant Children and Family Services team if: It should have to exclude a pupil on the safeguarding register (whether fixed term or permanently); There is an unexplained absence of a pupil on the child protection register of more than one day duration from school or as agreed. 3.05 Photographing Children ? MyOnlineSchooling will not allow images of pupils to be used on school websites, publicity, or press releases, without expressed permission from the parent/carer. 3.06 Communication with parents In the event that it becomes necessary to involve other agencies in any matter, MyOnlineSchooling will: Undertake appropriate discussion with parents prior to involvement of another agency unless the circumstances preclude this. ? Ensure that parents have an understanding of the responsibility placed on the school and staff for safeguarding by setting out its obligations in the school’s terms and conditions. 3.07 Confidentiality The school and all members of staff will ensure that all data about pupils is handled in accordance with the requirements of the law including any national and local guidance. Any member of staff who has access to sensitive information about a child or the child’s family must take all reasonable steps to ensure that such information is only disclosed to those people who need to know. Regardless of the duty of confidentiality, if any member of staff has reason to believe that a child may be suffering harm, or be at risk of harm, their duty is to forward this information without delay to the designated member of staff for child protection. 3.08 Conduct of Staff The school has a duty to ensure that professional behaviour applies to relationships between staff and children, and that all members of staff are clear about what constitutes appropriate behaviour and professional boundaries. Members of staff are required to work in a professional way with children at all times. ?The online nature of teaching at MyOnlineSchooling presents its own potential issues. All staff should be aware of the dangers inherent in: Working alone with a childSending and receiving messages through the MyOnlineSchooling classroom software; teachers should always save any messages they are concerned about and forward these to the DSL. ?Teachers should also routinely save their private messages. Cultural and gender stereotyping; Dealing with sensitive information; ?Giving to, and receiving gifts from, children and parents/carers; Contacting children through private telephones (including phone texting), e-mail, instant messaging, or social networking websites; Disclosing personal details inappropriately; Meeting pupils outside school hours or school duties. If any member of staff has reasonable suspicion that a child is suffering harm, and fails to act in accordance with this policy and Mid and West Wales Safeguarding Board procedures, we will view this as misconduct, and take appropriate action. 4. CHILD PROTECTION PROCEDURES Procedures within MyOnlineSchooling Any member of staff with a cause for concern relating to Child Protection should immediately discuss it with the Director, Tom Crombie. ?If the concern relates to a disclosure or to the safety of the child, then the DSL should be alerted immediately. ?Allegations of child abuse must always be given the highest priority and be referred immediately to the DSL. ?If, at any point, there is a risk of immediate serious harm to a child, a referral should be made to children’s social care and the Police immediately. ?Anybody can make the referral. ?? The DSL will then decide on an appropriate course of action (based on SCB guidelines). The DSL will arrange for the following files to be secured: The Sound file for the lesson from the central servers; The Lesson script from MyOnlineSchooling’s network; The Lesson graphic slides from MyOnlineSchooling’s network; All the above files will be electronically copied and held securely in the MyOnlineSchooling safe, separately from their academic file.If the child leaves MyOnlineSchooling, the DSL will make contact with the DSL at the new school and ensure that the child protection file is forwarded in an appropriate manner. ?? In the event of an incident, the DSL will contact the Parent to report the incident. ?Allegations of child abuse will always be given the highest priority and be referred immediately to the Parent. ?Within 24 hours a report will be submitted to the Parent. MyOnlineSchooling will endeavour to assist the Parent in all aspects related to the incident. Visits by MyOnlineSchooling staff to pupil homes, PRUs, etc.: ?Any staff that might undertake a visit to pupils will carry identifying documents – identifying them as authorised personnel of MyOnlineSchooling, and detailing contact details that can be used to validate any such claim. All MyOnlineSchooling staff have Enhanced Record Checks as provided by the DBS for both working with children and vulnerable adults.2 ?These are stored in the single central record at MyOnlineSchooling offices.Allegations against MyOnlineSchooling staff: Teachers must protect themselves by following guidance from MyOnlineSchooling con staff conduct, especially when working with pupils, and staff should bear in mind that even perfectly innocent actions could sometimes be misconstrued. ?All our lessons are recorded and recordings and any information held will be used in all investigations. If anyone makes an allegation that any member of staff may have: Committed an offence against a child; or, Placed a child at risk of significant harm; or, Behaved in a way that calls into question their suitability to work with children; ??? If an allegation is made against a Director, the other Directors will gather information about the allegation and report the details to the Local Authority without delay. Teachers who hear an allegation of abuse or who have any cause for concern that has Child Protection repercussions against another member of staff, should report the matter immediately to the DSL so that all internal procedures can be followed. Any pupils that are deemed as vulnerable by MyOnlineSchooling will be subjected to continued observation during their time at MyOnlineSchooling. ?Their progress will be monitored by the Designated teacher for looked after and vulnerable pupils. If a negative trend is identified in during a pupil’s progress, it will be investigated and appropriate interventions will be enacted to halt this. ?? 5. DEALING WITH DISCLOSURES OF ABUSE/ SUPPORTING THE PUPIL AT RISK We recognise that some children adopt abusive behaviours and that these children must be referred on for appropriate support and intervention. The school is also alert to the possibility of peer to peer abuse and has procedures in place for dealing with any issues. If there is any case of child-on-child abuse both children will be referred to the relevant Children and Family Services team. We also recognise that children may be at risk from parents or carers who choose Elective Home Education for their children in order to facilitate / disguise abuse. We will work with Local Authorities to ensure that such children can be readily identified and referred to the appropriate agency. MyOnlineSchooling will check during the admissions process that parents have informed their Local Authority that they intend to home education their children. ?Under legislation, this is not the responsibility of MyOnlineSchooling however, this check will ensure that the Local Authority are aware that a pupil is being home educated and thus, reduce the possible risk for the child. In addition, it will allow for effective sharing of information between the Local Authority and MyOnlineSchooling. We recognise that children who are abused or witness violence may find it difficult to develop a sense of self-worth and to view the world as benevolent and meaningful. They may feel helplessness, humiliation and some sense of self-blame. The school will endeavour to support the pupil through: The content of the curriculum to encourage self-esteem and self- motivation; The school ethos which (i) promotes a positive, supportive and secure environment (ii) gives pupils a sense of being valued; MyOnlineSchooling's Behaviour Policy which is aimed at supporting vulnerable pupils. All staff will agree on a consistent approach, which focuses on addressing the behavioural element of any misdemeanours in a way which does not damage the pupil's sense of self-worth. The school will ensure that the pupil knows that some behaviour is unacceptable but s/he is valued and not to be blamed for any abuse which they have suffered; Liaison with other agencies which support the pupil such as Children and Family Services, Child and Adolescent Mental Health Services (CAMHS), the Educational Psychology Service, Behaviour Support Services and the Education Welfare Service; A commitment to develop productive and supportive relationships with parents whenever it is in a pupil’s best interest to do so; Recognition that children’s home circumstances can render them in need of support and protection; Vigilantly monitoring children’s welfare, keeping records and notifying Children and Family Services as soon as there is a concern. Where the suspected abuse is by another child/young person, both children (i.e. suspected abuser and abused) must be referred. When a pupil on the safeguarding register leaves MyOnlineSchooling, information will be transferred to the new school or the relevant Local Authority immediately. ? Staff will receive training about what to do and how to behave if a child makes a disclosure of abuse. ?If a child chooses to tell a member of staff about possible abuse, there are a number of measures that should be taken to support the child: Stay calm and be available to listen; Listen with the utmost care to what the child is saying; Do not promise confidentially to the pupil involved. ?Inform the child that you cannot keep the information confidential and that this information will now have to be passed on; Reassure the child and let them know they were right to inform us; Discuss normally without pressurising and without using leading questions. ?If at all possible, try not to question what the child is telling you – this can confuse and complicate the child’s memory of the event; Don’t put words into the child’s mouth but note the main points carefully; Repeating back the words used by the child indicates that you have listened carefully and have acknowledged/validated the child’s thoughts and feelings; Keep a full record and timeline of events – date, time, what the child did, said, etc; If the pupil report is in a private classroom message please then copy and paste the full message into a word document For types of Child Abuse and their symptoms please refer to Appendix One. ?? 6. ???MONITORING AND RECORD KEEPING It is essential that accurate records be kept where there are concerns about the welfare of a child. ?These records are kept in secure, confidential files, locked in the MyOnlineSchooling safe and on a secure partitioned limited access area of the MyOnlineSchooling network. ?If the child leaves MyOnlineSchooling, the DSL will make contact with the DSL at the new school and ensure that the child protection file is forwarded in an appropriate manner. ?? It is important to recognise that regulations published in 1989 do not authorise or require the disclosure to parents/carers/LEA mentors of any written information relating to Child Protection. ?MyOnlineSchooling will disclose such information to the Parent as appropriate. Staff must keep the DSL informed of: Regular poor attendance & punctuality; Changed or unusual behaviour; Any concerns about health and emotional well-being of the pupil; Deterioration in educational progress; Discussions with parents/mentors about concerns relating to the pupil or a lack of engagement of parents; Any incident of pupil on pupil abuse (including serious bullying); When there is suspicion of significant harm to a child and a referral is made as much information as possible will be given about the nature of the suspicions and the child. ?Use of previous records (if available) may prove to be particularly useful in this respect. Reports may be needed for Child Protection Case conferences or the criminal/civil courts. ?Consequently, records and reports should be: Factual (no opinions) Non-judgemental (no assumptions)ClearAccurateRelevant 7. THE ROLE OF THE DESIGNATED CONTACT ? Key aspects of the role of the designated teacher are: To ensure that all staff are aware that Tom Crombie the Designated Safeguarding Lead (DSL) responsible. To refer promptly all causes for concern to the appropriate named LA mentor; To refer promptly all cases of suspected child abuse to the appropriate named Parent; ?To maintain and update as necessary the Child Protection Monitoring List to be held by Tom Crombie To organise training (and keep appropriate records) on Child Protection within the company; To ensure that all staff know about and have access to Safeguarding guidelines; To co-ordinate action where a cause for concern has been raised; To co-ordinate action where child abuse is suspected; To liaise within the company concerning the collection of initial referral reports; To liaise with the Parent concerning the collection of initial referral reports; To facilitate and support the development of a whole company policy on Child Protection; To attend case conferences or to nominate an appropriate member of staff to attend on his/her behalf; To maintain records of case conferences and other sensitive information in a secure confidential file and to disseminate information about the child only on a “need to know” basis; To pass on records to the Parent, as appropriate, regarding children at risk; ??To raise staff awareness and confidence on child protection procedures and to ensure new staff are aware of these procedures; To keep up to date with current practice by participating in training on the latest legislation and best practice wherever appropriate. 8. APPENDIX One Specific Safeguarding Issues 8.1 Children Missing Education At MyOnlineSchooling we take our duty towards children at risk of missing education very seriously, recognising not only that all children, regardless of their circumstances are entitled to a full time education which is suitable for their individual needs, but also that a child going missing from education is a potential indicator of abuse or neglect including Child Sexual Exploitation (see below) All MyOnlineSchooling pupils missing from education (CME) can be tracked; and Those enrolled MyOnlineSchooling pupils at risk of becoming missing from education are identified and reported to our LA client quickly and efficiently. “Keeping Children Safe in Education” (2015) and “Working Together to Safeguard Children” (2015) place a duty on all agencies to work together to promote the welfare of children and to share information. ?This principle underpins this policy and there is an expectation that all agencies will work together to ensure that children do not “slip through the net” and become missing. Children fall out of the education system for a wide range of reasons some examples of which are below: They fail to start appropriate provision and hence never enter the system; They cease to attend, due to exclusion (e.g. illegal or unofficial exclusions) or withdrawal; or They fail to complete a transition between providers (e.g. being unable to find a suitable school place after moving to a new Local Authority). MyOnlineSchooling undertakes to inform the relevant Local Authority of any pupil who is going to be deleted from the School’s admissions register where they: Have been taken out of school by their parents and are being educated outside the school system e.g. home education; Have been certified by the school medical officer as unlikely to be in a fit state of health to attend school before ceasing to be of compulsory school age, and neither he/she nor his/her parent has indicated the intention to continue to attend the school after ceasing to be of compulsory school age; Are in custody for a period of more than four months due to a final court order and the proprietor does not reasonably believe they will be returning to the school at the end of that period; or, ? have been permanently excluded. MyOnlineSchooling also undertakes to inform the relevant Local Authority where they have knowledge of children who have been removed from mainstream education in order to receive Elective Home Education in order to assist the Local Authority in their duty to follow up with any child who might be in danger of not receiving an education and who might be at risk of abuse or neglect. ?MyOnlineSchooling also undertakes to inform the local authority of any pupil who fails to attend school regularly, or has been absent without the school’s permission for a continuous period of 5 school days or more. 8.2 Child Sexual Exploitation (CSE) The Statutory Guidance on Safeguarding Children and Young People from Child Sexual Exploitation 2009 defines CSE as: "Sexual exploitation of children and young people under 18 involves exploitative situations, contexts and relationships where young people (or a third person or persons) receive something (e.g. food, accommodation, drugs, alcohol, cigarettes, affection, gifts, money) as a result of them performing and/or another or others performing on them sexual activities. Child sexual exploitation can be via the use of technology without the child's immediate recognition; for example, being persuaded to post sexual images on the internet/mobile phones without immediate payment or gain. In all cases, those exploiting the child/young person have power over them by virtue of their age, gender, intellect, physical strength and/or economic or other resources. Violence, coercion and intimidation are common, involvement in exploitative relationships being characterised in the main by the child or young person's limited availability of choice resulting from their social/economic and/or emotional vulnerability." As part of our duty of care to prevent CSE, MyOnlineSchooling will: Ensure that absence information is cross-referenced with risk assessments for individual children and young people. Staff are given training and information on warning signs, and impact, of child sexual exploitation, to ensure timely and accurate victim identification 8.3 Domestic Abuse The definition below (The UK’s cross-government definition of domestic abuse) includes so called ‘honour’ based violence, female genital mutilation (FGM) and forced marriage, and is clear that victims are not confined to one gender or ethnic group. From March 2013, the definition of domestic violence includes young people under 18. This definition of domestic violence and abuse now covers teenage relationship abuse and states: “Any incident or pattern of incidents of controlling, coercive or threatening behaviour, violence or abuse between those aged 16 or over who are or have been intimate partners or family members regardless of gender or sexuality. This can encompass but is not limited to the following types of abuse: Psychological Physical Sexual Financial Emotional Controlling behaviour is: a range of acts designed to make a person subordinate and/or dependent by isolating them from sources of support, exploiting their resources and capacities for personal gain, depriving them of the means needed for independence, resistance and escape and regulating their everyday behaviour. Coercive behaviour is: an act or a pattern of acts of assault, threats, humiliation and intimidation or other abuse that is used to harm, punish, or frighten their victim.” Children and young people witnessing domestic abuse Witnessing domestic abuse is distressing and scary for a child, and causes serious harm. Children living in a home where domestic abuse is happening are at risk of other types of abuse too. Children can experience domestic abuse or violence in lots of different ways. They might: See the abuse Hear the abuse from another room See a parent's injuries or distress afterwards Be hurt by being nearby or trying to stop the abuse MyOnlineSchooling takes steps to ensure that all staff are aware of the signs of domestic violence and know to refer any pupil they think may be at risk to the School’s Designated Person. Children who witness domestic abuse may: Become aggressive Display anti-social behaviour Suffer from depression or anxiety Not do as well at school or display erratic attendance, homework completion, unusual deterioration in organisational skills (due to difficulties at home or disruption of moving to and from refuges etc.) 8.4 Teenage Relationship Abuse MyOnlineSchooling is aware that the British Crime Survey 2009/10 found that the 16-19 year age group were most likely to suffer abuse from a partner and as such recognises its duty to raise awareness of this type of abuse. MyOnlineSchooling recognises the responsibility of the School to consider relationship abuse as a Child Protection issue and is committed to: Make pupils and staff aware of the seriousness of teenage relationships (there is often a failure to recognise this because they are more likely to be short-lived but this does not mean that they cannot be as abusive as adult relationships). Take steps to identify pupils at risk of teenage relationship abuse and ensure that all pupils know that they can disclose such abuse to a member of staff who will take their concerns seriously and will help them to access the support they need. ? 8.5 Forced Marriage A forced marriage is where one or both people do not (or in cases of people with learning disabilities, cannot) consent to the marriage and pressure or abuse is used. It is an appalling and indefensible practice and is recognised in the UK as a form of violence against women and men, domestic/child abuse and a serious abuse of human rights. The pressure put on people to marry against their will can be physical (including threats, actual physical violence and sexual violence) or emotional and psychological (for example, when someone is made to feel like they’re bringing shame on their family). Financial abuse (taking your wages or not giving you any money) can also be a factor. The UK Government’s guidelines make clear the important distinctions between a forced marriage and an arranged marriage: ‘An arranged marriage is one in which the families of both spouses take a leading role in arranging the marriage but the choice whether or not to accept the arrangement remains with the prospective spouses’. The guidelines remind practitioners that ‘ignoring the needs of victims is not an option. Forced marriage affects people from many communities and cultures’. Forced marriage is an abuse of children’s rights under the UN Convention on the Rights of the Child. It is also an abuse of the basic human rights of children, young people and adults as set out in the European Convention on Human Rights and is directly contrary to important provisions set out in relevant domestic human rights legislation in England and Wales. MyOnlineSchooling ensures that: All staff receive training and support on this issue to ensure that they recognise the presenting symptoms, how to respond if there are concerns and where to turn for advice ?MyOnlineSchooling staff will seek advice and help through the Forced Marriage Unit and/or locally (to the relevant pupil) through the local police Child Protection or Domestic Abuse Unit, the Local Safeguarding Children Board (LSCB) or the children’s social care service of the relevant Local Authority. Characteristics that may indicate forced marriage While individual cases of forced marriage, and attempted forced marriage, are often very particular, they are likely to share a number of common and important characteristics, including: An extended absence from school/college, including truancy; A drop in performance or sudden signs of low motivation; Excessive parental restriction and control of movements; A history of siblings leaving education to marry early; Poor performance, parental control of income and students being allowed only limited career choices; Evidence of self-harm, treatment for depression, attempted suicide, social isolation, eating disorders or substance abuse; and/or Evidence of family disputes/conflict, domestic violence/abuse or running away from home. MyOnlineSchooling also recognises the need for sensitivity on the part of our staff in identifying instances of forced marriage as any of the potential indicators above in isolation may not be linked to forced marriage and MyOnlineSchooling staff are committed to guarding against making assumptions about an individual pupil’s circumstances or act on the basis of stereotyping. 8.6 Female Genital Mutilation At MyOnlineSchooling we are fully cognisant of our duty to cooperate with other agencies and work together to protect and support those at risk of, or who have undergone, FGM. FGM is a criminal offence – it is child abuse and a form of violence against women and girls, and therefore should be treated as such. ?In the UK, FGM tends to occur in areas with larger populations of communities who practise FGM, such as first-generation immigrants, refugees and asylum seekers. These areas include London, Cardiff, Manchester, Sheffield, Northampton, Birmingham, Oxford, Crawley, Reading, Slough and Milton Keynes. Since MyOnlineSchooling’s pupils can come from anywhere in the UK and c.30% of our pupils are international, we take our duty to raise awareness of this practice throughout our pupil and staff populations very seriously. MyOnlineSchooling is committed to complying with the current mandatory reporting duty and recognises that the professional who identifies FGM/receives the disclosure must report (usually by the end of the next working day). We understand that: FGM is not a religious practice FGM occurs mostly to girls aged from 5 – 8 years old; but up to around 15 FGM has been a criminal offence in the UK since 1985 It has been an offence since 2003 to take girls abroad for the purpose of subjecting them to FGM Criminal penalties include up to 14 years in prison Reasons for this cultural practice include: Cultural identity – an initiation into womanhood Gender Identity – moving from girl to woman – enhancing femininity Sexual control – reduce the woman’s desire for sex Hygiene/cleanliness – unmutilated women are regarded as unclean Risk Factors include: Low level of integration into UK society Mother or sister who has undergone FGM Girls who are withdrawn from PSHE A visiting female elder from the country of origin Being taken on a long holiday to the family’s country of origin Talk about a ‘special’ event or procedure to ‘become a woman’ High Risk Time for FGM As this procedure often takes place in the summer (as the recovery period after FGM can be 6 to 9 weeks), MyOnlineSchooling staff are alert to the possibility of FGM as a reason why a girl in a high risk group is absent from school or where the family request an ‘authorised absence’ for just before or just after the summer school holidays and undertake to cross-reference absence records and “request for absence” forms with girls deemed to be at risk of this practice. Although it can sometimes be difficult to identify girls before FGM takes place, where girls from these high risk groups return from a long period of absence with symptoms of FGM, MyOnlineSchooling staff will seek advice from the police or social services especially where post-FGM symptoms are identified (recognising that staff may find it more difficult than in a mainstream school to use physical symptoms in this way and may need to be aware of online discussions about the following or disclosures re the following to peers or staff members) Post-FGM Symptoms include: difficulty walking, sitting or standing spend longer than normal in the bathroom or toilet unusual behaviour after a lengthy absence reluctance to undergo normal medical examinations asking for help, but may not be explicit about the problem due to embarrassment or fear. 10.8 Faith abuse This refers to certain kinds of child abuse linked to faith or belief and includes: Belief in concepts of witchcraft and spirit possession Demons or the devil acting through children or leading them astray (traditionally seen in some Christian beliefs) The evil eye or djinns (traditionally known in some Islamic faith contexts) and dakini (in the Hindu context) Ritual or muti murders where the killing of children is believed to bring supernatural benefits or the use of their body parts is believed to produce potent magical remedies Use of belief in magic or witchcraft to create fear in children to make them more compliant when they are being trafficked for domestic slavery or sexual exploitation. ? MyOnlineSchooling is committed to raising awareness amongst staff and pupils of the risks associated with faith abuse and will: Promote understanding that the above beliefs are not confined to one faith, nationality or ethnic community and also that not all those who believe in witchcraft or spirit possession harm children Ensure that lack of confidence in challenging the faith or beliefs of others or a desire for cultural sensitivity do not in any way impede the safeguarding of our pupils Ensure that staff and pupils alike know that this is a child protection issue and that any signs of abuse linked to witchcraft or magic will be treated seriously and sensitively and that support will be given through the appropriate channels 8.7 Sexting Sexting is the sending of obscene, pornographic videos/images or material to their friends or boy / girlfriends via mobile phones. Young people are often not sufficiently aware of the potentially negative consequences of their actions in this regard; once taken and sent, the sender has lost control of these images and these images could end up anywhere. They could be seen by a child’s future employers, their friends or even by paedophiles. By having in their possession, or distributing, indecent images of a person under 18 on to someone else – young people are not even aware that they could be breaking the law as these are offences under the Sexual Offences Act 2003. As such, MyOnlineSchooling are committed to ensuring that: All staff and pupils are aware of the criminal implications of sexting and the gravity of such behaviour That staff treat any disclosures of sexting as a safeguarding and child protection issue and refer it immediately to the DSL. ?The DSL will in turn, inform the Police of such matters. Any pupil affected who may be extremely distressed is given the appropriate pastoral care and support (being aware that the pupil may even need immediate protection or a referral to social services) Staff are aware of the significant new powers and freedoms for teachers and schools under the revised Education Act 2011* to seize and search an electronic device if they think there is good reason for doing so * For more information about the Act go to: .uk/ukpga/2011/21/section/2/enacted ?.uk/aboutdfe/advice/f0076897/screening,-searchingandconfiscation/screeningsearching-and-confiscation ? 8.7 Trafficking Article 3 of the Palermo Protocol to Prevent, Suppress and Punish Trafficking in Persons, Especially Women and Children, Supplementing the United Nations Convention Against Transnational Organised Crime to the UN Convention (2000) (ratified by the UK on 6 February 2006) defines trafficking as: “Trafficking of persons” shall mean the recruitment, transportation, transfer, harbouring or receipt of persons, by means of the threat or use of force or other forms of coercion, of abduction, of fraud, of deception, of the abuse of power or of a position of vulnerability or of the giving or receiving of payments or benefits to achieve the consent of a person having control over another person, for the purpose of exploitation. Exploitation shall include, at a minimum, the exploitation of the prostitution of others or other forms of sexual exploitation, forced labour or services, slavery or practices similar to slavery, servitude or the removal of organs; The consent of a victim of trafficking in persons to the intended exploitation set forth in subparagraph (a) of this article shall be irrelevant where any of the means set forth (a) above have been used; The recruitment, transportation, transfer, harbouring or receipt of a child for the purpose of exploitation shall be considered “trafficking in persons” even if this does not involve any of the means set forth in (a) above; “Child” shall mean any person under eighteen years of age. ? Children are trafficked for many reasons, including sexual exploitation, domestic servitude, labour, benefit fraud and involvement in criminal activity such as pick-pocketing, theft and working in cannabis farms. There are a number of cases of minors being exploited in the sex industry. ? Children trafficked into the country may be registered at a school for a term or longer, before being moved to another part of the UK or abroad. This pattern of registration and de-registration may be an indicator that a child has been trafficked. However, practitioners should always bear in mind that not all children who go missing from education have been victims of trafficking. For example, there may be instances of children from communities that move around – Gypsy, Roma, traveller or migrant families – who collectively go missing from school. As such and because of MyOnlineSchooling’s uniquely online offer which is regularly accessed by pupils for several terms as a means of keeping them in education at a time when they are unable (or unwilling) to access mainstream schooling, we endeavour to: Identify pupils on roll at risk of having been trafficked into the UK or Who are living outside of the UK and are at risk of being trafficked between countries Keep up-to-date records of at-risk pupils’ and regularly analyse patterns of registration and attendance Refer any pupils thought to be at risk via the School’s DLS to the appropriate authority All addresses including holiday addresses will be recorded by admin staff in case patterns emerge that suggest large numbers of children are moving in and out of the same address 8.8 Preventing Radicalisation MyOnlineSchooling recognises its duty, under Section 26 of the Counter-Terrorism and Security Act (2015), to protect children from the risk of radicalisation as part of our wider safeguarding duties, as with other forms of harm and abuse. During the process of radicalisation, it is possible to intervene to prevent vulnerable people being radicalised. Radicalisation refers to the process by which a person comes to support terrorism and forms of extremism, defined by the government as “vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs.” Also included in this definition are calls for the death of members of British armed forces, whether in this country or overseas. Although MyOnlineSchooling recognises that it can be very difficult to identify a susceptible individual, we endeavour to: Make staff and pupils aware of the specific background factors which can contribute to vulnerability which are often combined with specific influences such as family, friends or online, and with specific needs for which an extremist or terrorist group may appear to provide an answer Include units of learning on the collective Prevent duty in the PSHE curriculum Be alert to changes in children’s behaviour which could indicate that they may be in need of help or protection and treat such pupils in the same manner as for any child protection issue by referring immediately to the School’s DP and acting according to school safeguarding procedures Be alert to any use of the School’s closed social media platform (myMyOnlineSchooling) which may contribute to the radicalisation of pupils or indicate any pupils at risk ?Ensure that children are safe from terrorist and extremist material when accessing the internet via MyOnlineSchooling and that suitable filtering is in place. ? 8.9 Private Fostering Private fostering is when a parent makes arrangements for their child (who is under 16, or under 18 if they are disabled) to live with someone who isn't a close relative (a close relative is an aunt/uncle, grandparent, brother/sister or step-parent), for longer than 28 days. The person who has been asked to look after the child is known as a private foster carer. MyOnlineSchooling recognises its legal duty to tell the relevant Local Authority if it becomes aware of any private fostering arrangement. There could be lots of reasons for this: ?A family crisis A parent being ill Teenagers living with the family of a boyfriend or girlfriend Children coming from abroad for education or health care Children living with a friends' family because their parents have separated or divorced or after an argument at home However, MyOnlineSchooling is committed to always putting the needs of the child first and as such recognises the need of the Local Authority to be able to check that the child is safe and being well looked after and that the accommodation and care being given is satisfactory. 10.13 ?Drugs MyOnlineSchooling fully recognises its statutory duty to promote pupils’ wellbeing, and the clear role it plays in preventing drug misuse as part of our pastoral responsibilities. With reference to the Government’s Drug Strategy 2010 we ensure that school staff have the information, advice and power to: ? Provide accurate information on drugs and alcohol through education and targeted information, including via the FRANK service; ?Work with local voluntary organisations, health partners, the police and others to prevent drug or alcohol misuse. MyOnlineSchooling will ensure that: pupils have access to and knowledge of up-to-date information on sources of help including local and national helplines (including FRANK for drugs, NHS Smoking Services for tobacco and Drinkline for alcohol), youth and community services and drug services. ?If the child is felt to be at risk the Safeguarding Policy will come into effect and social services may need to be contacted. ? Discipline ? MyOnlineSchooling is committed to responding to drug-related incidents mindful of the need to balance the needs of the individual pupils concerned with the wider school community. ? We recognise that drug use can be a symptom of other problems and are ready to involve or refer pupils to other services when needed, ensuring that staff are aware of the relevant youth and family support services available in their local area. ? MyOnlineSchooling is also fully committed to role it can play in early intervention by identifying pupils at risk of drug misuse. The process of identifying needs aims to distinguish between pupils who require general information and education, those who could benefit from targeted prevention, and those who require a detailed needs assessment and more intensive support and will bring to bear the full weight of our pastoral knowledge of each and every one of our pupils. Timetable plannerMonday TuesdayWednesdayThursdayFriday8.00-9.009.00-10.0010.00-11.0011.00-12.0012.00-1.001.00-2.00useful contactsHealth and wellbeingMind UKA mental health charity in the UK offering support. NSPCCA charity preventing cruelty to children and offering support. Childline: 0800 1111Adult: 0808 800 5000Homestart UKA UK charity to help families in need of support and help them access local services.NHSFree medical advice on children’s health and wellbeing. Call NHS 111 for non-emergency advice Talk to FrankDrugs education and support website. 0300 123 660Home EducationGov.UKNational UK government guidelines for home education. Home EducationAdvice on home educating in the UK Educational ResourcesBBC BitesizePrimary and Secondary fun national curriculum revision resources -457200282575000 ................
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