Anti Bullying Policy

Introduction

The Willows School is committed to providing a caring, friendly and safe environment for all pupils so they can learn in a relaxed and secure atmosphere. We have high expectations of all pupils and strive to create a climate in which all children can fulfil their potential.

Bullying of any kind is unacceptable at The Willows School. If bullying does occur, all pupils should know that incidents will be dealt with promptly and effectively. The Willows School is a telling school and anyone who knows that bullying is happening should be able to inform a member of staff safely.

What Is Bullying

Bullying is action taken by one or more children with the deliberate intention of hurting or frightening another child. It can be either physical or emotional and often repeated over a period of time. Bullying can produce feelings of powerlessness and isolation from others. It takes away a child’s peace of mind and their self-esteem, robbing them of their confidence and causing extreme unhappiness.

Signs And Symptoms Of Bullying

Regularly feeling ill in the mornings.
Reluctance to come to school.
Books, clothing or possessions that are damaged.
Money/possessions missing.
Become withdrawn.
Changes in behaviour.
Become distressed/stop eating.
Cry easily/nightmares.
Unexplained cuts and bruises.
Begin stealing (to pay the bully).
Isolating themselves in own room.
Lack of sleep/unable to sleep.

Aims Of Our Anti-Bullying Work

At The Willows School we endeavour:

  • To ensure all staff, the Governing body, pupils and parents have an understanding of bullying and its consequences.
  • To emphasise through all aspects of our curriculum that bullying will not be tolerated.
  • To ensure that there are clear procedures and systems for reporting and recording bullying, which are understood and followed by all staff.
  • To ensure that students learn to recognise and respect the differences between groups of people within the school community.
  • To help students develop self-confidence, self-esteem and to fulfil their potential within school.
  • To support and re-educate those pupils who are both the victims and perpetrators of bullying, providing them with a range of strategies they can use if they are at risk of bullying others or are being bullied themselves.
  • To create a School which all members of the community can come too without fear of violence, aggression or intimidation of any kind.

  • Pupils are taught that any kind of aggressive behaviour, either verbal or physical is unacceptable. Incidents of bullying are always treated seriously.

    All staff are vigilant in school and within the grounds to identify actual or potential cases of bullying. Victims are asked not to retaliate, but to inform a member of staff immediately.

    Combating Bullying

    The Willows School is aware that bullying must be tackled on two levels, by focusing on preventative work, but also by responding appropriately when incidents do occur. We are working hard to improve behaviour in line with The Behaviour Policy, we teach our students that as well as having rights, the choices they make will also bring responsibilities.

    We shall be using the following strategies to ensure that we have a clear, consistent and effective approach to bullying:

  • An agreed definition of bullying with a monitoring structure in place and an awareness raising campaign.
  • A strong ethos in The Willows School, promoting tolerance and respect for difference and diversity.
  • Positive leadership from senior staff and governors on tackling bullying.
  • A designated member of staff, who will be responsible for co-ordinating anti-bullying issues.
  • A clear anti-bullying policy. The policy will be reviewed regularly by a designated member of staff, governors, parents and pupil.
  • A planned approach in PSHE Curriculum and consultation time to discuss the issues of bullying in a context which promotes self-esteem and confidence in relationships.
  • A confidential method (Listen Up) for alerting the school to current instances of bullying.
  • Adequate supervision of the school site, especially toilets, changing rooms/cloakrooms and distant areas, including if appropriate the school gates at the beginning and end of the day for those pupils using school buses.
  • Rewarding non-aggressive behaviour and encouraging co-operative behaviour.
  • Sharing proven good practice with both colleagues at The Willows and our cluster schools.

  • Education

    Pupils will be given the opportunity to increase their awareness of both the effects and consequences of bullying through some or all of the following:

  • curriculum areas – English, PSHE, Consultation, P4C
  • Assemblies / Schools Councils
  • Firm and appropriate disciplinary procedures
  • Pupils being encouraged to develop their own class rules
  • Greater interaction between classes/year groups

  • Procedure

    If a child is caught bullying, a number of things can happen:-

  • The perpetrator(s) will have to explain the behaviour to a member of staff.
  • The incident will be recorded in the Team-Teach documentation.
  • The victim(s) will also be interviewed.
  • A decision should be taken regarding whether to contact the parents of both the victim(s) and perpetrator(s).
  • Appropriate sanctions and support will be discussed and agreed upon.
  • Depending on the severity of the incident the perpetrator(s) may be excluded from school for a time.
  • An opportunity should be available after the incident for both victim(s) and perpetrator(s) to discuss their problems and worries with a responsible and confident adult.
  • The Pupil Support Team may be involved with the children, working to change behaviours.

  • Working With Parents/Carers

    We will work with parents/carers to minimise the likelihood of further bullying regardless of whether one is talking about the child who has bullied or the one who has been bullied.

    We will endeavour to give parents every opportunity to discuss their concerns as soon as practicable. We will emphasise the importance of working together to solve problems and create realistic solutions that are acceptable to all concerned. A lack of parental support can make conflict resolution much more difficult and is regrettable, particularly if children then mirror the negativity and unhelpful attitude they have seen.

    The Willows School appreciates there will be occasions when the parents and carers of one or both sets of students involved will feel the School has not sanctioned appropriately. Parents or carers will be given the opportunity to share their concerns.

    Where a parent is dissatisfied with the school’s handling of a situation then the head teacher will seek to resolve the situation informally. In the event of a formal complaint then the agreed complaints procedure for the school will be invoked.

    The Willows School actively encourages and welcomes comments, questions and suggestions regarding our anti-bullying policy.

    Please contact: Sally Lockyer

    Monitoring, evaluation and review

    The school will review this policy annually and assess its implementation and effectiveness. Bullying incidents will be monitored every term in line with The Team-Teach documentation. The policy will be promoted and implemented throughout the school.

    Behaviour Policy

    The Willows School is a community where children and adults feel valued and respected. We recognize everyone is unique and should be treated fairly as an individual. We want to build up and foster a community where pupils feel safe and confident, where they are happy to learn and develop. We will not accept hurtful behaviours to others.

    The Principals

    This policy is to promote behaviour in a positive way, through good relationships between staff and students. A mutually supportive, caring and purposeful atmosphere helps us achieve our aims:

    • To create a warm, calm, orderly atmosphere that promotes a sense of community.
    • To achieve a consistency of attitude and approach by staff that gives a sense of security and safety and clear expectations to students.
    • To ensure consistent, effective management of behaviour across the school.
    • To ensure that all members of the school community are aware of our values and that they are reflected in our behaviour.
    • To promote the continual development of all staff and support new staff.
    • To ensure that all governors, staff and pupils understand their roles and responsibilities within the school.
    • To develop a partnership with parents/carers in the behaviour management of their child.
    • Promoting Good Student Behaviour

      At the Willows we consider it is important that praise and rewards should have a considerable emphasis within school and pupils will thus achieve recognition for a positive contribution to school life. The attention of our school should not be limited to those whose academic work is outstanding or to those whose behaviour is consistently challenging. It is expected that good standards of behaviour will be encouraged through the consistent application of our school values supported by a balanced contribution of rewards and consequences within a constructive school ethos. It is important to develop and maintain consistency in the application of our reward system. It is also important that the pupils themselves become accountable for management of their own behaviour.

      Aims

      • To reward desired behaviours through positive acknowledgement.
      • To ensure consistency between staff and pupils in rewarding behaviour tangibly.
      • To maintain a consistent pattern of rewards, which are known, understood and agreed by all.

      Rewards

      Positive reinforcement throughout the school is supported by a school credit system in which students are rewarded with credits for their own individual behaviour targets. Pupils are given tokens by staff for achieving their individual target. The tokens can then be cashed in by the student for prizes chosen from the school catalogue. The school council has an active role in reviewing and developing the system.

      Unacceptable Behaviour

      The Willows believes that positive reinforcement is the most effective way of encouraging appropriate behaviour. However, there are occasions when it is in the best interest of the pupil to apply consequences to the behaviour. Staff will make sure pupils are aware that their behaviour is unacceptable and that the behaviour is within their control before a consequence is given.

      Consequences

      The following consequences are applied consistently by staff in an attempt to correct undesirable behaviour:

      • Lunchtime detention
      • Time out with the Pupil Support Team in room six
      • Time out in the quiet room
      • Letter or phone call home to parents/carers
      • Internal exclusion monitored by the Pupil Support Team
      • For the duty of care to pupils and staff pupils may be removed as a last resort to the quiet room using “Team Teach” approved escorts and holds
      • Last resort fixed term exclusion

      The use of “Positive Physical Intervention” to manage physically challenging behaviour

      This policy has been prepared after staff discussions in February 2012 and has been recently ratified by the Governing Body in June 2012.

      The person responsible for the policy is the Head teacher. The policy will be reviewed annually by the Head teacher, Pupil Support Team and the Governing Body.

      The policy is based upon Education and Inspections Act 2006 (part 7). Which replaced the earlier guidance including circular 10/98, “The use of Force to Control or Restrain child/young persons” and came into force on 1st April 2007. The policy should be read in conjunction with Rotherham MBC Positive Behaviour Management Policy (January 2009).

      The policy has been prepared for the guidance of all teaching and support staff who come into contact with pupils with in the school to explain the school’s arrangements for care and control. A statement about “Team Teach” is made to parents in the school prospectus.

      Section 93 of the Education and Inspection Act 2006 stipulates that reasonable force may be used to prevent a pupil from doing or continuing to do any of the following:

      • Child/young person attacks a member of staff, or another child /young person
      • Children/young people who are fighting and are at risk of injuring themselves or others
      • A child/young person is committing or is on the verge of committing deliberate damage to property
      • A child/young person absconds from the class or tries to leave the school setting
      • A child/young person who may compromise good order and discipline within the classroom

      Use of physical interventions is always a last resort and must be taken in the child/young person’s best interest with the regard to the safety of all others and where it is absolutely necessary. Assessing and managing risk is central to the process of deciding whether to use force and ensuring that it is both reasonable and proportional to the circumstances.

      Teaching and non-teaching staff should operate within an appropriate “Duty of Care” and follow the guidance within this policy.

      Team Teach at The Willows

      Team Teach is a holistic approach that promotes techniques that are effective with challenging behaviour. A huge emphasis is placed on preventing and de-escalating situations and behaviours using the “Help Script”, before physical intervention becomes necessary.

      However “Team Teach” does recognise that there will be times when staff are left with no other option than to step in and use positive physical interventions.

      All staff within the Willows are committed to “Team Teach” and we ensure that all staff are trained. Any newly appointed staff are trained within a six week period.

      Any risk associated with physical intervention is covered in great depth during initial and refresher training. While Team Teach techniques seek to avoid injury to all pupils, it is possible that bruising or scratching may occur accidently, these are not to be seen necessarily as a failure of professional technique but a possible side effect of ensuring that all pupils remain safe.

      At the Willows we have four Team Teach tutors, one advanced trainer and three intermediate tutors. They provide the two day initial training as well as the one day refresher courses. The Behaviour Governor Mrs. Gyte is familiar with the Team Teach strategies.

      All our parents are informed through the prospectus and transition visits.

      Positive handling plans and Behaviour Management Programmes

      When classroom management is not effective in dealing with incidents of inappropriate behaviour, it may be necessary to write a behaviour management programme and a handling plan.

      The Pupil Support Team is responsible for writing the plans in consultation with the class teachers. The programmes include behaviour at present, possible triggers, how to manage the environment and clear instructions on how to intervene. The handling plan provides clear guidance on which positive handling technique should be used and which techniques should be avoided.

      The class teacher, parent, member of the senior management team, pupil and a member from the pupil support team will sign the plan and programme. It will be reviewed every term. A copy of each plan is then given to the relevant staff. Any supply or unfamiliar staff will be given the opportunity to read all plans.

      Recording of incidents of Positive Handling

      When incidents of positive handling occur, it should be recorded in the green bound and numbered Positive Handling Book. See Appendix four and five for example of incident and Positive Handling sheet. There is a book in every class. Once the incident form is completed it should be signed by a member of SMT or a member of the Pupil Support Team. All Documentation should be completed within twenty four hours of an incident.

      After any crisis pupils will be offered a repair and reflection process by a member of staff.

      Responding to Complaints and Allegations

      Parents/carers and children/young people have a right to complain about actions taken by school staff. This might include the use of force. If a specific allegation of abuse is made against a member of staff then the school will follow the guidance set out by Safeguarding Children and Safer Recruitment in Education.

      The Behaviour Practitioners/Team Teach Instructors:

      • Oversee the implementation and review of behaviour programmes, handling plans and risk assessments
      • Maintain a central record of training, evaluations and incidents
      • Monitor and evaluate the effectiveness of the behaviour policy
      • Support staff in dealing with behaviour issues
      • Co-ordinate Team Teach training for staff
      • Monitor, evaluate and report all incidents and positive handling records

      Searching with consent

      Reasonable force may be used in exercising the statutory power, introduced under section 45 of the Violent Crime Reduction Act 2006, to search children/young people without their consent for weapons. This search power applies to Head Teachers and Staff authorised by them, where they have reasonable grounds for suspecting that a child/young person has a weapon, knife, alcohol, illegal drugs, stolen items, tobacco and cigarette papers, fire works, pornographic material, any article that has been or is likely to be used to commit an offence, cause personal injury or damage to property See Appendix six for authorised named people.

      Our local authority strongly advises we do not search pupils who resist.

      Confiscation

      School staff can confiscate any prohibited item found as a result of a search. They can also confiscate any item found which they consider harmful or detrimental to school discipline.

      Important Definitions

      • Seclusion involves forcing a person to remain alone in a room or building by locking them in against their will. Without a court order it would be difficult to justify other than in an extreme emergency.
      • Time out is a planned and written intervention for a child /young person to leave the classroom
      • Withdrawal allows a child to leave a classroom if they feel they are in crisis

    Charges and

    Remissions Policy

    Policy based on the following

    • 1996 Education Act
    • The Education (School Sessions and Charges Remissions Policies) Regulations 1999
    • The Education (Residential Trips) Regulations 2003
    • The Education (Residential Trips) Regulations (Amended) 2005
    • RMBC Policy Guidance for Schools on Charging and Remissions July 2010

    Objectives:

    • Maintain right to free school education
    • Establish that activities offered wholly or mainly in normal teaching time should be available to all pupils regardless of their parents’ ability or willingness to help meet the cost
    • To allow school the discretion to charge for optional activities provided wholly or mainly out of school hours
    • To confirm right of school to invite voluntary contributions for the benefit of the school, or in support of any activity organised by the school, whether during or outside school hours

    No charge will be made for the following:

    • Education provided during school hours (including supply of materials, books, instruments or other equipment)
    • Education provided outside school hours if it is part of the National Curriculum, or part of a syllabus for a prescribed public exam that the school is being prepared for at school, or part of the school’s basic RE curriculum
    • Entry for a prescribed public exam, if a student has been prepared for it at school
    • Education on any trip that takes place during school hours
    • Education provided on any trip that takes place outside school hours if it is part of the National Curriculum, or part of a syllabus for a prescribed public exam that the school is being prepared for at school, or part of the school’s basic RE curriculum
    • Transporting pupils to premises where it has been arranged for pupils to be educated
    • Transport provided in connection with an educational trip

    Charges may be made for the following:

    • Board and lodging on residential visits
    • Proportional costs for an individual child of activities wholly or mainly outside school hours (to cover travel, materials/equipment, entrance fees, insurance, non-teaching staff)
    • Individual music tuition
    • Cost of materials for technology lessons where parents have indicated they wish to receive the finished item
    • Extra curricula activities and after school clubs
    • The cost of repairs to buildings/resources or replacements when a pupil’s behaviour results in damage

    Voluntary Contributions

    The school may seek voluntary contributions for the benefit of the school or in support of any school activity, whether during or outside school hours, residential or non-residential including the following:

    • Travel costs
    • Entrance fees
    • Insurance fees
    • Educator/artist fees

    Voluntary contributions will be used to cover part of the cost of the activity; contributions will not exceed the amount needed for the activity.

    There is no limit to the level of voluntary contributions that parents or others can make to school activities.

    The terms of any request made to parents/carers will specify that the contribution is genuinely voluntary and a parent/carer is under no obligation to pay.

    If an activity cannot be funded without voluntary contributions this will be made clear to parents/carers at the outset.

    Remission from Contributions

    Parents in receipt of the following are entitled to the remission of charges for board and lodging costs during residential school trips:

    • Income Support
    • Income Based Job Seekers Allowance
    • Support under Part VI of the Immigration and Asylum Act 1999
    • Child Tax Credit, provided that Working Tax Credit is not also received and the family’s income does not exceed the amount published on a yearly basis
    • Guaranteed State Pension
    • An income related employment and support allowance that was introduced on 27th October 2008

    Code of Conduct for


    Governors

    Introduction

    The governing body/academy trust is the school’s accountable body and must conduct the school with a view to promoting high standards of educational achievement at the school. This Code sets out the expectations on and commitment required from individual school governors/academy trustees in order for the governing body/academy trust to properly carry out its work within the school and the community.

    Core Strategic Functions

    The governing body/academy trust has the following core strategic functions:

    Establishing the strategic direction, by:

  • Setting the vision, values and objectives for the school
  • Agreeing the school improvement strategy with priorities and targets
  • Meeting statutory duties
  • Ensuring accountability, by:

  • Appointing the headteacher
  • Monitoring progress towards priorities and targets
  • Performance managing the headteacher
  • Engaging with stakeholders
  • Contributing to school self-evaluation
  • Ensuring financial probity, by:

  • Setting the budget
  • Ensuring value for money is obtainedMonitoring spending against the budget
  • Ensuring risks to the organisation are managed
  • The Role of the Headteacher

    To enable the governing body/academy trust to carry out the core strategic functions effectively, the headteacher will:

  • Respect governors and value their skills, experience and contribution to the governing body/academy trust
  • Facilitate decision making by providing transparent, clear, concise and relevant information in a timely manner
  • Contribute to the induction, training and development of governors/trustees enabling them to become an active part of the life of the school
  • As individuals on the governing body/academy trust we agree to the following:

    Roles and Responsibilities

  • We understand the purpose of the governing body/academy trust and the role of the headteacher
  • We accept that we have no legal authority to act individually, except when the board has given us delegated authority to do so, and therefore we will only speak
  • on behalf of the governing body/academy trust when we have been specifically authorized to do so
  • We accept collective responsibility for all decisions made by the governing body/academy trust or its delegated agents. This means that we will not speak against majority decisions outside of the governing body/academy trust meeting
  • We have a duty to act fairly, without prejudice and in accordance with the 7 principles laid down by the Committee on Standards in Public Life (attached at Appendix A). In so far as we have responsibility for staff, we will fulfil all that is expected of a good employer.
  • We will encourage open governance where appropriate and will act accordingly
  • We will consider carefully how our decisions may affect the community and other schools
  • We will always be mindful of our responsibility to maintain and develop the ethos and reputation of our school. Our actions within the school and the local community will reflect this
  • In making or responding to criticism or complaints affecting the school we will follow the procedures adopted by the governing body/academy trust
  • We will actively support and constructively challenge the headteacher
  • Commitment

  • We acknowledge that accepting office as a governor/trustee involves the commitment of significant amounts of time and energy
  • We will involve ourselves actively in the work of the governing body/academy trust, and accept a fair share of responsibilities, including service on committees or working groups
  • We will make every effort to attend all meetings and where we cannot attend explain in advance why we are unable to
  • We will arrive at meetings well prepared, having read the agenda and supporting papers and considered the contributions we wish to make on any agenda items
  • We will get to know the school well and respond to opportunities to involve ourselves in school activities
  • We will visit the school, with all visits arranged in advance with the staff and undertaken within the framework established by the governing body/academy trust and agreed with the headteacher
  • We will consider seriously our individual and collective needs for training and development, and will undertake relevant training
  • Relationships

  • We will strive to work as a team in which constructive working relationships are actively promoted
  • We will express views openly, courteously and respectfully in all our communications with other governors/trustees
  • We will support the chair in their role of ensuring appropriate conduct both at meetings and at all times
  • We are prepared to answer queries from other governors/trustees in relation to delegated functions and take into account any views expressed. We will acknowledge the time, effort and skills that have been committed to the delegated function by those involved
  • We will seek to develop effective working relationships with the headteacher, staff, parents and the local community, the local authority and other relevant agencies where appropriate
  • Confidentiality

  • We will observe complete confidentiality when matters are deemed confidential or where they concern specific members of staff or pupils, both inside or outside schoo
  • l
  • We will exercise the greatest prudence at all times when discussions regarding school business arise outside a governing body/academy trust meeting
  • We will not reveal the details of any governing body/academy trust vote unless this is specifically recorded in the minutes of the meeting
  • Conflicts of Interest

  • We will record any pecuniary or other business interest (including those related to people we are connected with) that we have in connection with the governing body’s/academy trust’s business in the Register of Business Interests, and if any such conflicted matter arises in a meeting we will offer to leave the meeting for the appropriate length of time
  • We will also declare any conflict of loyalty at the start of any meeting should the situation arise
  • We will act in the best interests of the school as a whole and not as a representative of any group, even if elected to the governing body/academy trust
  • Breaches of this Code of Conduct

  • If we believe this Code has been breached, we will raise this issue with the chair, and the chair will investigate the issue. Where this is not appropriate, the vice chair will conduct the investigation. The governing body/academy trust will only use suspension/removal as a last resort (and in accordance with any relevant legislation) after seeking to resolve any difficulties or disputes in more constructive ways
  • Adopting and Reviewing the Code

  • This Code of Conduct was adopted by the governing body/academy trust
  • This Code of Conduct will be reviewed in accordance with the Policy Review Checklist maintained within the school.
  • APPENDIX A

    The Seven Principles of Public Life

    (Originally published by the Nolan Committee: The Committee on Standards in Public Life was established by the then Prime Minister in October 1994, under the Chairmanship of Lord Nolan, to consider standards of conduct in various areas of public life, and to make recommendations.)

    Selflessness
    Holders of public office should act solely in terms of the public interest. They should not do so in order to gain financial or other material benefits for themselves, their family, or their friends.

    Integrity
    Holders of public office should not place themselves under any financial or other obligation to outside individuals or organisations that might seek to influence them in the performance of their official duties.

    Objectivity
    In carrying out public business, including making public appointments, awarding contracts, or recommending individuals for rewards and benefits, holders of public office should make choices on merit.

    Accountability
    Holders of public office are accountable for their decisions and actions to the public and must submit themselves to whatever scrutiny is appropriate to their office.

    Openness
    Holders of public office should be as open as possible about all the decisions and actions that they take. They should give reasons for their decisions and restrict information only when the wider public interest clearly demands this.

    Honesty
    Holders of public office have a duty to declare any private interests relating to their public duties and to take steps to resolve any conflicts arising in a way that protects the public interest.

    Leadership
    Holders of public office should promote and support these principles by leadership and example.

    School Holiday Policy

    Absence:

    Lateness

    • Pupils arriving after the register has been taken but before the register has closed (09.35am), will be recorded as late (L).
    • Pupils who have arrived after the register has closed (09:30) will be recorded as an unauthorised absence (U) for the morning session, unless a satisfactory reason is given, for example, a doctor’s appointment.
    • Pupils who arrive after the registers have closed due to LA transport issues will not be recorded as an unauthorised absence, but will be recorded as late. Reoccurrence of this problem will be reported to the transport department.

    Illness

    • Parents/carers are asked to contact the school on the first day of absence to provide the reason for the absence and where possible an indication of when they will return to school.
    • Parents are required to keep school updated for any continued absence.
    • If any member of staff is concerned about a reason for absence, the Deputy Headteacher or Headteacher should be informed.
    • Where office staff are not made aware of the reason for a child’s absence, they will, wherever possible, contact parents/carers by telephone on the first day of absence.

    Medical or Dental Appointments

    • Absence from school due to a medical or dental appointment will be recorded appropriately (M). Parents/carers may be requested to provide written confirmation of these appointments.
    • Parents/carers are encouraged to make all medical appointments out of school hours.

    Holidays during Term time

    Holidays during term time are discouraged and the school follows the current Government guidelines that family holidays are not to be approved.

    Other absence

    Other absence from school will be considered on an individual basis and a decision will be made as to whether it is authorised or unauthorised absence.

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    Safeguarding Policy

    Key contact within the school

    Designated Member of staff for Safeguarding Name: Anne Sanderson Contact Number: 01709 542539

    Deputy Designated Member of staff for Safeguarding Name: Sally Doe Contact Number: 01709542539

    Nominated Governor for Safeguarding Name: Julie Wiggett Contact Number: 01709542539

    Key contacts within the local authority

    Contact and Referral Team (for referrals to Social Care) Contact Number: 01709823987

    Advice and support for schools and other educational establishments (including training) Name: Sherran Finney Contact Number: 01709822690

    Safeguarding Unit - For duty advice and LADO (allegations) procedure Contact Number: 01709822390 Email: childprotection@rotherham.gov.uk

    If you would like to read more about our School's Safeguarding Policy then please refer to the following document:

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