Health and Hygiene

Medical Care

The School is in the fortunate position of having a School Nurse on site. She is based in the Lower Primary department and is on duty throughout the school day. There is a trained first aider in every nursery room. Please inform the School Nurse of any ongoing medical concerns or problems.

Medical Forms

Medical forms are issued digitally prior to the Academic year and should be submitted before the start of term. These are filed and copies kept securely with the School Nurse in line with data protection legislation.

Medicines

Medicines should be named and have clear instructions. You can either contact the School Nurse and provide the name of medicine, reason for taking, dosage and times, or complete a form in the Nursery with this information at drop off. Please note your child needs to have had at least one dosage of the medicine before asking for it to be administered at Nursery.

Illness

Children who are obviously unwell should not be sent to Nursery as often a day at home resting speeds their recovery and helps prevent the spread of any infections to other children and staff. Please refer to the additional guidelines, produced by Health Protection Scotland or call the School Nurse for advice. Please note that all children suffering from vomiting and/or diarrhoea must not return to Nursery until they have been free from symptoms for 48 hours. If your child is sent home with a high temperature, we kindly ask that you keep them at home for the following 24 hours. If a child develops symptoms during the day the School Nurse makes an assessment and will contact parents.

Allergy Awareness

Please do not send any snacks from home in your child's bag. If you collect your child and give them a snack at this time, kindly wait until you have left the building before eating. This is to ensure everyone's safety. 

Toothbrushing

Children in our Rowan and Spruce rooms are included in the toothbrushing programme delivered by Childsmile. 

Handwashing

Handwashing happens every day before snack and lunch, after using the toilet or after getting a nappy change. The staff support this until the child is independent. 

Accident Procedures

Bumps, cuts and scrapes are dealt with by our first aiders and when required the School Nurse is consulted. Any head bumps are monitored carefully and the School Nurse informed. An accident form is written for the parent to sign. Should there be an accident which requires hospital attention, parents will be informed immediately and asked to collect the child from the Medical Room in the Lower Primary department (Denham Green). In an emergency, the School will arrange for the child to be taken to hospital immediately and parents will be asked to go directly to the hospital.

The Health and Safety Manager monitors the online accident reporting system and will take measures in consultation with the Headteacher if any remedial action is required following an accident or near miss.

Head Lice

In an attempt to prevent the frequent recurrence of head lice, we ask you to carry out a weekly check of your child’s head. If treatment is necessary, please speak to your pharmacist for advice on the most up-to-date treatment. We will inform you if there are a few cases going around.

Sun Protection

All children are required to bring a sunhat. It should be labelled and kept in the cloakroom for use as and when appropriate. If you would like your child to wear sun cream, please apply it in the morning before coming to Nursery. Nursery staff can reapply sun cream with parents’ permission. If you do not wish to use our brand of sun cream, please provide an alternative, which should be clearly named.

Medical Advice

Should you require advice on your child’s health please feel free to phone Nurse Boyd between 8.30am – 3.30pm on 07864 910 496.

Absence

If a child is to be absent from school please contact our Reception Team by telephone or by email.

• Junior School Office telephone number: 0131 552 3690
• Junior School Reception Email: enquiriesjs@edinburghacademy.org.uk

Supervision of Nursery Children

Children should be kept under close supervision when entering and leaving the building and in the school grounds. While routine movement of vehicles is not permitted during the school day, we do sometimes receive deliveries or have other service vehicles on site. Parents or guardians have responsibility for their own children until they are signed in and once they are signed out of Nursery. If you are cycling please be aware that the school grounds are a working site for children with outdoor lessons. Cyclists, please dismount at the barrier and walk your bike within the school campus grounds to ensure the safety of all children.

Introduction

This policy is based on the UN Convention on the Rights of the Child and the values of The Edinburgh Academy to which all members of the school community aspire.

These values are: Ambition, Compassion, Collaboration, Integrity and Engagement.

Most importantly, this policy is based around the need for all children and adults to be treated as individuals while recognising that an atmosphere of ordered freedom is achieved through a consistency of expectation and action where boundaries are clearly understood.

Through our behaviour policy we aim to:

• Have a respectful community where excellent behaviour is the default expectation
• Ensure all adults use consistent language to promote positive behaviour
• Have a compassionate community where everyone is treated fairly and equitably regardless of rank, position, age, race, gender, religion, family background or learning profile
• Have a respectful community where everyone is expected to behave with integrity
• Have a respectful community where poor conduct is never ignored and where children are supported to take ownership of their behavioural choices and have a clear understanding of potential consequences for poor behaviour
• Always seek to use restorative approaches rather than punitive sanctions.
   

Purpose of the behaviour policy

• To encourage children to recognise that they can and should make good choices
• To promote and model positive behaviour
• To promote self-esteem and self-discipline
• To teach appropriate behaviour through positive intervention
• To provide clear guidance for children, staff and parents of expected behaviour based around 3 main rules.

Our 3 Rules:

• Be Ready
• Re Respectful
• Be Safe.
   

Child’s Rights and Responsibilities

It is the right of every child to:

• Feel safe at school
• Be able to learn to the best of their ability
• Be treated with dignity and respect
• Have their efforts recognised and acknowledged.

It is the responsibility of every child to:

• Obey the rules of the school and accept that breaking rules will result in consequences
   

Adult Responsibilities

All adults must:

• Model good behaviours and build positive relationships with children
• Smile and be welcoming to all children
• Deliberately and persistently catch children doing the right thing and praise them for it
• Be at the front door or classroom door to welcome children at the start of the day
• Establish consistent and relentless routines for their classrooms
• Follow departmental or whole school initiatives and decisions in order to provide children with visible consistency across the school
• Take the lead in dealing with the behaviour of children in their care – SLT can offer support to do this but children should not automatically be sent to SLT for poor behaviour as doing so can undermine the teacher’s relationship and authority with the child in question
• Understand that children who present challenging behaviours are not defined by their behaviour
• Remain calm and follow the agreed script (see appendix) when dealing with poor behaviour
• Demonstrate unconditional care and compassion.

The Rector, Headteacher and Senior Leadership Team must:

• Make every effort (where possible) to be visible around school and available to staff and children
• Regularly celebrate all those whose efforts go above and beyond expectations
• Support teachers in managing children with more complex or challenging behaviours.
   

Recognition and Reward

Praise is essential in developing positive relationships. Staff should aim persistently and relentlessly to catch children demonstrating the right behaviours.

Praise should be used to encourage good behaviour as well as good work – Tell the children what they should be doing rather than what they shouldn’t.

Positive behaviour, good work, excellent effort and good citizenship should be systematically recognised and reinforced.

Everyone works better when the good work they do is recognised.

Teachers will praise enthusiasm, effort and achievement in a variety of ways; by speaking to children in class, by writing comments on work and by writing positive recognition cards which are awarded at Departmental Assemblies.

Recognition of special achievement is open to students of all ages and abilities and will reflect effort and achievement related to each individual’s ability.

Recognition may also be earned for anything which you do that sets a new standard for you personally, or for others to follow; for example: good conduct, helpfulness, leadership, behaviour that clearly demonstrates our school values, and other qualities which make a genuine contribution to school life.

Positive Recognition Cards given will also count towards the Division competition.
 

Managing Poor Behaviour

Where behaviour falls below that which is expected, the following steps should be followed calmly, without unnecessary emotion and, where possible, privately.

Stage 1 – A Warning (this can be given more than once, especially in the case of reasonable adjustments being made)

This is a gentle reminder and should refer to the three simple rules.

• “I have noticed that you chose to…
• This is a reminder that we need to be ready/be respectful/be safe (OR something tied to the school values)
• You now have the chance to make a better choice
• Thank you for listening”
• This should be delivered calmly and later improvement should be commented on positively.

Stage 2 – A stop and think

This is a clear verbal warning making it clear that the learner is continuing to behave in an unacceptable way and that their behaviour is their responsibility.

• “I have noticed that you chose to…
• This is the second time I have spoken to you. This is your time to think carefully about your next step. We need to be ready/be respectful/be safe (OR something tied to the school values)
• You now have the chance to make a better choice
• Thank you for listening”.

Stage 3 – A reflective pause

• “I noticed that you chose to…
• This is the third time I have spoken to you. You now need to speak to me for 2 minutes at the end of this lesson. If you choose to break the rules again, you will leave me no choice but to ask you to… (have some time out/work at another table/miss some of your playtime/complete the work at home/go to the quiet area etc)
• Do you remember when you (model of previous behaviour)?
• That is the behaviour I expect from you. Think carefully. I know that you can make good choices
• Thank you for listening”.

Stage 4 – Time Out/Sanction mentioned in Step 3 followed by Reflective Learning Conversation (RLC)

• This could be a short time outside the room with the teacher/another adult, in a corner of the room, at the side of the games pitch etc. It could also be the sanction explicitly mentioned in Stage 3
• It is a few minutes for the child to calm down, look at the situation from a different perspective and compose themselves
• It should then be followed at the first available break time with a restorative conversation which should be led by the teacher who dealt with the behaviour in the first place. In order for this to take place, the child will miss part of their break time which is a consequence of their behaviour. If the member of staff needs support from SLT (eg to cover another duty), this will be given.

The Reflective Learning Conversation should be based around 5 of the following questions:

• What happened?
• What were you thinking at the time?
• What have you thought since?
• How did this make people feel?
• Who has been affected?
• How have they been affected?
• How can things be put right?
• How could things have happened differently?

Reflective Learning Conversations (RLCs) must be recorded on iSams.

• If a child reaches the Reflective Learning Conversation stage twice in a week, the class teacher will inform the parents
• If a child reaches the Reflective Learning Conversation three times in a week, the class teacher will invite parents into school for a meeting with themselves and the HoD
• If a child is repeatedly reaching the Reflective Learning Conversation stage, they will then be involved in weekly monitoring meetings. Consideration will be given to setting up a child’s planning meeting involving all relevant agencies.
   

Serious Incidents

All serious incidents must be referred to the relevant HoD, DHT and HT.

Serious incidents could include fighting, violence, bullying, racism, homophobia, gross language. If a member of staff is unsure whether behaviour constitutes a serious incident, they should seek guidance from their HoD.
 

Temporary Exclusions

All children deserve to be educated, and staff deserve to work, in a calm and safe environment. If a child seriously breaches the school’s positive behaviour policy, the Headteacher may take the decision to exclude a child for a fixed period. Following this exclusion, the child and parents are expected to meet with the Headteacher to discuss the child’s re-entry into school and how they can be supported.

On return it is essential that the child is made to feel welcome and treated without prejudice or ‘harking back to their previous misdemeanour’.
 

Permanent Exclusions

In extremis the Headteacher may recommend to the Rector that a child should lose their place at the school. This should only ever occur when a full assessment has been undertaken of all options and the conclusion has been reached that the child’s continuous attendance would be seriously detrimental to the education or welfare of the child or others in the community.

Where a child is permanently excluded, an appeal can be lodged with the Chair of the Court of Directors.

The Code of Conduct exists to encourage the highest possible standards of behaviour and to enable the Academy community to run as smoothly as possible. Underpinning any system of regulations must be common sense, respect and concern for the well-being of others. We expect that Academy pupils will recognise the need to behave in a way which reflects well on the school, wherever they are.

The Code of Conduct applies to all pupils whilst at the school, on the way to or from school and at all events or trips connected with the Academy.

Pupils, parents and staff should be familiar with these expectations. Our 3 Rules from The Edinburgh Academy’s Positive Behaviour Policy apply:

1. Be Ready
2. Be Respectful
3. Be Safe
    

1. Be Ready

Everyone observes those Regulations and Notices, which are brought to their attention or are displayed in the school.

Anyone who arrives late to school knows that they should sign in at Reception.

We understand that Mobile phones and other hand-held electronic devices must be switched off during the school day unless we have permission to switch it on from a member of staff.

We look after our own property and take personal responsibility for it being named and identifiable. We also know that it is our responsibility to report anything that has gone missing to a class teacher or our Year Head.

It is widely understood that if we have an appointment or an additional lesson out with the normal timetable then it is our responsibility to inform our teacher of this and catch up on any missed work.
 

2. Be Respectful

Across all that we do we try to conduct ourselves in a civilised manner wherever we are. None of us tolerate bullying in any form.

We observe and value the School’s Uniform Guidelines and Dress Code.

We value quiet spaces around our school and so only play ball games in the Front Yards.

All of us are proud to be pupils at The Edinburgh Academy and so we try to take care of school property. Everyone understands that occasionally accidents happen though and when they do we let an adult or Ephor know about it straight away.

We recognise other people’s property and do not touch anything that belongs to another person or the school without first asking permission.

We recognise that we have a responsibility to use the Academy’s ICT facilities and the school network responsibly. When doing this we abide by the “Acceptable Use Policy” because we signed it when we joined the school.

Assembly is an important part of the school day so we come appropriately dressed and act sensibly when we are there.
 

3. Be Safe

We are aware of the risks involved with the following and in order to protect ourselves and others we do not tolerate them in our school

the possession or consumption of alcohol, except on authorised occasions.

drugs, other than those prescribed by a medical practitioner.

knives or any other weapon.

Any type of smoking materials

Any form of fireworks or matches

Pornographic material

All forms of gambling

Any assault on another person

We only ride bicycles within the Academy grounds when it is safe to do so. Our senior pupils only drive cars or motorbikes to school when they have written permission from the Rector. Lifts in cars or on motorbikes are only given to other pupils when that permission has also been requested and given.

All Geits–6ths understand that they should remain on the school premises from 8.40am until the end of School unless they have the specific permission of a member of staff. We all know that if we get such permission then we must sign out (and in again on their return) at the School Office. All 7ths know that they must follow the rules laid down by their Head of Year.

All of us are aware that we should only enter those parts of the school that we have permission to be in. We also know that we should only go into classrooms at break times if we have specific permission to do so.

If we are using equipment or facilities, then we know that we have to listen carefully to any instructions and take care when using them.

We all understand that some games played with larger balls could damage property, so we only play with tennis balls in the Front Yards. The same is true in the winter with snowballs so we do not throw these.

The Rector reserves the right to investigate and to take action on reports of unlawful, violent or indecent behaviour by a pupil, or behaviour, which damages the reputation of the school, even if such behaviour takes place out with school time or school premises. Academy pupils share responsibility with the Rector and his staff for the maintenance of proper standards of decorum and discipline within the school. The Senior Deputy Rector and Headteacher may suspend any pupil without notice for a serious breach of the Code of Conduct. The Rector may exclude a pupil permanently after consultation with the Chairman of the Court or other senior Directors.

While the curriculum as a whole is accessible to all pupils, there have always been those activities where a process of selection is involved. When teams are formed for sporting events or things like speaking parts or main roles allocated for musicals and plays, the selection of some children and not others is always involved. This brief paper is about the rationale for such selection, the parameters within which the staff operate and the limits of inclusiveness.

While some stakeholders would equate the existence of competitive activities within the School programme as an indication of elitism, it would be wrong to oversimplify the selection process as a ruthless, ‘survival-of-the-fittest’ game, where only the best are given opportunities. This is not the way competition works at the Academy. Nor do we apply positive discrimination to give everybody a chance, irrespective of talents, though where possible we do try to be inclusive.

So how do we decide who is to play in the sports teams or who will represent the School in a quiz? To answer this question, we need to put the whole issue of competition in its proper context and then articulate the guiding principle that influences the selection process, more than anything else.

Firstly then, the context in which competition operates is a rich co-curricular programme that includes an extensive range of non-competitive activities, as well as competitive ones. In many aspects of School life, children can engage in an activity at a fun level in an after school setting, or more seriously as part of a group chosen to represent the School. For example, the After School Drama Club gives the chance for children with an interest in drama (but not necessarily any flare for it) to participate in dramatic play, improvisation, rehearsal and performance for small audiences in informal settings. However, when casting the main roles in any musical or play, the staff would be looking to choose mainly those children who are comfortable and talented in a centre-stage role. Staff would be keen to avoid the same small number of children securing the main parts all the time, but on no account will staff simply rotate roles round a whole class or year group, irrespective of talent or giftedness. This applies equally well to Rugby, Hockey, Netball or Cricket selection. The 1st team squad will be made up of a core of regulars and a number of 2nd team players who will be given the opportunity to play for the 1st team from time to time. Random selection of players to give everybody a chance will simply not happen and cannot be justified.

Nothing, however, is set in tablets of stone and children are always encouraged to do their best. Just as happens with Maths setting, there is an ability to move up and down depending on current performance throughout the season.

Secondly, the guiding principle is that, in preparing children for life, the Academy seeks to develop talent wherever it may be found. Children do not all have identical talents, so we would not expect them all to be equally good at the full range of activities. Part of our job is to nurture and develop talents as far as we can, and to find a niche for all children where they can excel. As children come to the end of their time at School, they will become more and more aware of precisely where their talents lie and where they are not so skilled. We must help in this growing sense of self-awareness by encouraging children to play to their strengths, whilst valuing the broad all-round education we provide. This means that selection for teams and groups will, more-and-more, be based on merit alone, but that the breadth of our provision will open up opportunities for all to develop their talents in a multitude of ways.

When reflecting on competition, it is vital to remember the wider context of the School and its communal life, of which competitive activities are only a small, yet very public, part. The warmth and personal acceptance demonstrated to the children by staff, and the ethos of teamwork developed over the years, leads to the inclusion of all the children in this wider sense. This basic fact must not be lost sight of when we focus on competition and admit that, for very good reasons, there has to be a limit to inclusiveness where a selection process is involved.