Policies

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It is a primary aim of our school that every member of the school community feels valued and respected, and that each person is treated fairly and well. We are a caring community, whose values are built on mutual trust and respect for all. The school behaviour policy is therefore designed to support the way in which all members of the school can live and work together in a supportive way. It aims to promote an environment set firmly within a clearly understood code of conduct, where everyone feels happy, safe and secure. Post COVID-19 lockdown there is an increased emphasis on all stakeholders conducting themselves in a manner that promotes safety and good health and well-being of all. This includes pupils remaining in their class bubbles from the start of the school year in line with the government guidance to schools. (CRC Article 19: You have the right to be protected from being hurt and mistreated in body or mind)

The school has a number of school rules, but the primary aim of the behaviour policy is not a system to enforce rules. It is a means of promoting good relationships, so that people can work together with the common purpose of helping everyone to learn. This policy supports the school community in aiming to allow everyone to work together in an effective and considerate way. (CRC Article 28: You have the right to a good quality education. You should be encouraged to go to school to the highest level you can).

The school expects every member of the school community to behave in a considerate way towards others. This is endorsed as a Rights Respecting School.

We treat all children fairly and apply this behaviour policy consistently.

This policy aims to help children to grow in a safe and secure environment, and to become positive, responsible and increasingly independent members of the school community.

The school rewards good behaviour, as it believes that this will develop an ethos of kindness and co-operation. This policy is designed to promote good behaviour, rather than merely deter anti-social behaviour.

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At Kenmore Park Infant & Nursery School (KPINS), we work in the belief that all children are entitled access to a broad and balanced curriculum which is relevant to their needs. We respond positively to the diversity of the pupils in our school, and aim to create a caring learning environment which takes account of each child’s language, identity and cultural background. (CRC Article 30 – Every child has the right to learn and use the language, customs and religion of their family, whether or not these are shared by the majority of the people in the country where they live). All the children in our care are unique, and any child could be vulnerable at some point in their school life. We are prepared to respond positively to the individual needs of each child, providing appropriate support that will help pupils achieve to their potential.

Every Teacher is a Teacher of every child including those with SEN. Quality-first teaching is expected.

Our school provides a focus on outcomes for children, and we are determined to work in partnership with parents for the best interests of the child. (CRC Article 29 – Education must develop every child’s personality, talents and abilities to the full).

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We believe in the need to eliminate unlawful discrimination and to promote equality of opportunity in all that we do.  We recognise the rich diversity of Harrow’s population as strength and we aim to treat all people with dignity and respect whilst recognising the value of each individual and the positive contribution they make to Harrow’s diverse community and workforce.

All education during school hours is free. We do not charge for any activity undertaken as part of the National Curriculum except for group music tuition.

When organising school trips, visits or visitors into school (Theatre groups) which enrich the curriculum and educational experience of the children, the school invites parents to voluntarily contribute to the cost of the activity. All contributions are voluntary. If we do not receive sufficient voluntary contributions we may need to cancel the activity. If the activity goes ahead, it will include children whose parents have not paid any contribution. We do not treat these children differently from any others.

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To reduce and, where possible, eliminate barriers to accessing the curriculum and to full participation for pupils, and prospective pupils, with a disability.

(Article 23: you have right to special education and care if you have a disability, as well as all the rights in this Convention, so that you can live a full life).

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The difference between a concern and a complaint:

A concern may be defined as ‘an expression of worry or doubt over an issue considered to be important for which reassurances are sought’.

A complaint may be defined as ‘an expression of dissatisfaction however made, about actions taken or a lack of action’.

It is in everyone’s interest that concerns and complaints are resolved at the earliest possible stage. Many issues can be resolved informally, without the need to use the formal stages of the complaints procedure. Kenmore Park Infant & Nursery School takes concerns seriously and will make every effort to resolve the matter as quickly as possible.

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Safeguarding and promoting the welfare of children is everyone’s responsibility. ‘Children’ includes everyone under the age of 18. Everyone who comes into contact with children and their families has a role to play. In order to fulfil this responsibility effectively, all practitioners should make sure their approach is child centred. This means that they should consider, at all times, what is in the best interests of the child.

Keeping Children Safe in Education 2024.

Ethos statement

We recognise the moral and statutory responsibility placed on all staff to safeguard and promote the welfare of all children. We aim to provide a safe and welcoming environment in which children can learn, underpinned by a culture of openness where both children and adults feel secure, are able to raise concerns and believe they are being listened to, and that appropriate action will be taken to keep them safe.

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The following policy refers to the Relationships Education curriculum content and delivery at Kenmore Park Infant and Nursery School.

Definition:

Relationships Education involves learning about caring and positive friendships, families and people who care for me, respectful relationships, online relationships, being safe, identifying changes as they grow.

Relationships Education contributes to the foundation of Personal, Social & Health Education (PSHE) and Spiritual, Moral, Social and Cultural (SMSC) development and offers a valuable vehicle for promoting equality between individuals and groups. It involves an exploration of human and social diversity, and a fostering of self-worth whilst recognising, accepting and respecting differences.

Relationships Education is taught as an integral part of the school’s PSHE provision throughout the school from Reception to Year 2. In this way, children are able to develop their ideas, knowledge and skills gradually as part of a spiral curriculum.

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The Foundation Stage applies to children from three years of age to the end of the reception year. The Foundation Stage is important in its own right, and in preparing children for later schooling.

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Harrow Council is committed to safeguarding the welfare of those accessing its services through the effective use of the Disclosure and Barring Service (DBS) disclosure vetting process for all relevant groups of employees.

Intent

Phonics (reading and spelling)

At Kenmore Park Infant and Nursery School, we believe that all our children can become fluent readers and writers. This is why we teach reading through Little Wandle Letters and Sounds Revised, which is a systematic and synthetic phonics programme. We start teaching phonics in Nursery/Reception and follow the Little Wandle Letters and Sounds Revised progression, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school.

We aim for all our children are able to tackle any unfamiliar words as they read. At Kenmore Park Infant and Nursery School we also model the application of the alphabetic code through phonics in shared reading and writing, both inside and outside of the phonics lesson and across the curriculum. We have a strong focus on language development (oracy) for our children because we know that speaking and listening are crucial skills for reading and writing in all subjects.

The Data Protection Act 1998 is the law that protects personal privacy and upholds individual’s rights. It applies to anyone who handles or has access to people’s  personal data. It will apply to information regardless of the way it is used, recorded and stored and whether it is held in paper files or electronically.