In this section you will find information on how we aim to keep your child safe and how you can help at home. You may find the following documents useful:
Documentation from the Department of Education :-
In addition to the child protection service of Call Derbyshire, you can contact Starting Point with help and advice regarding concerns.www.derbyshire.gow.uk/startingpoint
The Local Authority also produces a flow chart to help schools determine the appropriate actions should they become aware of safeguarding issues. The flow chart can be accessed via the link: LADO Flowchart.
Another key area of safeguarding is the Prevent Duty strategy, aimed at preventing extremism and radicalisation. The headteacher has been trained in the statutory duty and is in the process of training all staff within the school.
The statutory guidance can be found by clicking the link below:
Further details about the prevent duty and training opportunities can be found at the following website: https://www.learningtrust.co.uk/TPG/Pages/PREVENTguidanceandresources.aspx
Equality, difference and cohesion .
- We welcome our duties under the Race Relations 1976 as amended by the Race Relations Amendment Act 2000; the disability Discrimination Acts 1995 and 2005; and the Sex Discrimination Act 1975 as amended by the Equality Act 2006.
- We welcome our duty under the Education and inspections Act 2006 to promote community cohesion.
- We recognise that these four sets of duties are essential for achieving the five outcomes of The Every Child Matters framework, and that they reflect international human rights standards as expressed in the UN Convention on the rights of the child, The UN convention on the rights of people with disabilities, and the Human Rights Act 1998.
- Summaries of our legal obligations are provided in Appendix A of our policy.
We are guided by seven principles.
Principal 1: All learners are of equal value
Principle 2: We recognise and respect diversity
Principle 3: We foster positive attitudes and relationships, and a shared sense of cohesion and belonging.
Principle 4: Staff recruitment, retention and development
Principle 5: We aim to reduce and remove inequalities and barriers that already exist
Principle 6: We consult widely People affected by a policy or activity should be consulted and involved in the design of new policies and in the review of existing ones.
Principle 7: We intend that our policies and activities should benefit society as a whole, both locally and nationally, by fostering greater social cohesion, and greater participation in public life.
In the high-tech world of today, it is more important than ever to ensure that our children understand how to be safe when online. Mrs Marsh has become our online safety governor and has recently attended training on the subject with the teaching staff. We are now working towards making a core group on online safety, that will lead to a parents information evening.
Below is a series of resources that will be used by the school in supporting the children’s education, but may also be helpful in supporting parents at home.
Online Safety videos
Games for children to play.
Tips for parents from EE here.
School’s Online Safety policy
Visit www.nspcc.org.uk/shareaware for useful information regarding helping your child stay safe when using social networks.
Leaflets for Parents:
The resources below have been passed onto me by Derbyshire County Council.
- Resource to use with children with SEND credit to @jw_teach
- Ofcom – Children and Parents Media Use Study – Factsheet and activities credit to khopwood
- Video – Why do you need to be 13 to be on Facebook?
- Video – Do people know I’ve reported them on Facebook?
- Video – Facebook advice for parents and carers
- Resources – Media Smarts (Canadian resource) Be respectful, patient and kind online
- Updated content – Internet Matters
Every child matters at Ambergate Primary School. For this reason, over the last 10 years we have been using the pioneering Positive Play Programme that was developed by our colleagues at Sharley Park Community Primary School.
The programme offers extra help for children and young people in one-to-one sessions through structured activities in a sensory environment.
The Positive Play support programme can help children feel special, help them to express and communicate their feelings, feel good about themselves, raise their self-esteem, and improve their social skills in a reliable, safe and supportive environment.
Positive Play aims to:
- allow young people a space to express and communicate feelings and difficulties in their lives, through a variety of media in constructive rather than aggressive ways and in a safe non-threatening environment
- help young people feel good about themselves, and raise self-esteem by providing activities that look at their strengths and by valuing what they do and making it special
- provide a non-authoritarian, supportive, reliable, safe, unconditional relationship within the school and other settings
- provide some of the early experiences that might (may) have been missed but which are necessary for formal education and social interaction
- help young people acquire the complex range of life skills needed to achieve their full potential.
The programme has been evaluated by Sheffield Hallam University and found to be an effective early intervention tool in supporting children, raising their self-esteem, enabling them to access the curriculum, and so achieve their potential.
Ofsted defined the Positive Play support programme as ‘An early intervention tool, reducing disaffection and encouraging inclusive education’.
Derbyshire County Council website
As a result of some excellent positive play work, our HLTA has developed a group of children to help others that may be facing friendship or playtime difficulties. We are in the early stages of this programme, but can confidently say that the number of playtime incidents have reduced and that pupils feel confident to ask the peer workers for help and advice.
We have an active school council, which is led by Miss Rouke. The council take a lead role in developing initiatives within the school. They are currently working on a competition for the children to produce a new stamp for Christmas 2017.
Personal, Social, Health and Economic Education (PSHE)
In order to equip the children for life beyond school we are currently starting each new term with a week looking into one strand of PSHE. This is often combined with Religious Education and aims to give the children a broader understanding of themselves, their community and the world around them.