Policies & Procedures

Admissions Procedures

Admissions for 2017/18

Sharples School had 515 applications for 210 places in 2017/18. There were 21 appeals for places at Sharples School.


Scheme for the Coordination of In-Year Admissions to Secondary Schools September 2017

1. Information and application forms for secondary school admission to Sharples School can be obtained from:

Michael Birchall
Pupil & Student Services
2nd Floor
Paderborn House
Civic Centre
01204 332137

2. Applications forms are also available from Bolton Council website

3. Parent/carer must return completed application form to Pupil & Student Services together with any documentation to support the application

4. The Local Authority will liaise with the school to determine if a place can be offered

5. All applications will be processed within 5 to 10 school days of receipt

6. If a place can be offered then the Local Authority will forward the application details to the school. The school must agree a start date with the parent/carer to admit the student within 5 to 10 school days of the offer being made

7. Where schools are full in the relevant year group, the Local Authority will provide parents with relevant advice and guidance of the appeals procedures.

8. Schools and academies must inform the Local Authority of the outcome of all applications for admission.

9. All schools and academies must inform the Local Authority of places as and when they become available so that places can be offered to children from the waiting lists





The Council will admit all children with a statement of special educational needs, in whose statement the school is named

The policy for admission to community and controlled secondary schools for 2017/2018 is as follows.

All parents will be provided with an application form on which they will be asked to express 3 preferences in order of priority for a primary school. Places will be allocated up the published admission number for each school.

If the school is over-subscribed the following criteria will be applied to all applications in priority order.

1. Children in Public Care (Looked After Children) who are the subject of a full care order including adopted children who were previously in care and children who leave care under a special guardianship or residence order. A looked after child is a child who is (a) in the care of a local authority, or (b) being provided with accommodation by a local authority in the exercise of their social services functions (see definition in Section 22(1) of the Children Act 1989).

2. Other children who are considered as “vulnerable” whose application for the preferred school is supported by the Assistant Director for Social Care. This will include;
a. Children for whom there is a child protection plan or has been within a 12 month period.
b. Children who have had a period in care within 2 years of the admission application and are still receiving social care services
c. Children who are considered to be at significant risk of becoming looked after
d. Children who are living in temporary accommodation due to fleeing violence and the area for rehousing has been identified

3. Children who will have older siblings in years 7 to 11 of the preferred school at the time of application and the date of admission. Siblings can include full, step, half, foster and adopted brothers and sisters living at the same address.

4. Children who suffer from some medical condition or disability, which makes it, better for them to attend that school rather than another. Places will only be offered under this criterion if the child has a certified medical condition with strong professional supporting evidence confirming that existing exceptional problems with the child’s health would be seriously exacerbated if a place were not made at the preferred school. Medical evidence MUST be provided at the time of application. Parents applying under this criteria must provide a letter from the child’s GP/Consultant setting out the reasons why the school is the most suitable school and details of the child’s medical condition. Medical evidence must be submitted by 31st October 2015. Evidence received after this date will not be taken into consideration

5. Proximity (Where you live).

Shortest walking distance to the preferred school minus shortest walking distance to the nearest/next nearest school plus 100 to create a ranking value. The lower the ranking value the higher the priority for a place.

The nearest/next nearest school will include all community, voluntary-controlled, foundation, free and academy schools whether in the Bolton Borough or not.

  • If any categories are oversubscribed then geographical proximity (as set out in category 6 above) will be used as a tie breaker. If the proximity value is equal then random allocation will be used as a tie-breaker.
  • The shortest walking route will be that determined by the Local Authority using only those public rights of way recognised within the measuring system. This will be measured using Routefinder, a computerised mapping system which uses the ordnance survey integrated network which measures from the point on the highway nearest to the centre of the home property and the designated main entrance to the school. In the event of a tie-break within a block of flats those living furthest from the communal entrance will be given priority.
  • Where a single place remains at a school and the application being considered is for twins (etc.) the Council will allocate above the admission number to accommodate each child.




Normal Year Admissions

(a) All parents/ carers of Bolton children must complete the Bolton LA application form for admission to secondary maintained schools whether located in the Borough or in neighbouring LAs. This will include children with a statement for special educational needs. Parents will also be given the option of applying online.

(b) The LA will provide parents with access details to the online application form together with the LA’s Primary Admissions Booklet.   The booklet will be available to view and download from Bolton Council’s website.  A limited number of hard copies of the booklet will be available on request from Pupil & Student Services. For parents who are unable to apply online a paper preference form will be available and will be posted in September 2017 to all those who have not submitted an online application..

(c) The application form (including the online application) will allow parents / carers to express 3 preferences in rank order and to state reasons for their preferences. This will include maintained schools in this and the neighbouring LAs. Parents/carers should only indicate an independent school if a place has been offered and they are sure a place will not be required at a maintained school.

(d) If Canon Slade School, St James CE High School or Bolton Muslim Girls School are expressed as preferences, parents / carers must additionally complete the school application form which is obtainable from the school if they wish to apply under the school’s faith criteria. The completed form must be validated by the Vicar / Faith Leader in time to enable parents to return it to the school by the deadline published by the school.

(e) For Bolton children the completed LA application form along with other relevant supporting documents must be returned to the Bolton LA’s Pupil & Student Services.

(f)   The closing date for the return of the completed LA preference form will be 31st October 2017. (The supplementary application form for Canon Slade, St James CE or Bolton Muslim Girls Schools will specify the closing date for return)

(g) The procedures for processing application forms received after the closing date is given in below.

(h) The LA will forward relevant information from the application form by 11th November 2017 to other local authorities where Bolton residents have expressed a preference for a maintained school or academy in their area. On this date other local authorities will provide details of preferences for Bolton schools and academies expressed by their residents.

(i) The LA will forward relevant information from the application forms by 20th November 2017 to Bolton admission authority schools and academies where parents have expressed a preference for those schools and academies. The preference ranking will not be shared with the admission authorities in compliance with the Schools Admission Code.

(j) Bolton admission authority schools and academies will inform the LA by 11th December 2017 of the priority ranking of all applicants

(k) By 13th January 2018 the LA will inform other local authorities of offers to be made to children within their area and receive details of offers they will be making to children resident in Bolton. This information will continue to be exchanged until 29th January 2018.

(l) All parents / carers of Bolton children will receive letters from the LA informing them of the outcome of the application for admission to Borough and neighbouring LA schools on 1st March 2018. If admission is refused to the preferred maintained school or academies an appeal form(s) will be sent with the letter, which will inform parents / carers of the alternative school to be offered. Where a place cannot be offered at a maintained school or academy or a neighbouring LA school(s)/academy, the LA’s letter will advise parents / carers of their right of appeal and provide details of the appeals process.

(m) The LA will continue to co-ordinate admission arrangements until the end of the autumn term. This will mean the LA application form must be completed. The LA will provide the relevant admission authority details of children requesting admission. The LA will convey to parents / carers of Bolton children outcome of their application.





The closing date will as far as possible be strictly observed. Late applications will only be considered after all the applications received by the closing date have been considered. Places will however be allocated and parents / carers will receive notification on 1st March 2018.

Only in exceptional circumstances where evidence is available will late applications be considered on time.  These may include the following:

    • parents removed into the borough after the closing date
    • parents / carers were abroad for the whole period between the publication of the LA’s admission booklet and the closing date for the application form
    • parental / carer / child illness which required hospitalisation for the major part of the period between the publication of the LA’s admission booklet and the closing date for the application form


(b) All applications received after 29th January 2018 will be classed as late regardless of the circumstances


The LA will continue to manage the co-ordinated admission arrangements after the allocation date i.e. 1st March 2018 until the end of the autumn term 2018.

The LA form and any relevant documents will be passed on to the appropriate admissions authority for consideration. The LA will retain responsibility for informing parents / carers about the outcome of their application. If admission is refused to the preferred Borough community voluntary-controlled or voluntary-aided RC school(s), an appeal form(s) will be sent with the letter, which will inform parents / carers of the alternative school to be offered. Where a place cannot be offered at the Borough foundation, aided school(s) or Academy, in addition to the details about the alternative school offered, the LA’s letter will advise parents / carers of their right of appeal and provide details of the appeals process.



There is no obligation on admission authorities to maintain waiting lists. Individual admission authorities need to consider if they wish to maintain a waiting list. Where a waiting list is maintained, the admission authority must use the existing oversubscription criteria to rank the children.

The LA will maintain a waiting list for admission to the community &voluntary-controlled schools. Parents / carers of all unsuccessful applicants, including late applicants, will automatically be placed on the waiting list.

The waiting list will be compiled using the relevant published oversubscription criteria. As no distinction will be made between applications received on time and late applications, the waiting list will remain fluid.

A parent cannot add their name to the waiting list for a school that was not one of their original three preferences unless there is evidence of extenuating circumstances

The LA will maintain the waiting list until the end of the autumn term 2018.


A change of preference will only be acceptable in exceptional circumstances.   This is likely to be when there is a change of address.  Verification must be provided e.g. letter from solicitor exchanging contracts or a tenancy agreement. Such evidence must be with Pupil & Student Services by 29th January 2018.The LA cannot change any preferences for whatever reason after 29th January 2018 until after the offer date of 1st March 2018.


Closing date for applications and return of forms to the LA
31st October 2017

LA sends application details for schools in other LAs to those LAS
11th November 2017

LA to send application details to aided schools/academies/free schools within Bolton LA
20th November 2017

Aided schools, Academies/ free schools and neighbouring LAs to inform Bolton LA of pupils to be offered / refused places
11th December 2017

LA to exchange information of children to be offered and refused places with neighbouring LAs
15th January 2018

Final exchange of offers between Local Authorities.
29th  January 2018

Schools informed by LA of the list of pupils offered admission to their school, including pupils not resident in the borough LA.
24th  February 2018

Offers made to Bolton parents by LA
1st March 2018

April to July 2018

Charging and Remissions Policy

Charging and Remissions Policy

The aim of this policy is to set out what charges will be levied for activities, what remissions will be implemented and the circumstances under which voluntary contributions will be requested.

The governors and school believe that the education of students is broadened and enhanced by visits, exchanges, sporting and cultural activities both in and outside of school time.

Voluntary Contributions

Sharples School may ask parents for a voluntary contribution towards the cost of any activity which takes place during school hours.  There will be no discrimination against students whose parents do not contribute but an activity may be cancelled if sufficient voluntary contributions are not forthcoming.


Parents will be expected to pay for:

  • board and lodging on residential trips, to cover all related costs;
  • transport directly from and to home related to work experience;
  • ingredients and materials for practical subjects where the finished product is taken home;
  • activities arranged by an external provider either during or out of school hours e.g., after school club.

Wilful Damage

Parents will be required to reimburse the school for damage to school property for which their child is responsible.

Public Examinations

The school will pay for prescribed public examinations where the student has been prepared by the school.

Parents will normally be expected to pay for:

  • re-sits of all examinations where not recommended by the school, or where the student does not attend specified revision sessions;
  • the student fails to complete the requirements of the course e.g., coursework element incomplete, high absence affecting progression;
  • private entries for examinations not recommended by the school.


Students will be charged for peripatetic music tuition.


Students whose parents are in receipt of the following support payments will, in addition to having a free school lunch entitlement, be entitled to the remission of charges for board and lodging costs during residential school trips.  The relevant support payments are:

  • Income support;
  • Family Tax Credit;
  • Support under part vi of the Immigration & Asylum Act 1999;
  • Guaranteed State Pension.

The governors give discretionary powers to the headteacher for determining the level of voluntary contribution.  Such power will be exercised in confidence.


Updated: Annually

Complaints Policy

School Complaints Policy

Sharples School



1. Introduction – Complaints Policy
2. Dealing with unreasonable complaints
3. Complaints Procedure – Stage 1 (Heard by Staff Member)
4. Complaints Procedure – Stage 2 (Heard by Head Teacher)
5. Complaints Procedure – Stage 3 (Governing Body Complaints Committee)
Appendix 1 – Complaints Form
Appendix 2 – Guide for Parents
Appendix 3 – Guide for Governors (Formal Stage)

2. Introduction – Complaints Policy

Sharples School has a complaints procedure which will ensure we respond to complaints as quickly and effectively as possible.

The procedure will set out exactly what will happen with a complaint and how long the process will take.

The procedure will be used to deal with complaints relating to the school and any community facilities or services that the school provides.  We value all comments about our school and we will endeavour to address your concerns at the earliest stage possible.

The formal procedures will need to be invoked when initial attempts to resolve the issue are unsuccessful and the person raising the concern remains dissatisfied and wishes the matter to be heard by an impartial committee of the Governing Body.

In the first instance complaints should be directed to a member of staff who will refer the issue to the most appropriate person. If the complaint concerns the Head Teacher or a Governor, the complainant should contact the Chair of Governors in writing via the school.

If the complaint is about the Chair of Governors, the complainant should write to the Clerk to the Governors who will convene the complaints committee appointed from the Governing Body, and stage three of this procedure will apply.  In this instance the Chair of Governors may choose to present the evidence for the school.  The Clerk may refer to the Local Authority, Governor Support Service/Diocese/Board of Trustees for advice and support on any investigation.

When making a complaint it is important that the complainant identifies their desired outcome, that is what actions they feel might resolve the problem at any stage.  Pupils, parents or carers can make a complaint to the school about most aspects of its function including:

  • Attitude/ behaviour of staff
  • Teaching and learning
  • Application of behaviour management systems
  • Bullying
  • Provision of extra-curricular activities
  • The curriculum and collective worship

The same complaint could be made jointly by a number of persons, in this case it is expected that a nominee/representative speak on behalf of all complainants, otherwise, all complaints will be dealt with on an individual basis.

Members of the general public may make complaints to the school if the school is directly responsible for the issue being complained about e.g.

  • Behaviour of pupils during break-times
  • Health and safety issues of premises
  • Behaviour of staff

These complaints will not fall within the jurisdiction of the Secretary of State or Ofsted, therefore only the Head Teacher and the Governing Body will consider them.

This procedure will not be used for a staff grievance or disciplinary procedure.  Legal, safeguarding or disciplinary proceedings take precedence over complaints procedures and timescales.  A complaint about any community facilities or services provided by any third party through the school premises or using school facilities should be addressed to the third party provider who will have their own complaints procedure.  Copies of the complaints procedure for any third party provider are available directly from the provider.

The Governing Body will monitor the level and nature of complaints and review the outcomes on a regular basis to ensure the effectiveness of the procedure and make changes where necessary.  Complaints information shared with the whole Governing Body will not normally name individuals.  As well as addressing an individual’s complaints, the process of listening to and resolving complaints will contribute to school improvement.  When individual complaints are heard, any underlying issues that are identified will be addressed.  The monitoring and review of complaints by the school and the Governing Body is seen as a useful tool in evaluating a school’s performance.

The role of the Local Authority/Diocese in school complaints is prescribed by legislation.  Local Management of Schools made schools self-managing and therefore responsible for administering procedures that deal with complaints made against them.

2. Dealing with unreasonable complaints

If properly followed, a good complaints procedure will limit the number of complaints that become protracted.  However, there will be occasions when, despite all stages of the procedures having been followed, the complainant remains dissatisfied.

A complaint can be regarded as unreasonable when the person making the complaint:

  • Repeatedly makes the same complaint and refuses to accept the findings of the investigation into that complaint
  • Seeks an unrealistic outcome
  • Has a history of making unreasonable complaints
  • Makes frequent, lengthy, complicated and stressful contact with staff regarding the complaint

A complaint will be considered unreasonable if the person making the complaint does so:

  • Maliciously
  • Aggressively
  • Using threats, intimidation or violence
  • Using abusive, offensive or discriminatory language
  • Knowing it to be false
  • Anonymously

The presumption should be in favour of not restricting access unless it is absolutely necessary.  The governors may consider:

  • Warnings/contract for future conduct
  • Restricting telephone calls to a particular day, time or person
  • Restrictions on methods of contact (e.g. in writing)
  • Not acknowledging future correspondence that does not present new information
  • Temporary suspension of the person’s access to the complaints system

The complainant will be informed in writing of any action taken and how long the action will last.  They must be advised how to contact the Local Government Ombudsman.

3. Complaints Procedure – Stage 1

Stage One: Complaint Heard by Staff Member

The vast majority of concerns can be resolved informally.  There are many occasions where the class teacher, office staff, or the Head Teacher, can resolve concerns straight away.  It is in everyone’s best interests that complaints are resolved at the earliest possible stage.  Complainants must feel able to raise concerns with members of staff without any formality, either in person, by telephone or in writing.  This allows staff to establish whether a person is asking a question, expressing an opinion or making a complaint.

The member of staff first contacted should clarify the nature of the concern and re-assure the complainant that the school wants to hear about it.  Once a complaint has been received by a member of staff they should determine whether they are the best person to resolve the complaint.  The complaints co-ordinator should be informed of the complaint.

Sharples School respect the views of any complainant and if they express a difficulty in discussing their complaint with a particular member of staff the complaints co-ordinator will refer the complainant to another member of staff.

Where the complaint concerns the Head Teacher, the complaints co-ordinator will refer the complainant to the Chair of Governors.

If the concern involves any child protection issue, the Head Teacher will inform the relevant Local Authority social care team or Local Authority Designated Officer (LADO).

Similarly, if the member of staff directly involved feels too compromised to deal with a complaint, the complaints co-ordinator may consider referring the complainant to another staff member.

Once the complaint has been investigated the outcome should be communicated to the complainant and the complaints co-ordinator.   The complaint will be responded to within 10 school days either verbally or in writing. The complainant must also be informed of what do next if they remain dissatisfied with the response.

If the complainant remains dissatisfied with the outcome of the investigation into their complaint they should write to the Head Teacher within 10 school days asking for your complaint to be investigated at stage 2.

4. Complaints Procedure – Stage 2

Stage Two: Complaint Heard by Head Teacher

Parents and pupils should be advised of their right to make complaints.  Complaints should be made either in writing or by arrangement of an appointment with the Head Teacher.  The complainant may choose to use the attached complaints form (see appendix 1).  If the complaint is about the Head Teacher the Chair of Governors should deal with the matter using this procedure.  If the complainant has difficulty expressing themselves in writing, they should be informed where they can get independent assistance.

The Head Teacher may delegate the task of collating the information to another staff member but not the decision on the action to be taken.  The person investigating the complaint should be clear what exactly the complaint is and the desired outcome as soon as possible.

The Head Teacher should contact the complainant and provide an opportunity for the complainant to discuss their concerns and find solutions.  This could be by phone or in a meeting.  It should be made clear that the complainant may bring a friend, family member or advocate to any meeting if they wish.  Interpreting services should be made available where necessary.  The Head Teacher should have another member of staff present to observe and record the meeting and promote staff safety.  Care should be taken in these circumstances not to create an intimidating atmosphere for the complainant.  If it is necessary to interview pupils as part of the investigation, this should be done in the presence of another member of staff, or in the case of serious complaints e.g. where the possibility of criminal investigation exists, in the presence of their parents.

Written notes should be kept of all communications with regard to the complaint and its investigation.

The complaint will be investigated and written response will be provided within 10 school days, unless the complaint is complicated and to allow for a full investigation to be carried out an extension of 10 school days may be granted.  Where it is deemed necessary to apply an extension to the investigation period this will be communicated to the complainant.

The complainant must be informed of the right to take the complaint to stage 3 if they remain dissatisfied.

5. Complaints Procedure – Stage 3

Stage Three: Complaint Heard by Governing Body’s Complaints Committee

Where a complainant remains dissatisfied with the outcome of a complaint at stage two they should write to the Chair of Governors within 10 school days of receipt of the decision of the stage two investigation.  The Chair of Governors should first ensure that the complaint has been dealt with at stage two, and the complaint is covered by the school’s complaints procedure not other procedures e.g. personnel or child protection. If not the matter should be referred back to the Head Teacher and the Chair of Governors should write to the complainant advising them of the correct procedures.


Upon receipt of a letter notifying the complainant is not satisfied with the outcome of a stage two investigation, the Chair of Governors should write acknowledging that the complaint has been received.  At this point the Chair of Governors may offer mediation as a means of resolving the complaint.  Mediation can be facilitated by the Chair of Governors, or if it is felt to be more appropriate an external agency may be used such as Parent Partnership, Bully Free-zone or a professional mediation service.  If the matter cannot be resolved through mediation the Chair of Governors should arrange for the complaints committee to be convened.  The letter should explain that the complainant has the right to submit any further documents or information relevant to the complaint.  A deadline for submission of these documents should be given, which should be at least 5 school days before the hearing.


A clerk will be appointed who should convene the complaints committee appointed from the Governing Body.  The committee should comprise of 3 or 5 governors who have no previous involvement with the complaint, of which one will assume the role of chair for the committee, who will have delegated powers to hear complaints at this stage.  The complaint should never be heard by the entire governing body as this could compromise the impartiality of any committee set up for a disciplinary hearing against a member of staff following a serious complaint.

The Head Teacher should also be invited to submit a written report for the committee; this may be a copy of the stage two response.  The Head Teacher may also invite members of staff directly involved in matters raised by the complainant to respond personally or in writing.

The complaints committee should set a timetable for the hearing and should notify the complainant of this.  The hearing should be heard within 20 school days of receiving the letter.

It is strongly recommended that the complaints hearing meeting be clerked.  The clerk would be the contact point for the complainant and be required to:

  • set the date, time and venue of the hearing, ensuring that the dates are convenient to all parties and that the venue and proceedings are accessible;
  • collate any written material and send it to the parties in advance of the hearing;
  • welcome the parties as they arrive to the hearing;
  • record the proceedings;
  • notify all parties of the committee’s decision.

The Clerk should write to inform the committee, Head Teacher, complainant and any relevant witnesses of the date and time of the hearing, giving a minimum of 5 days notice.  All documents submitted should be circulated to the committee, the Head Teacher and the complainant.  The complainant will be notified of their right to have a friend, family member, advocate or interpreter present if they wish.  The Chair of Governors should ensure that minutes are taken at the complaints committee meeting.


The committee should be open-minded and independent.  The aim of the meeting should be to resolve the complaint and achieve reconciliation between the school and the complainant.  However, it may sometimes only be possible to establish the facts and make recommendations that satisfy the complainant that their concern has been taken seriously.

The decision of the committee must be final as they have been delegated authority by the Governing Body to hear and make decisions about the complaint.

The hearing should be held in private.  Any witnesses (other than the complainant and the Head Teacher) should only attend for the part of the hearing in which they give evidence.  Good practice would be that at no point should the Head Teacher or the complainant be left with the complaints committee without the other being present.

The committee should remember that the complainants may not be familiar with the conduct of formal meetings and may feel inhibited in addressing the committee.  It is recommended that the chair of the committee keep the proceedings as informal as possible.  This is particularly important if the complainant is a child.

If either party wishes to introduce new information at the meeting, this should be allowed.  The meeting should then be adjourned for a short period to allow other parties to review and respond to this information.

The meeting should allow for

  • The complainant to explain their complaint and the Head Teacher to explain the school’s response
  • Witnesses to be brought by the complainant or the Head Teacher
  • The Head Teacher and the complainant to ask questions of each other and any witnesses
  • The committee to ask questions of the complainant, Head Teacher and any witnesses
  • The complainant and the Head Teacher to summarise their position

The chair of the committee should thank the complainant and Head Teacher for their attendance and request they leave the meeting while the committee consider their decision.

They should then decide

  • Whether to dismiss the complaint in whole or part
  • To uphold the complaint in whole or part
  • To approve any appropriate action to be taken to resolve the complaint
  • Where appropriate, recommend to the Governing Body what action can be taken to prevent similar difficulties in the future

A written response detailing the decisions, recommendations and the basis on which these have been made should be sent to the complainant and the Head Teacher within 5 school days of the meeting.

The school should retain a copy of all correspondence and records of meetings in line with current retention guidelines.

If the complaint remains unresolved and the complainant feels that the school has behaved unreasonably about their concerns, they can write to the Secretary of State for Education:

The Secretary of State
Department for Education
Sanctuary Buildings
Great Smith Street

Ofsted will also consider a complaint if they affect the school as a whole.  For example:

  • The school is not providing a good enough education
  • The pupils are not achieving as much as they should, or their different needs are not being met
  • The school is not well led and managed, or is wasting money
  • The pupils’ personal development and wellbeing are being neglected

Ofsted can be contacted on 08456 404045 or email enquiries@ofsted.gov.uk

Appendix 1 – Complaints Form

Click here to access the complaints form.

Appendix 2 – Guide for Parents

Click here to view the guide for parents.

Appendix 3 – Guide for Governors (Formal Stage)

Click here to view the guide for governors.


Equality Information and Objectives
Exclusion Policy

The school uses four types of exclusions.

These are:  Internal, Managed, Fixed Term and Permanent.

Internal Exclusions

The school operates a policy of applying fixed term internal exclusions as a consequence of serious breaches of the Behaviour Policy where it is felt appropriate, as opposed to fixed term exclusions.  These are used when students have committed breaches of discipline which, in the judgement of the school, are in need of a greater sanction than a detention; the school reserves the right to impose a specified period of time in the ‘Inclusion Room.’  The Inclusion Room is permanently manned and all rules and expectations are clearly displayed and are outlined at the beginning of the period to be served.  Students in the Inclusion Room will take separate break and lunchtimes from the rest of the school population.  The student is expected to comply with the rules of the Inclusion Room.  Failure to follow the rules of the Inclusion Room can lead to an extension of the period of time served or a fixed term exclusion.  The number of days in the Inclusion Room is dependent upon the judgement and evidence available at the time.  The parent of any student who serves a period in the Inclusion Room is expected to attend a reintegration meeting.


Managed Exclusions

When a serious breach of the school Behaviour Policy is recorded and earlier internal exclusions have not had the desired impact, a managed exclusion at a nearby school will be implemented. At the partner school the student will work within their inclusion unit in isolation.


Fixed Term Exclusions

These are applied in circumstances where a student’s behaviour has breached school behaviour policy in a serious manner.  Fixed term exclusions can be applied in the following circumstances once the appropriate investigation has been completed into the incident concerned.

  • persistent disruptive behaviour;
  • persistent non-co-operation with school procedures;
  • damage to school property;
  • refusal to accept school sanctions;
  • theft of school property;
  • setting off the school fire alarm;
  • use of inappropriate language directed towards other pupils, school staff or visitors to school;
  • possession of any items deemed dangerous;
  • aggression, intimidation or violence towards any member of the school;
  • sexual misconduct;
  • possession of illegal substances.


A student’s behaviour record will be considered when determining the length of the exclusion to be served.  If a decision is taken to exclude for a period of beyond 5 days, school will take the appropriate action to ensure a pupil is educated within a local partner school from the sixth day onwards.  A period of up 45 days is the maximum that any one student can serve within an academic year.


Permanent Exclusions

The decision to exclude a child permanently is a final and serious phase in the process of dealing with disciplinary offences and would normally only be used when a range of other strategies have failed, such as a pastoral support plan (see Pupil Behaviour Policy), or it is deemed that an extremely serious breach of the school’s Behaviour Policy has taken place.  An individual may be permanently excluded for the following reasons:

  • serious violence against another pupil, member of staff or any visitor to the school community;
  • sexual abuse or assault;
  • supplying or being in possession of illegal drugs on the school premises;
  • carrying an offensive weapon or anything that could be used as an offensive weapon against pupils, staff or visitors to the school community;
  • persistent poor and disruptive behaviour;
  • persistent and defiant behaviour towards members of staff, including bullying;
  • serious malicious allegation against a member of staff that is unproven;
  • continual failure to follow the required level of behaviour in the inclusion room;
  • failure to achieve the targets as laid down by the Pastoral Support Plan (PSP).

The judgement of the Headteacher will be based upon the welfare and safeguarding of the whole school community after due consideration of all the evidence available to her at the time.



When excluding a pupil, whether for a fixed period or permanently, the Headteacher has a duty to inform the parents/carers without delay.  This will normally only be done by telephone and the telephone call will be followed by a letter posted First Class within one school day.  The letter will include information about:

  • the reasons for the exclusion;
  • the length of exclusion;
  • the arrangements for holding a return from exclusion meeting with a nominated member of the SLT;
  • the arrangements for the continuing education of the pupil, including setting and marking of work.



The return from exclusion meeting will take place at school with a nominated member of the SLT.  All relevant parties will be invited to the meeting.  In the case of Permanent Exclusion, the meeting will allow the parents/carers to state their case and give them an opportunity to make an appeal against the decision.

If the Headteacher extends the fixed period or converts it into a permanent exclusion following the exclusion meeting, she will write again to the parents/carers with this information.  The Headteacher also has a duty to inform the Senior Leadership Team of all exclusions.



The name of a student who has been permanently excluded from the school will not be removed from the school roll until 15 days after the exclusion meeting has taken place in order to allow for appeal.

Under Section 51A of The Education Act 2011, all students, who have been permanently excluded by a panel of the Governors Pupil Discipline Committee, have the right to appeal to a ‘Review Panel’ that can either uphold the decision of the responsible body, or recommend the responsible body to re-consider.

No exclusion will be initiated without first exhausting other strategies or, in the case of a serious single incident, a thorough investigation.

Health and Safety Policy (Including First Aid)

The Health, Safety and welfare of our employees, students, visitors and contractors is an important priority for the school.  The management of health and safety adds value to the school by reducing accidents, injuries and ill health and helps us fulfil our duty of care to all our users.

As far as reasonably practicable, we will;

  • Identify and control significant health and safety risks which arise from our activities.
  • Provide information, instruction and supervision to employees and all other users.
  • Consult with employees and others on matters which affect their health and safety.
  • Provide and maintain premises and resource equipment.
  • Ensure employees know how to store, use and dispose of hazardous substances, chemicals and medical aids.

General Statement

This policy statement supplements the health and safety policies which have been written by Bolton Metropolitan Council and Children Services. The general aims of these policy statements are accepted and the arrangements set out below are designed to implement the general aims of Sharples School. The Governing Body / Headteacher recognises its responsibility to the health, safety and welfare of all staff, pupils and other persons visiting the school premises.

It is the policy of the Governing Body/ Headteacher, so far as is reasonably practicable:

  • To maintain all areas under the control of the Governors and Headteacher in a condition that is safe and without risk to health ;
  • To establish and maintain a safe and healthy environment throughout the school;
  • To establish and maintain safe working procedures among staff and pupils;
  • To ensure that risk assessments are carried out by competent staff;
  • To consult with employees on matters affecting their health and safety;
  • To provide and maintain safe plant and equipment;
  • To provide and maintain means of access to and egress from that place of work that are safe and without risk;
  • To make arrangements for ensuring safety and absence of risks to health in connection with the use, handling, storage and transport of articles and substances;
  • To ensure the provision of sufficient information, instruction and supervision to enable all employees and pupils to avoid hazards and contribute positively to their own health and safety and to ensure that they have access to health and safety training as appropriate or as and when provided;
  • To prevent accidents and cases of work related ill health;
  • To provide and maintain safe, healthy and adequate welfare facilities;


Responsibilities – Organisational Structure

1 Local Authority As a community school, the local authority have overall responsibility for the premises.  They have delegated responsibility to the Governing Body.
2 Governing Body Is responsible for the Health and Safety in school.  They delegate day to day responsibility to the Headteacher.
3 Headteacher The Headteacher employees a Director of Finance as part of the Senior Leadership Team, to lead, organise and manage the Health and Safety in school.
4 Director of Finance Leads and manages the Health and Safety in school, assisted by the Office & Operations Manager and Site Manager.



Headteacher and Governors

The Headteacher is responsible for the day-to-day Health and Safety management of the school and all its staff, supported by the Director of Finance.  This responsibility will include ensuring that staff are aware of the safety rules and procedures which apply and also that they have access to detailed and specific regulations affecting their work.  In particular Headteachers must be aware of the arrangements governing visits and general contractors whilst on the school premises.

The Local Authority may give a warning notice to any maintained school (community, community special, foundation, foundation special, voluntary aided or voluntary controlled) in its area were the safety (not the health) of staff or pupils is threatened by for example, a breakdown in discipline.

Community Schools

In community schools the ultimate management of health and safety rests with the Local Authority, which is the employer and therefore has overall control of the premises.  The Authority is responsible for health and safety in community schools but has delegated those responsibilities to the governors of each school. Governors are therefore expected to comply with the Health and Safety Guidance of the Authority and the school’s own health and safety policy.


Headteachers / Governors / Director of Finance

  • Monitor the effectiveness of the safety policy;
  • Make arrangements to ensure that all staff employed by the school, and all other persons working on the premises, are aware of all policies, risk assessments and all other relevant health and safety information;
  • Understand Headteachers and governors responsibilities under the Health and Safety at Work Act, in relation to the roles and responsibilities of BMBC;
  • Ensure that staff are aware of and seek advice in the event of an unusual situation which is likely to be a health and safety hazard;
  • Make arrangements and implement the Local Authority’s accident reporting procedure and ensure that staff are aware of the system;
  • Ensure accidents are reported and investigated where necessary, and ensure control   measures are implemented;
  • Develop and maintain safe working practices;
  • Ensure that all staff are aware of the first aid arrangements and first aiders;
  • Ensure the implementation of procedures in the event of fire and ensure that all staff are aware of their roles and responsibilities;
  • Provide suitable induction training for all new staff;
  • Identify health and safety training needs;
  • Ensure all structural defects in contracted schools are reported to the Authority;
  • Ensure staff have an awareness of relevant health and safety legislation and their responsibilities as employees;
  • Where personal protective equipment is identified as necessary, ensure it is provided and maintained;
  • Ensure there are suitable provisions for contractors working on site;
  • Understand the organisation, role and powers of Health and Safety Executive Inspectors;
  • Recognise that the policy, risk assessments and practices are not static, and ensure that the schools health and safety policies and procedures are updated and amended where necessary.


The Health and Safety at Work Act 1974 states -“It shall be the duty of every employee whilst at work –

(a)    to take reasonable care for the health and safety of himself and of any other persons who may be affected by his acts or omissions at work: and

(b)    as regards any duty or requirement imposed on his employer or any other person by or under any of the relevant statutory provisions, to co-operate with him so far as it is necessary to enable that duty or requirement to be performed or complied with”.

The Act also states “No person shall intentionally or recklessly interfere with or misuse anything provided in the interest of health, safety or welfare in pursuance of any of the relevant statutory provisions”.

All employees:

  • have a general responsibility for the application of the School’s Health and Safety Policy, to their own department or area of work and are directly responsible to the Head for the application of existing safety measures and procedures within that department/area of work.   Advice or instructions given by the Authority and the Head, including the relevant parts of this statement, shall be observed;
  • shall, where necessary, establish and maintain safe working procedures including arrangements for ensuring, as far as is reasonably practicable, safety and absence or risk to health in connection with the use, handling storage and transport of articles and substances, (e.g. chemicals, boiling water, duplicating fluid, guillotines); they should also refer to documents produced for these products under the COSHH Regulations;
  • shall resolve any health and safety problems any member of staff may refer to them and refer to the Head any of these problems for which they cannot achieve a satisfactory solution within the resources available to them;
  • shall carry out a regular safety inspection of the activities for which they are responsible and, where necessary, submit a report to the Head;
  • shall ensure, a far as is reasonably practicable, the provision of sufficient information, instruction, training and supervision to enable other employees and pupils to avoid hazards and contribute positively to their own safety and health at work;
  • shall, where appropriate, seek the advice and guidance of the relevant Adviser or Officer of the Authority;
  • shall propose to the Head requirements for safety equipment and on additions or improvements to plant, tools, equipment or machinery which are dangerous or potentially so.

It is recognised by the Trade Union organisations that the disciplinary procedure would be relevant in circumstances where employees choose to disregard these responsibilities.


Additional responsibilities relating to specific employees within school;

Class Teachers and Teaching Assistants

The class teacher is responsible for the safety of pupils whilst in classrooms, workshops and laboratories, this has been a statutory duty since 1987.

Where class teachers or teaching assistants have concerns regarding the various safety issues for example class sizes, condition of equipment etc.  They should discuss the problems with the Head Teacher or Head of Department before the lesson.

Class Teachers and teaching assistants should:

  • liaise with and recommend to the Head of the Department any safety issues and hazards such as class sizes, condition of equipment and also recommend additions and discuss improvements that can be implemented.
  • ensure that before the lesson, by carrying out a risk assessment, that all protective clothing, guards, screens, etc. plus any special safety procedures are available and will be used;
  • they personally should follow safe procedures and working practices;
  • know the various safety procedures in their teaching areas including the location of any safety equipment, they should ensure that all the procedures are followed:
  • control and supervise the pupils and ensure that safety rules and protective equipment are followed and used:
  • ensure that safety instructions are clear and understood and check frequently that they are being followed:
  • heads of departments are to ensure that department risk assessments are in place and visible to all users.

Site Staff

Site Managers/Site Supervisors and any other site personnel are key members of the school staff in that they are often the first person to notice health and safety hazards and are, in a large number of schools, the ‘contact person’ for reporting faults and liaising with contractors on site.

Their role within the schools safety arrangements should be clearly defined and all staff made aware of this role.

Site Staff should;

  • follow the health and safety and methods of working detailed in the Section 3 of this health and safety manual.
  • complete regular workplace inspection forms for all areas of school internally and externally
  • liaise with the Office & Operations Manager for the management of works required to ensure removal of potential risks or at least putting correct control measures in place
  • undertake any training relevant to risk assessments, fire safety, legionella, asbestos, workplace safety, manual handling, managing contractors, general maintenance of equipment.
  • completing safety walks with Director of Finance and Governors
  • carry out fire checks at regular periods as identified in the fire risk assessment
  • carry out legionella tests at regular periods as identified in the legionella risk assessment
  • manage contractors on site as detailed below
  • keep records of all inspections, works completed on site, identify when serviced work is due and organise same
  • supervise on-site vehicle movement ensuring relevant control measures are in place for safety of all users
  • follow COSHH regulations when using any types of substances
  • ensure all resources are stored in suitable areas and only accessible to users who are trained and competent to use them
  • ensure any issues are reported to relevant persons as identified in organisational chart


Office & Operations Manager should:

  • ensure all documentation is completed and kept up to date
  • ensure all inspection reports are filed for easy reference
  • ensure all workplace inspection checks are completed and recorded
  • ensure all whole school risk assessments are in place and reviewed regularly
  • ensure all maintenance / service checks are carried out on time and any recommendations made to the Director of Finance  of works to be completed.
  • ensure site staff are kept up to date with any matters relating to Health and Safety on site.

First Aiders

All schools must have at least one First Aider who can provide trained support in the event of an accident or illness to any employee, students, visitor or contractor.  Where the risk of injury is identified as significant, such as during PE lessons and within DT Workshops and Science labs, access to a First Aider and first aid equipment must be readily available (including provision of a washbasin or sterile water).  First aid equipment should be clearly marked and identified in department risk assessments.


Pupils are expected to:

  • exercise personal responsibility for the safety of self and class-mates;
  • wear the correct clothing consistent with safety and/or hygiene (this would preclude unsuitable footwear, knives and other items considered dangerous);
  • follow all the safety rules of the school and in particular the instructions of teaching staff given in an emergency;
  • only use, and not wilfully misuse, neglect or interfere with things provided for his/her safety.

NB:   It is essential that all pupils and parents are made aware of the requirements of this section.


The Health and Safety at Work Act, 1974 imposes a general duty of care on most people associated with work activities.   Everyone employed in educational establishments is protected by the Act and employers have an obligation to ensure, as far as is reasonably practicable, that persons NOT EMPLOYED by them who may be affected by their activities are not exposed by their actions to health or safety risks within the school premises.  (Health and Safety at work Act, 1974 Section 3.)

Visitors should report to Hill Cot House Reception on arrival at the school.  They are required to sign in and observe the safety rules of the school including, where they need to assemble in case of fire.  Parents, volunteers or work experience placements helping out in school should be made aware of the health and safety arrangements applicable to them through the Teacher to whom they are assigned, and should not be asked to carry out tasks for which they are not ‘competent’, trained or authorised for.

In addition the ‘Occupiers Liability Act 1957’ introduced a ‘common duty of care’ which an occupier owes to all visitors other than trespassers.   This duty required him/her to see that visitors were reasonably safe in using the premises for the purpose for which they were invited, or permitted to be there. In 1984 the Occupiers Liability Act was updated and occupiers must also take reasonable care to see that trespassers do not suffer personal injury whilst on the premises.


Contractors should report to Hill Cot House on arrival at the school.  They are required to sign in and observe the safety rules of the school including, where they need to assemble in case of fire.  Contractors working on educational premises are required to ensure safe working practices by their employers under the provision of the Health and Safety at Work Act and must pay due regard to the safety of all persons using those premises in accordance with Section 3 and 4 of the Health and Safety at Work Act.   They should also inform the school of any hazardous operations they intend to carry out and liaise with the appropriate person on site regarding this work.   They should also have available COSHH assessments for any substances they intend to use.

Contractors should have access to the Asbestos register and sign to say they have read this document.  They should also produce copies of their insurance and any CRB clearance.  If they do not have CRB clearance, the will need to be supervised by site staff at all times.

In instances where the contractor creates hazardous conditions and refuses to eliminate them the Head must take actions as are necessary to prevent persons in his/her care from risk of injury and inform Corporate Resources, or where the work has not been procured through Corporate Resources they should speak to their planning officer.   For further information please refer to See Section 3 of this manual – Contractors in Schools.


Click here to view Prevent document.

Click here to access The Prevent Duty (provided by Department for Education).

Click here to access the prevent pamphlet on Sharples School’s Prevent Strategy.

Click here to visit the new Department for Education website ‘Educate Against Hate‘.


Sharples School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.

Pre-employment checks will be undertaken before any appointment is confirmed.  Every post in the school staffing structure is subject to an enhanced disclosure from the disclosure and barring service.

Click here to view the safeguarding policy.

SEN Provision

Information and support services for Special Educational Needs and Disabilities for anyone aged between 0 to 25.
There are many support services available to help you. Click here to view what is available in the Bolton area.

Special Educational Needs and Disability Policy

This policy reflects the SEND Code of Practice 0-25 guidance 2014.

● Headteacher (Ms A Webster), Deputy Headteacher (Miss C Molyneux) and SENCO (Mrs E Kaminska) have responsibility for co-ordinating and monitoring the progress of the pupils identified with Special educational needs and disability.
● Mrs E Kaminska is the Special Educational Needs Coordinator and can be contacted at school by phone on 01204-333253 or by email e.kaminska@sharplesschool.co.uk

Fundamental Principles
At Sharples School we believe the following to be fundamental principles:

1. All our teachers should be committed to the appropriate provision of the full curriculum to each student by understanding and following the principles of differentiated teaching.

2. When necessary and appropriate, we should draw on the knowledge and expertise of other professionals and outside agencies in order to cater for the specific needs of individual students.

3. Opportunities for liaison between feeder primary schools should be encouraged, developed and maintained.

4. Opportunities for home-school liaison should be encouraged, developed and maintained.

5. All students should have the opportunity to participate fully in every area of the school community without regard to race, gender, educational ability or physical disability.

6. Identification and assessment procedures need to be culturally neutral if they are to be valid for use by a range of ethnic groups. Care should always be taken to consider the student within the context of his/her home, language, culture and community.

In brief
● All teachers are teachers of Special Educational Needs (SEND)

● Provision for a student with SEND should match the nature of their needs

● There should be regular recording of a student’s SEND, the action taken and the outcome

● All students can learn and make progress

● A differentiated curriculum is not SEND provision; differentiated learning opportunities should be given to all students


The school’s principle aim is to ensure the raising of aspirations and expectations for all pupils with SEND


● To identify and provide for pupils who have special educational needs and additional needs.
● To work with the guidance provided in the SEND Code of Practice 2014.
● To operate a “whole pupil, whole school” approach to the management and provision of support for special educational needs.
● To provide a SENCO who will work with the SEND Inclusion Policy.
● To provide support and advice for all staff working with special educational needs pupils.
● To develop and maintain partnership and high levels of engagement with parents.
● To ensure access to the curriculum for all pupils.

Identifying Special Educational Needs
Whilst recognising that all students have individual special needs, we define a student as having SEND if he or she has a learning difficulty which calls for special educational provision to be made, that is provision different from or additional to that normally available to pupils of the same age.

A student has a learning difficulty if he/she has:
● A significantly greater difficulty in learning than the majority of students of the same age.

● A physical disability which either hinders or prevents the student from gaining full access to the school’s curriculum.

● A social or emotional need which either hinders or prevents the student from gaining full access to the school’s curriculum.

The new code cites 4 broad areas of need.
● Communication and interaction
● Cognition and learning
● Social, emotional and mental health difficulties
● Sensory and/or physical needs.

The purpose of identification is to work out what the action we need to take, not to fit a pupil in to a category. In practice, individual pupils often have needs that cut across all these areas and their needs may change over time. It is important to mention at this point the identification of behaviour as a need is no longer an acceptable way of describing SEND Any concerns relating to a pupil’s behaviour should be described as an underlying response to an identified need.

It is important to consider other factors that are not SEND but that may impact on progress and attainment.
● Disability
● Attendance and punctuality
● Health and welfare
● English as an additional language
● Being in receipt of the pupil premium
● Being a looked-after child
● Being a child of serviceman/woman

A student has an exceptional learning ability if he/she has:
● A significantly greater ability in learning than the majority of students of the same age (see Sharples Able Child Policy).

A Graduated Approach to SEND support

● As previously mentioned a pupil has SEND where their learning difficulty or disability calls for special educational provision, that is provision different from or additional to that normally available to pupils of the same age. Classroom teachers are at the heart of the graduated approach and our commitment to the provision of quality-first teaching ensures that all teachers are committed to good quality personalised teaching for all pupils.
● If a pupil fails to make adequate progress despite good quality personalised teaching and intervention/adjustments they will be identified as having SEND
● The graduated approach will be implemented via the school’s model of Assess-Plan-Do-Review.
● Assess – To establish a clear analysis of a pupil’s needs through a range of sources of information.
● Plan – Once the need for SEND support has been identified to provide high quality teaching differentiated for individual pupils.
● Do – Teachers work closely with teaching assistants or specialist staff involved to plan and assess the impact of targeted interventions.
● Review – Progress towards meeting planned targets will be tracked and reviewed regularly.
● Pupils and parents will be involved in the process via the pupil passport, the termly reviews, whole school parent meetings and the whole school reporting system.
Code of practice stages of identification of SEND

● K A pupil on the SEND record defined as a pupil receiving SEP (Special Educational Provision)
● EHC Education, Health and Care Plan / S Statement

Pupil on the SEND Record (K)


● Identification of student requiring additional or different intervention to the usual differentiated curriculum.

● Evidence needed to support identification


● SENCO carries out further assessment and helps in planning future support. Monitors and reviews action taken.


● Specific provision recorded – pending implementation of School Provision Map, this information will be part of the Student Profile document

● More specialist assessment involving professionals from LA external agencies to inform planning and measurement of student’s progress.


● Specific provision revised in line with recommendations of consulted professionals.
Education, Health and Care Plan (EHC) (previously Statement(S) – there will be a transition period where the two systems will run side by side)

● Proposed EHC drawn up

● EHC completed
Aims of the Department
1. To ensure full entitlement and access for SEND students to high quality education within a broad, balanced and relevant curriculum [including access to the National Curriculum] so that they can reach their full potential and enhance their self-esteem.

● The Governing Body has agreed with the LA admissions criteria which do not discriminate against students with SEND or disabilities and its admission policy has due regard for the guidance in the Codes of Practice which accompany the SEND and Disability Act 2001 (From 1 October 2010, the Equality Act replaced most of the Disability Discrimination Act (DDA). However, the Disability Equality Duty in the DDA continues to apply.) Parents of a student with mobility difficulties are advised to approach the local authority well in advance of admission so that consultations can take place.

● The SEND Department seeks to work closely with the senior managers of the school Curriculum and timetable to ensure that the curriculum is regularly reviewed so that it is relevant to the student’s needs, both present and future and that it is perceived as such by the students themselves and their parents. SEND provision is an integral part of the School Development Plan.

● c) The school and LA must ensure that the resources that they have at their disposal are being used effectively and efficiently to meet the needs of all students.

2. To educate students with SEND, wherever possible, alongside their peers in the classroom within the normal curriculum of mainstream schools, after giving due consideration to the appropriate wishes of their parents and the necessity to meet individual needs.

● The SEND Department ensures that subject staff are fully informed as to the special educational needs of any students in their charge.

● All departments nominate a senior member (Closing the Gap Representative) to attend “Closing the Gap” meetings which includes SEND.

● Advice and CPD [training] opportunities to subject teachers and other departments on employing differentiated teaching methods and resources.

● The SEND Department provides in-class support to students to enable staff to provide a differentiated and inclusive curriculum.

● Most provision will be met within the classroom but for some, whom it is felt would benefit from individual or small group tuition, it may be appropriate to withdraw these students from the classroom.

3. To identify and assess students with SEND as early and thoroughly as is possible and necessary.

SENCO and Pupil Support Coordinator work cooperatively with primary schools to address transition issues and to ensure a continuity of staged provision, meeting with SEND students and their parents prior to transfer. Primary SEND records are forwarded to the SENCO at the end of the summer term prior to transfer. Students with SEND are identified from admission records (includes non-routine admissions)

● Use is made of screening and assessment tools; Key Stage tests at both Key Stage 2 & CATS, all Year 7 students are assessed in Reading and Spelling by the English department. Teacher referrals and expression of parental or student concern.

● Relevant assessment results are transferred prior to entry and help the department decide how best to support the students. As part of the whole school monitoring of progress as well as predicted performance indicators, students falling significantly outside the expected range will be identified and referrals made to the SEND department.

● Following concerns raised by staff, parents or the student about lack of progress, the SENCO can carry out a range of norm referenced tests to assess individual performance. Based on the results, further assessment by LA external agencies might be necessary.

● Local Authority External Agencies that may be consulted include; Psychological Services- educational psychologist, Communication Support Service- speech and language specialists (SALT), Children’s Early Intervention Team (CEIT)– Behaviour Support, Children’s Services Health- School Nurse/Doctor, Physiotherapist, Occupational Therapist, Children & Adolescent Mental Health Service (CAMHS), Children’s Disabilities Team, Sensory Impaired Service.

4. To work closely with parents and students through the process of identification, assessment and intervention.

● The department is open and responsive to any expression of concern by parents or students Parents are always contacted if assessment or referrals indicate that a young person has additional learning needs. The parents are spoken to and consulted along with the student with respect to background history, current and future needs and aspirations.

● Once that identification, assessment and intervention have taken place students and parents are kept regularly informed by a variety of means, e.g. personal contact, reports, parents’ evenings, setting of targets and strategies, provision review. Individual multi-agency meetings are organised as appropriate and all concerned individuals and agencies will be invited to attend. Parents and students are always informed of the ‘points for action’ and any decisions made during the meeting e.g. the instigation of an Early Help Form.

5. To monitor and record the progress of SEND students.

In accordance with the Code of Practice [DfES 2014], Sharples School and the SEND department will:

● Draw up and keep a list of known students with special educational needs.

● Record the steps we take to meet the needs of individual students whilst following the DfES model of the Code of Practice (2014).

● Devise and keep a record of the programme of study, designed to meet each student’s identified needs where students receive individual/small group tuition out of the classroom setting.

● Ensure subject departments are responsible for monitoring and recording all students’ progress.

● Headteacher (Ms A Webster), SENCO (Mrs E Kaminska) have responsibility for co-ordinating and monitoring the progress of the pupils identified with Special educational needs and disability.

Nominate a governor for Special Education Needs to link the SEND Department with the Governing Body; regular monitoring visits will take place during the year and the link governor will report back to the full governing body. Mrs. C Wild is the link governors for SEND. She can be contacted through the school by writing to them c/o Sharples School or email headteacher@sharplesschool.co.uk.

6. To support successful transition from Primary School to High School as well as successful transition from Sharples School to Post 16 education or employment.

● As part of the liaison with feeder primary schools, identified Year 6 students are given an opportunity to experience and become familiar with Sharples School prior to transfer through a series of individual or small group visits during the summer term prior to entry.

● A Connexions officer from the Vulnerable Young Persons Team is invited to attend KS4 Statement/EHC plan reviews.

● The Connexions officer is also provided with information by the SENCO on all SEND students so that he/she may make early contact with the students and their parents/guardians in order that appropriate guidelines are available for the choices of further education elsewhere or job opportunities.

● Appropriate professionals will be invited to attend and/or contribute to student/s Statement/EHCP reviews.

7. To promote a close working relationship with all schools in the partnership.

We will develop and maintain strong links with cluster partners, special schools and support services to shared current ‘good practice’ and theoretical thinking to aid professional development of teaching / support staff.

8. Arrangements for Complaints

Staff and governors of Sharples School wish to work cooperatively with parents and other members of the community to ensure the school provides a high quality of service. As a consequence we are very keen that any initial concerns are brought to our attention so that they can be dealt with quickly and effectively. Our Complaints Procedure is available on our school website (http://www.sharplesschool.co.uk) or telephone the school to request a copy.
9. Continuing Professional Development (CPD) for support staff.
● Relevant in-house training for support staff is provided as part of a whole school commitment to raising levels of staff awareness of SEND issues.

● Opportunities are made available whenever possible for individual staff to gain qualifications in related skills and expertise to improve theoretical knowledge and develop working expertise within a specific field of learning difficulty.

10. Roles and Responsibilities.

Governing bodies must meet the following main statutory duties in relation to making SEND arrangements and provision:

● Ensure that teachers in school are aware of the importance of identifying and providing for, those students who have SEND.

● Must admit a student whose statement names their school (the LA will have consulted the school before naming it).

● Inform the child’s parent that special educational provision is being made for the child because it is considered he/she has SEND – this applies in cases where the child does not have a statement; here a child has a statement Part III of the statement sets out the provision that the school is required to make.

● Ensure that, where the ‘responsible person’ – the Headteacher or the appropriate governor– has been informed by the LA or the link primary school SENCO that a student has SEN, those needs are made known to all who are likely to teach him/her.

● Do their best to secure that the necessary provision and necessary special arrangements are made for any student who has SEND.

● Ensure that a student with SEND joins in the activities of the school together with students who do not have SEND, so far as is reasonably practical and compatible with the child receiving the special educational provision their learning needs call for and the efficient education of the students with whom they are educated and the efficient use of resources.

● Decide (with the Headteacher) the school’s general policy and approach to meeting SEND of students (whether with or without a statement).

● Must publish information about SEND policies– to be freely available to all parents.

● Set up appropriate staffing and funding arrangements and oversee the school’s work, and may also establish a committee for SEN.

● Consult the LA and governing bodies of other schools when it seems necessary to coordinate special educational teaching in the area.

● Include in their report to parents for the annual meeting a section describing the special educational provision and access arrangements made by the school; in a resourced school this would include a review of the use of any additional resources allocated by the LA.

● Take account of the SEND Code of Practice when carrying out duties towards all students with SEND.

● Meet requirements in relation to disability.

The Headteacher has responsibility for the day to day management of all aspects of the school’s work, including provision for children with SEND. The Headteacher should keep the governing body fully informed and also work closely with the school’s SENCO.

All teachers and non teaching staff should be involved in the development of the school’s SEND policy and be fully aware of the school’s procedures for identifying, assessing and making provision for students with SEND.

The SENCO, working closely with the Headteacher, senior management and fellow teachers, should be closely involved in the strategic development of the SEND policy and provision. The SENCO has responsibility for day to day operation of the school’s SEND policy and for coordinating provision for students with SEND.

11. Student Voice.

Students are able to self refer to the SEND department and request an assessment of need if parents agree to this. Students are invited to submit their views in writing as part of their annual review as well as to attend the review itself. Other SEND students and parents have the opportunity to meet the SENCO at their annual parents’ evening, Target Setting Day and as appropriate. Students contribute to the setting of their own targets and strategies.
Updated: September 2016                 A Webster                                     Review: September 2017

Uniform Policy

Uniform Policy 

School uniform is compulsory and must be worn on the way to and from school. Name tags should be attached to all clothes. We strongly advise that expensive ‘designer label’ clothing should not be purchased for school. We cannot     guarantee the security of expensive clothing or footwear.

UniformCorrect1Main uniform
Blazer – graphite grey with school badge. Available only from school uniform suppliers.
Jumper (optional) – purple ‘V’ neck jumper with school badge.
Shirt – white, plain poly-cotton shirt with buttoned collar.
Tie – standard striped tie with school badge. Available only from  school uniform suppliers.
Trousers – black, formal (no denim, ski pants or lycra).
Skirt – standard black skirt, pleated with school badge. To be worn no shorter than one inch above the knee. Available only from school uniform suppliers.
Socks – black or white.
Shoes – polishable black leather or simulated leather. Black laces only. No boots, trainer-style shoes or canvas shoes.
Coat – plain (no denim, leather, quilted shirts or hoodies).
School bag – all pupils require a school bag for books, equipment etc. Small rucksacks or ‘record bags’ in black or a  neutral colour are acceptable. No large sports bags.

Physical Education kit
Polo shirt – black and teal with school badge. Available only from school uniform suppliers.
Shorts – black with school badge. Available only from school uniform suppliers.
Tracksuit trousers – black with school badge. Available only from school uniform suppliers.
Hooded sweatshirt – black and teal, pocket-less with school badge. Available only from school uniform suppliers.
Waterproof jacket (optional) – black with school badge. Available only from school uniform suppliers.
Socks – plain black.
Polo shirt – black and purple with school badge. Available only from school uniform suppliers.
Shorts or ‘Skort’ (combined skirt/shorts) – black with school badge. Available only from school uniform suppliers.
Gym shorts (optional) – purple with school badge. Available only from school uniform suppliers.
Tracksuit trousers – black with school badge. Available only from school uniform suppliers.
Hooded sweatshirt – black and purple, pocket-less with school badge. Available only from school uniform suppliers.
Waterproof jacket (optional) – black with school badge. Available only from school uniform suppliers.
Socks – plain black.

For contact sports such as hockey, rugby etc., gumshields, shinpads and other protective wear is highly recommended

Food technology  – white cotton apron.       C.D.T. –  white cotton drill-craft apron.

Additional information
Make-up, jewellery and nail varnish must not be worn for school. If ears are already pierced, only one small, plain gold or silver-coloured stud (no jewels) may be worn in each ear lobe. No other body-piercing is allowed, e.g. nose studs, tongue studs or other ear piercings. All studs should be removed for P.E. No tattoos are allowed.

Long hair should be tied back for practical lessons, plain black headscarves only may be worn. Hair should not be outlandish in style or colour and no brightly-dyed/multi-tonal hair is permitted. Heads must not be shaved; as a guide, a   number two cut is the shortest permitted and there should be no tramlines or patterns shaved into hair.

Uniform grants are available from the local authority in certain circumstances. Pupils who come to school     without the correct uniform may be sent home to change.

School uniform suppliers:
Whittakers Schoolwear,106 Deansgate, Bolton BL1 1BD 01204 389485

Smart Clothing, Units 5/6/7, Blackhorse Street, Bolton BL1 1SY 01204 392610

Harrisons Schoolwear, 467A Blackburn Road, Bolton BL1 8NN 01204 307382.


School has the final say in what is acceptable/not acceptable regarding all of the above.