The Hammond School

Children who wish to join The Hammond School at Year 7 are required to take an entrance examination. This consists of 3 papers of approximately 1 hour each.

Pupils who enter higher up the school sit examination papers in Maths and English. Application forms must be submitted prior to sitting the Entrance Examination.

In you would like an application form / prospectus sent through the post please click here and select which prospectus you require.

Scholarship

One Academic, one Music and one Drama scholarship of 20% fee reduction are available each year. The Academic scholarship is offered on the results of the Entrance examination. The Music and Drama scholarships are offered after an audition.

The School has funding for talented drama, music and dance pupils in the form of bursaries.

Drama Entry

Pupils sit the Entrance Examination and will also be invited to attend an audition. More...

Music Entry

Pupils sit the Entrance Examination and will be invited to attend audition. More...

Dance Entry

Regulator for The Hammond is The Department for Education. Contact details for the DfE can be found on the DfE website: www.education.gov.uk

POLICIES

PLEASE NOTE THAT ALL HAMMOND SCHOOL POLICIES ARE AVAILABLE TO READ UPON REQUEST

The well-being of all children in the care of school is of utmost importance. This policy exists to protect both children and adults within the school community.

The Head of School is child protection co-ordinator. She is the contact point for all staff on any child protection issue (The Senior Housemistress and Head of Education are designated deputies in ‘emergency’ situations).

There is a nominated Director who has the responsibility to monitor and guide the policy and practice. (See listed nominated Directors).

· to liaise with other staff who have pastoral responsibility with children and support them both in procedural and emotional matters.

· to liaise with other agencies concerning individual cases of actual or suspected child abuse

· to ensure appropriate training, development and support for both teaching and non-teaching staff

· to ensure all concerns are recorded and dealt with confidentially (see form).

Child Protection records are kept in a secure and locked location and access is confined to above named teachers. Parents are informed on general level, but have no right of access to these records. All referrals must be recorded.

Social Services Department must inform the school when a child’s name is placed on or removed from the Child Protection Register. The school must pass this information on immediately to the new school if a child transfers.

School staff should monitor pupils whose names are on the Child Protection Register and be alert to any signs, which suggest deterioration in the home circumstances.

All staff appointed to the school will receive a copy of the School Policy and be subject to a check by the Criminal Records Bureau for the possible criminal background of people who have unsupervised access to children.

It is unnecessary and unrealistic to suggest that teachers should touch pupils only in an emergency. However, teachers should bear in mind that perfectly innocent actions may be misconstrued. They should never touch pupils in ways or on parts of the body that may be considered indecent. (See guidance for dance/peripatetic teachers).

Staff should also be aware of the need to protect themselves when in a one-to-one situation with pupils. Strategies such as talking across a desk, having an open door, being in a room with a glass door may be appropriate. Staff should not invite students back to their own homes.

In the unlikely event of the need for physical restraint, no more than minimum force should be used. A record of the incident should include name, date and outline of the situation and witnesses should be included.

Staff training: All staff will have regular (at least every 3 years) Child Protection training. Nominated staff will have full day training.

Physical Abuse Actual or likely physical injury to a child, or failure to prevent physical injury (or suffering) to a child, including deliberate poisoning, suffocation and Munchausen’s Syndrome by proxy.

Sexual Abuse -Actual or likely sexual exploitation of a child or adolescent. The child may be dependent and/or developmentally immature.

Neglect - The persistent or severe neglect of a child, or the failure to protect a child from exposure to any kind of danger, including cold or starvation, or extreme failure to carry out important aspects of care, resulting in the he significant impairment of the child’s health or development, including non-organic failure to thrive.

Emotional Abuse Actual or likely severe adverse effect on the emotional and behavioural development of a child caused by the persistent or severe emotional ill-treatment or rejection. All abuse involves some emotional ill-treatment. This category should be used where it is the main or sole form of abuse.

Anyone who is seriously concerned about a child’s welfare and suspects the child has been abused must ensure that their concern is reported immediately, according to the procedures outlined below.

1. Any member of staff suspecting that a child has been abused must inform the Head of School immediately or, in his/her absence, the designated member of staff - unless this person is the alleged abuser.

 Refrain from questioning, except to clarify meaning. No suggestions must be put to the child and no leading questions.

 Explain to the child that you need to inform the Head of School about the allegations/concerns so that he/she can contact people whose job it is to keep children safe (viz. Social Services and the Police).

 Record carefully what has been said by the child, what you have said or observed. Keep pictures drawn by a child and draw a diagram of physical injuries observed.

3. The Head of School (or designated member of staff) should telephone the Child Protection Team Manager at Social Services to discuss the allegation/concerns on 01244 973400 (Main Reception) or 01244 603645.

All relevant details recorded should be available, with the child’s full name, date of birth, address, name of GP, parent details.

4. If, in the opinion of the Child Protection Team Manager, an investigation is required, a Strategy Discussion will usually be arranged, in conjunction with the Police Child Protection Unit.

Social Services will be responsible for setting up such a meeting, although this does not preclude them taking any urgent action to protect the child.

The Strategy Discussion will consider whether/how the investigation is to proceed.

When an allegation has been made against a member of staff it must be fully investigated. If the allegation is deemed serious, the member of staff will be immediately suspended pending further investigation.

Where the allegation is against the Head of School, the Director with Child Protection responsibility must be informed and the deputy Child Protection officer.

Emergency Action Plan if a child discloses serious concern when due to go home: SSD and nominated Director should be consulted as to what action is needed to protect the child.

The school does not recommend the above and it is the responsibility of the parents to find and place children with guardians or carers if needed. However, all guardians and carers are expected to follow the same code and procedures as staff at school.

See also “Working together to safeguard children” files in Boarding Houses and Head’s Office.

This policy will be reviewed annually by the Director with Child Protection responsibility who will report to The Board of Directors.

The aims of the code of practice are to raise awareness of equal opportunities and disability issues within the School community and to develop and establish equal opportunities for all members of the School community. The school will assert its best endeavours to ensure that pupils are not disadvantaged by any disability they may have.

The Hammond School believes in equality of opportunity which provides equality of opportunity and freedom from discrimination on grounds of race, colour, ethnic origin, gender, disability for all its staff and students. It aims to enable all to reach their full potential; this also involves the recognition of individual needs and differences.

· unacceptable behaviour or language which contravenes equal opportunities will not be tolerated and disciplinary action will be taken

· the School regularly reviews its policies, rules and procedures to ensure equality of opportunity and access of learning

· any student or staff who have a grievance or concern have the right to report it either through their form tutor or through the Schools grievance procedure.

The Hammond School is a selective school, selecting students on dance, academic, music or drama potential (dependent on the course). The criteria for selection will be ability and potential in the above.

Within this framework The Hammond School aims to encourage equality of opportunity by ensuring provision is made in the detection process to support those with disabilities by

· ensuring that all staff and students are able to identify and prevent or counter any form of discrimination within the school and actively prevent all forms of harassment including unacceptable behaviour and language, both spoken and written.

· respecting and allowing for students differing customs and worship within and beyond the school day

· planning and monitoring to ensure access to the curriculum and premises for those with disabilities. (See curriculum/premises policies).

· The SMT and other committees will regularly review the provision for those with disability

The Senior Management team, all staff, students and parents have a responsibility for the implementation of this policy.

This policy is reviewed regularly and has been discussed with the Directors of The Hammond School.

The Students’ committee has the opportunity to make recommendations with regard to the policy and its implementation.

· make a real commitment to Equal Opportunities and disability access and communicate this to all staff and pupils

· accommodate colleagues and pupils needs such as physical limitations, dietary needs, religious observations etc when planning activities

· be prepared to challenge behaviour that is not in line with the code of practice

· do not promote or reinforce stereotypes. Use positive role models to challenge stereotypes e.g. visiting speakers/lecturers.

· distribute questions, comments, support etc around the class/ group and have high expectations for all students. Do not apply different standards to different groups

· encourage all groups to volunteer for ‘jobs’ (do not expect different groups to do only certain tasks).

· be aware of your conversations with students (and staff), especially when discussing work, appearance etc.

The Hammond School welcomes students with a range of disabilities such as asthma, diabetes, specific learning difficulties and hearing/sight loss, speech impediments etc. providing the student has the ability to successfully complete the demands of the course. We will do all we can to support and make provision for such students.

· it is important that the School is made aware of the specific difficulties so that discussion can take place as to how to offer support

· where School is unable to assess such needs we will consult external professional advice

· Staff training and INSET highlight the need to be aware of Specific needs (sometimes undetected) and to report/monitor/assess for these

· Curriculum documentation includes information about Equal opportunities and specific needs

· where staff are aware of specific needs they will do all they can to adapt their teaching to meet these e.g. larger type faces/coloured paper, positioning hard of hearing students in suitable position, allowing extra time for exams (subject to approval from examination boards) etc.

· students specific needs will be discussed at regular staff meetings and registers show guide for learning difficulties, INSET and staff training is available for further development of knowledge

· learning support is offered to students with English as a Foreign language, dyslexia and other learning difficulties

· where possible School is made accessible for those with mobility problems and all new buildings will conform to specific regulations

· work experience/work placements will be checked for implementation of Equal Opportunities policy wherever possible

· Staff and students have a clearly defined ‘grievance/complaints’ process through which they may make any concerns known. In addition there is a strong, structured pastoral system and students are encouraged to discuss any concerns.

See ‘legal framework’ attached for definition of Harassment. The School believes that harassment can only be countered by firm and consistent policies that deal with individuals responsible for any form of harassment.

Racial and sexist graffiti, notices, literature etc are not tolerated and must be immediately reported to the caretaker/Head of Department/Head of School.

Any incident of harassment by staff, student of visitor should be reported to a responsible person who should, as soon as is possible, report it to a Head of Department/ Head of School.

Any criteria used for these issues will be free from discrimination. The School will, where reasonably practicable, adopt working arrangements to meet the cultural and religious needs of staff.

The School has an induction policy for staff and students, with Induction booklets. Equal Opportunities, disability provision and harassment are brought to the attention of all new staff and students

Staff and Student recruitment is monitored to gain information about applications from ethnic minorities, gender, and disabilities. Marketing and recruitment will be reviewed in the light of this information.

The Hammond School aim is to make as many areas of its premises as possible accessible to those with disabilities. All building works since 1989 have included disabled ramps and wheelchair access and any new build plans will incorporate this. Where the age and design of the building prevents easy access the school strives to make arrangements to accommodate disabled students or visitors.

Admission

Entry to Preparatory School