School Life

The House System

The Runnymede College House System was established by Arthur F Powell in 1967 and comprises four Houses: Austen (yellow), Keynes (green), Locke (red) and Newton (blue). Every child is assigned to a House on joining the School and members of the same family are members of the same House.
An attempt is also made to ensure that there is the same number of pupils in each House in the School, and an equal spread of boys and girls and within each Form. The House System seeks to stimulate pupils through the opinions and enthusiasms of the group to achieve higher standards in studies, conduct and physical education. Teachers, including PE teachers, award Good and Bad House Points for conduct and work (especially for effort). At each half-term and at the end of term these House Points are added up and an Assembly is held in which the Headmaster announces the total scores. At the end of the school year, at Prize Giving, the winning House is awarded the House Cup and, likewise, an Interhouse Sports Cup is also awarded.

Pastoral Care
Definition of pastoral care

Pastoral care is concerned with promoting personal, social, emotional and intellectual development in order to help every child reach their full potential and be equipped with the skills to succeed in all aspects of life.
Successful pastoral care depends on getting to know each student and on listening to and addressing his/her individual needs. The pastoral team includes all members of staff and promotes positive relationships in school and the active participation of every student in the education process in order to ensure that they benefit from all that the school has to offer.

Why is pastoral care important?

The quality of pastoral care in any school is one of the major influences in creating a positive atmosphere in which every student feels valued, safe and happy about their educational experience.
At Runnymede College, we recognise that the attainment of academic excellence is directly related to, and affected by, all aspects of personal development. We strongly believe in providing an education that promotes and encourages the intellectual, emotional, social and physical development of every individual. We impart a broad and balanced curriculum that prepares our pupils for the opportunities, responsibilities and experiences of adult life.

Objectives

1. To promote a caring ethos and to encourage positive relationships between all of the members of the school community. Every student has the right to come to school and feel safe, happy and valued. Emphasis is placed on the importance of each individual within the school community, and on the need for mutual concern and respect between all of its members.

2. To provide the support for each student so that they can develop to the full in all areas. Close attention is given to the personal, social and intellectual needs of each student. They are encouraged to be aware of, and take an active role in his/her own development and to accept responsibility for it.

3. In order to give support and guidance for pupil achievement, the pastoral system will provide a point of personal contact for every pupil. The Form Teacher and other members of the pastoral team will listen to and understand their experience and views about academic and personal development.
The pastoral system will also respond quickly and appropriately when additional support is necessary, for example, in the event of parental illness; bereavement; parental separation; exam-related stress; bullying.

4. To ensure that each pupil knows and is known personally and in some depth by at least one member of staff.
As a result of the general daily contact, and by means of regular personal interviews, the Form Teacher develops a close knowledge of a particular individual’s circumstances. This knowledge is especially important during periods of stress for the pupil, for instance, when transferring from Junior School to Senior School, during GCSE exams, or when personal problems arise.

5. To monitor each individual pupil's progress and achievement across the whole curriculum, to maintain appropriate records and to create an overview of his/her approach to different learning tasks.
It is important to develop a learner's profile across the curriculum, and to create an overview of the pupil’s performance. Every pupil has a unique profile, and both the student themselves and their teachers can learn from it. We effectively record information relevant to the progess of individual pupils.

6. To provide colleagues with relevant knowledge of pupils so that their teaching efforts can be adapted for greater success and to facilitate efficient communication between pupils and teachers.
One of the principal aims of pastoral care is to enhance educational progress. Form Teachers are the key to the effective communication between all those involved in a student’s education. They convey relevant information about the experience of learning of individuals and the group to all those concerned within the school.

7. To encourage a caring and orderly environment within which all pupils can exercise initiative and develop.
All members of staff of Runnymede College will encourage and reinforce an atmosphere in which each student feels important and can make their own personal contribution to the group. It is essential that each student feels that they can express their points of view, always in a respectful and constructive manner, and that these views will be taken into consideration. A positive and structured environment is a prerequisite of this. The pastoral care system will support the discipline system in reinforcing the school ethos of mutual respect and consideration for others. Students who behave in such a way that impede the existence of a positive atmosphere will be supported in their efforts to change in order to conduct themselves in a manner more in line with the values upheld at the school.

8. To impart proactive, preventive pastoral care.
Although it is inevitable that much of the pastoral care undertaken at school is a reaction to problematic situations that arise, the school recognises the importance of a curriculum that provides opportunities for personal development other than in a purely academic sense. We aim to offer activities that allow students to explore and develop in areas that complement their intellectual progress, and help them to face the demands that they experience as they grow. These activities will include PSHE (Personal Social and Health Education) such as Sex and Relationship Education (SRE), drugs education, health and personal safety, and citizenship. Other related aspects of pastoral care are academic support and careers and vocational education.

9. To provide a point of personal contact for parents to give their view of their child's progress, and to work with the home in all aspects of pupil development.
Regular contact with parents is vital, and will not happen only at parents’ evenings. The Form Teacher will co-ordinate the communication between home and school, and will work alongside the parents in order to enhance the progress in all areas of their child in the school.

The pastoral team

Form Teacher
Head of KS3 – Mrs Holman-Smith
Head of KS4 – Mr Baskett
Heads of Sixth Form (Year 12-13) – Ms O’Driscoll and Mr Crumpton
Assistant Headmistress – Ms Powell
Headmaster – Mr Powell

Although Pastoral Care involves all members of staff at some level, the front line of pastoral care is the Form Teacher, who has the task of ensuring that each member of the form group is experiencing school in a positive and successful way.

The Form Teacher provides a daily point of contact between the student and the school, and has the opportunity of monitoring progress and general well-being. The Form Teacher also co-ordinates the communication between the student, parents, and staff in order to address the academic, personal and social needs of each pupil. It is vital not to reinforce the common idea of a conceptual split between pastoral care and academic progress – the academic success of each student is inextricably linked to his/her progress in all areas of personal development, and the role of the Form Teacher is the key to effective pastoral care.

If parents have any questions, doubts or problems regarding pastoral issues, their first port of call is the Form Teacher, who will then involve other members of staff and management as necessary (e-mail addresses can be found on the school website).

Trips & Visits

The School believes that group activities outside the classroom are not only culturally enriching but also that they make an important contribution to the development of personality and character.

Knowing how to behave in a group, helping to organize activities, accepting the authority of the leader – all these play an important role in developing the individual as a member of society.

Many of the children have never had the experience of going to a play or concert, nor visited museums or archaeological sites before going with the School.

The experience of spending a night, or week-end, with a group of classmates, away from parental control in a hotel or under canvas, plays a role in the personal development of a growing child in a way that even the most devoted parents cannot achieve alone.

Pupils of the Junior School visit farms (what an eyeopener it is to learn about animals on a farm!), the zoo, the mountains and lakes around Madrid. The Juniors visit the Roman site of Segóbriga whilst the Senior School annually visits Mérida: the geographers study the environment, the historians visit museums and places of historic interest whilst the Art and Music teachers introduce them to the wonders of the great art museums of Madrid and take them to youth concerts. A Choir and instrumental Ensemble meet during lunch breaks. In this way, for many children who are not members of Spanish clubs and youth organisations the School becomes a Club centre at break-time and after school.



Photo Galleries    
Uniform
Girls Uniform

Blazer with piping and badge
Grey skirt, kilt style
White blouse
Short sleeved white polo shirt with badge (summer)
Navy blue v-necked jumper with badge
Navy blue knee socks (navy blue tights are permitted in winter)
Navy blue or black shoes
Navy blue anorak or raincoat, any style
School summer dress (Nursery to Year 6)
School overall (Nursery to Year 2)

Boys Uniform

Blazer with piping and badge
Grey trousers
White shirt
Short sleeved white polo shirt with badge (summer)
School tie
Navy blue v-necked jumper with badge
Navy blue socks
Black shoes
Navy blue anorak or raincoat, any style
School overall (Nursery to Year 2)
NB short trousers are permitted in the junior school only

Gym Kit

School T-shirt
School tracksuit
School blue shorts
Short white socks
White sport shoes

Centro Comercial Sanchinarro – C/ Margarita de Parma, 1 Madrid

Tel.: 913 848 200 / Fax: 917 502 441.

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School Policies

Runnymede Code of Conduct

The school code of conduct is based around the key principles outlined in the school philosophy. Its fundamental aim is to define in both general and specific terms what we expect from every pupil at Runnymede in order to promote a sense of pride and belonging to the school.
All pupils have a responsibility to understand and observe the Code of Conduct.

Self Respect
Self respect is a vital element of the Code of Conduct. In practice this means that all Runnymede pupils are expected to:

  • take pride in their appearance
  • take responsibility for their actions
  • stand up for their rights in an appropriate manner
  • maintain a healthy lifestyle
  • display integrity at all times
  • be resilient

Respect for Others
As important as self respect is respect for others. Consequently Runnymede pupils are expected to:

  • be well-mannered, courteous and considerate
  • be punctual
  • be helpful to teachers and peers
  • respect the property of others
  • safeguard the personal health and the rights of others
  • be empathic and supportive of those in need
  • listen attentively to teachers and other adults
  • show patience and tolerance towards the opinions and beliefs of others
  • communicate with all members of the school community in an appropriate manner.

Respect for the school
We also believe that it is important to respect the environment in which we live and work. We expect Runnymede pupils to:

  • look after the school and the environment in which they work
  • move around the building in a quiet and orderly fashion
  • abide by the school rules to ensure the safety of the whole school community
  • be ambassadors of Runnymede who uphold the good name and image of the school.

Junior School Behaviour and Discipline

At Runnymede we set high (but not unrealistic) expectations of the children and we endeavour to ensure that they live up to them. Each child is seen as an important individual and labels based on stereotypes of race, gender or social class have no place in our school. Each child has talent, potential and special qualities; we seek to foster these by creating a happy working atmosphere of understanding, warmth and care, thus enabling each child to grow in positive self-esteem and realise his or her potential. We encourage our children to develop attitudes of mutual respect and esteem; consideration for others is paramount. We seek to promote good manners and politeness towards peers as well as towards adults.
In order to promote this atmosphere of security and warmth and to foster in our children positive attitudes towards their peers, pupils need to given recognisable boundaries within which to operate so that they can develop a clear idea of the behaviour expected of them.

General Guidelines

  • Children should be aware of and be expected to observe a simple code of conduct linked to the Golden Rules.
  • Discipline should be approached in a positive way, the aim being always to ensure that the child develops a sense of responsibility and care for others. Children should learn from being disciplined. Care should be taken in adopting the appropriate measures to correct a misdemeanour (see scale of strategies below).
  • Teachers should set high standards of themselves (in politeness and tidiness, for instance) and thus provide an example for children to follow.
  • There will be no corporal punishment, aggressive handling nor verbal humiliation in reprimanding or disciplining children.
  • It is essential that our approach should be consistent, uniform and fair. This will avoid the tendency on the part of some children to play one teacher off against another. A common strategy should be adopted when necessary for individuals who have behavioural difficulties.
  • Problems should be anticipated by the staff where possible to keep conflictive situations to a minimum. Pupil behaviour requires planning and management and this is the responsibility of the whole school.
  • Good behaviour and positive attitudes will be promoted through a reward system (see below).

Rewards
Children are rewarded for effort, behaviour and achievement through the following:

Golden Time
For following the Golden Rules children are rewarded with 30-45 minutes of special activities.
Golden Book
Each month (once a week in the case of the Foundation Stage) children’s names are written in and read out from the Golden Book and they are rewarded with stickers or certificates.
Best Line Cards
The class which gains the most cards for lining up well at the end of playtime is rewarded with a special activity or treat.
House Points
House Points awarded to individual children for achievement or for being helpful count towards the House. A progress chart for each House is displayed in the hall at assembly and adjusted monthly.
Use of Stickers
A variety of stickers are used for positive attitude and achievement within the classroom.
Sending the child to the Head
A child may sent to the Head, Assistant Head or the parallel class teacher to be praised for an improvement or for a particularly good piece of work.

Sanctions
Sanctions are delivered consistently by the staff. All members of staff pay particular attention to the following kinds of inappropriate behaviour:

  • Bad language
  • Disobedience
  • Answering back to members of staff
  • Teasing others
  • Leaving the playground without permission
  • Loitering in the building during breaks
  • Failing to line up promptly and quietly
  • Running down the ramp/making a noise on the ramp/swinging on the ropes
  • Running and noise in the building
  • Littering the school premises
  • Talking/bad behaviour in assembly
  • Unacceptable behaviour in the dining room

The sanctions that are applied for misbehaviour vary according to the age of the child and the misdemeanour. The scale of recommended sanctions is as follows:

1. Speaking to perpetrators
Children need to understand why their behaviour is inappropriate or antisocial and why they are being reprimanded (this is especially the case with younger children – “I am cross because….”).
2. Time out
This will happen when children need to reflect upon their bad behaviour. They should be sent to another class with work to do.
3. Missing playtime
Nursery and Reception children would probably have to stay inside the classroom (supervised) whereas from Year 1 some written activity should be tackled such as writing a letter of apology.
4. Exclusion from Golden Time and Detention
It is important that the children respond obediently to an instruction given by a teacher, a teaching assistant or a member of the auxiliary staff at the first time of asking. If they do not they are sanctioned without any second chance. If this kind if disobedience occurs in class they will lose five minutes of golden time. If it happens in the building or playground and the child is in another class, they will be told to report to a designated classroom at the next afternoon break (their teacher should be informed) where they will miss half of the break, being supervised by the Assistant Head or, if this isn’t possible, by another member of staff.
5. Sending the child to the Head
This sanction is usually most effective if the teacher and the Head have managed to discuss the matter beforehand and agreed on possible follow up strategies. However, this measure should be used sparingly, otherwise its effectiveness becomes diminished and the teacher’s authority undermined.
6. Informing parents
This has a scale of its own in that parents may be informed by letter or by ‘phone by the teacher or by the Head (depending on the gravity of the matter) and then, if there has been no improvement, a meeting should be set up involving the teacher, the Head and the parents.
7. Suspension or exclusion
In extreme situations and where all other options have been exhausted, the school reserves the right to suspend, and ultimately, if there were no other alternative, to exclude a child from the school. In the few cases where suspension has been invoked the parents concerned were consulted and the decisions were taken with their full agreement.

If a child is in detention two times in one week or three times in a half term, a letter will be sent home to the parents. If the behaviour persists, or other incidents occur, the parents will be contacted again. A behaviour plan will be drawn up between the member of staff, the child and the parent. This could be a home-school book or a report sheet. If this is unsuccessful, regular meetings between the teacher, the Head teacher (if necessary) and the parents should be arranged to monitor the situation.
For more serious offences such as bullying, physical violence, stealing or insolence, a letter will be sent home in the first instance (after a consultation with the Head teacher), informing the parents and asking them to talk to their child and support the school in its expectation of appropriate behaviour. In these cases parents will also be asked to come into school to see the Head.

Senior School Discipline System Policy

This document contains the following information:

  • Objectives of the discipline system
  • How the system works
  • Examples of conduct with its associated consequences

Objectives Of The Discipline System
An effective discipline system places emphasis on positive behaviour, where possible, with clear, positive statements that communicate to students how they are expected to behave. The specific objectives of the discipline system at Runnymede College are:

  1. To create a safe, inclusive environment conducive to learning.
  2. To encourage respect for others at all times.
  3. To provide a clear and understood set of expectations with respect to the behaviour of our pupils.
  4. To make students aware of the associated consequences of their behaviour, positive and negative.
  5. To academically motivate students.
  6. To encourage and reward appropriate behaviour.
  7. To discourage and correct inappropriate behaviour.
  8. To instil in every student the importance of accepting the responsibility for his/her own behaviour. That we choose the way we behave, and we are accountable for it.

How the system works

  • The system is based on a system known as Vivo whereby students can be awarded House Points for good behaviour or values.
  • Students can also be given negative House Points for poor behaviour.
  • Staff, students and parents will have a record of points awarded or deducted.

Detentions

  • A detention is assigned by the Form Teacher when a student is involved in more serious behaviour such as swearing, dishonesty, plagiarism, rudeness to a teacher etc.

Report

  • A student goes on report when their behaviour becomes a matter of concern. This should be done in consultation with the head of the relevant key stage. Clear areas of required improvement are written on the report, and behaviour is monitored for 5 school days. The report is signed by both the Form Teacher and parents on a daily basis.

Suspension

  • More serious conduct may result in suspension from the school for one or more days. The duration of the suspension is decided by the Headmaster, and a pupil is allowed to return to school after a meeting between the Headmaster and his/her parents in which clear expectations of future conduct are stipulated (suspension also results in the loss of two points in the discipline system

Special Recognition for Excellent Behaviour

  • This is awarded at the end of term when a student has achieved a certain target, or has come top of their form with respect to the conduct grade.

Key Stage 3 and 4 Rules

Punctuality and Attendance:

  • All pupils must be in their form room for registration at 8:45. Pupils who arrive after 9am must sign in at the gatehouse.
  • Pupils may only leave early (through illness, for example) with the permission of the Office, and must sign out. Foreseen absences must be accompanied by a note for the Form Teacher.

Dress code and appearance:

  • Personal appearance and hygiene are of utmost importance. Pupils up to Year 11 must wear correct school uniform which must be clean and tidy, throughout the school day. Blazers must be worn daily at, to and from school. All items of clothing must be marked.
  • Pupils must not wear training shoes except when changed for gym or at break time.
  • Jewellery must be kept to a minimum. Girls may wear small stud earrings and a necklace of personal significance but it must be hidden from view. Students should not wear bracelets other than those issued by school. Boys must be clean-shaven and their hair must be sensibly cut.
  • Smoking is forbidden at all times in school and elsewhere while wearing uniform.

Organisation and routine:

  • At 9.00 a.m., pupils should have with them all materials needed for the first three periods, at 11.15 a.m., for periods 4 to 6 inclusive, at 1.20pm or 2pm for lunchtime classes and at 2.35 p.m., for the afternoon classes. Pupils must not return to their form rooms other than during these breaks.
  • Pupils must be quiet and orderly when moving around the buildings. As a general rule they should keep to the right. There is to be no running indoors or down the ramp at any time. Pupils should not go into other classrooms without good reason and should not leave their classroom without permission. Pupils may not go to the toilet between classes without seeking the permission of the teacher of their next class.
  • Should a teacher fail to appear for a class, a pupil should inform a member of staff of the situation.
  • All pupils except must leave the school buildings during both morning and lunch break (except during wet break, where students are expected to stay in their own form room). Access is permitted to the library with permission.
  • There is to be no eating or drinking in the school buildings. Pupils in Years 7-11 cannot use the coffee machine.
  • Pupils having school lunch must enter the dining hall by the side door in the office block.
  • The lift may only be used by members of staff and authorised students.
  • Students must abide by the rules in the iPad agreement and in particular ensure they take care of the device, use it for solely for educational purposes and only with the express permission of teachers.
  • The following areas are out of bounds at all times:
    • The administration area unless it is absolutely necessary to visit the office or sick bay.
    • The area outside the school perimeter (permission from the duty teacher must be sought to retrieve footballs, etc.).
    • The walkway outside the Junior School classrooms.
    • The Junior School buildings for Senior pupils unless they are going to Art or the gym
    • The car parks, gardens and the area around the back of the Founder's Building are out of bounds to students during break and lunchtime. After 4pm, students can use the lawn, but their behaviour is expected to be sensible in this area.
  • Students should use either the small gate at C/Salvia 30 and the path by the lawn or the entrance at C/Salvia 40 to access the school buildings. They should NOT walk up through the car park.
  • Students should take care of the school environment, look after and keep classrooms tidy, place all litter in the correct bins and ensure recycling duties are carried out properly

Communication

  • Letters and other documents given to pupils for parents must go home on the day they are handed out. The acknowledgement slip, properly signed and dated, must be returned to the Form Teacher on the following school day. Digital communication from the school must also be acknowledged when required.
  • Students should not contact parents via email, messaging services or by mobile phone during school hours. All communication should be done via the school office.
  • Mobile phones should not be brought to school. If they are needed outside school hours they should be left with the school secretary. The use of mobile phones for establishing and receiving communication - either through text or voice contact - with anyone outside school is strictly prohibited for all pupils. Breaking this rule will result in the mobile phone being confiscated.
    All urgent messages between home and pupil must be conducted through the school landline connection.

Respect

  • Respect must be shown at all times for other people's work and belongings, and for the school building and school property.
  • Students must be silent when a member of staff or visitor enters a room and must follow the start and end of lesson routines established by each teacher.
  • Students must line up as requested by staff for lessons, assemblies, fire drills and other school events.

Departure from school:

  • Students should collect their belongings from their form room at the end of school. They must not take bags and coats to their last class. They should leave their form rooms tidy. If waiting to be picked up they may wait in front of the school gates or on the lawn.

VIth Form Guidelines

Entry into the Sixth Form marks a major transition and students are expected to adopt a responsible approach to their studies, their appearance and their general behaviour. This new approach to study is reflected in the greater freedom and the privileges they enjoy as senior members of the student body. The school rules and Code of Conduct nonetheless both apply and students must make sure they are familiar with their content.
Academically, it is hoped that they will become far more self-sufficient than at IGCSE, showing the level of organisation necessary to juggle the demands of their specific subjects. It is assumed that students have a genuine interest in their chosen subjects and that they will not only complete all set assignments to a high standard and on time but also read around the topic, contribute in class, voluntarily engage in further study and explore "super-curricular" interests. Students not showing the required level of application may be asked to leave a subject at the time of the October assessment and report.

Attendance
Attendance and punctuality are essential for successful learning (and may be commented on in university references) and any absence or late arrival must be communicated to the form teacher by email as soon as possible (and in advance for medical appointments etc). It is imperative that form teachers be as informed as possible so that they can provide pastoral support as best they can and advise on academic matters effectively.
All Sixth Formers are required to be in school every day from 8.50am. Should parents give their permission then students without afternoon lessons may leave at lunchtime. This is a privilege that may be revoked if poor study skills are observed.

Dress Code
Whilst Sixth Formers do not wear uniform, they must to come to school dressed appropriately for what is a place of work. Beach clothes and extremely short garments, in particular, are not acceptable. Any student who comes to school dressed inappropriately will receive one warning (of which the parents will be informed by email) and then will be sent home to change for any further infringement. Basic guidelines are as follows:

Boys
Collared shirt/polo shirt, trousers (not shorts) and shoes.
No T-shirts
No slogans
No underwear on display (boxer shorts, etc)
No trainers

Girls
Blouse, skirt/trousers (not shorts) and shoes.
No slogans
No denim
No underwear on display (bra-straps, etc)
No trainers
No midriffs on view
No piercings (other than one set of ear rings)
Nothing strapless
Makeup and jewellery should be discreet

Study periods
During the school day most students will have study periods. They must use their time responsibly and effectively in study areas or the common room. Any student with "nothing to do" should speak to their subject teachers or the Heads of Sixth Form.

6th Form Common Room
The 6th Form Common Room is open throughout the school day.

Work takes priority during study periods. Students must respect other pupils' need to concentrate by maintaining a quiet atmosphere during lesson time (including lunchtime classes).
Eating/Drinking is permitted in the common room only during break and lunchtime. The common room, including the microwaves, must be kept clean and tidy at all times. No ball games are allowed in the study or common rooms.

Use of technology
Students are encouraged to use technology effectively and appropriately to aid their learning. During lessons subject teachers will advise as to how technology should be used for research, note-taking etc. Around the school, as in lower years, mobile phones must not be used to make phone calls, and should be turned off and out of sight. Students needing to contact home (and vice-versa) should go via the office. The misuse of mobile phones will result in confiscation.

Higher Education
We encourage all students to aim for an early application as we believe this will best allow them to gain the A level grades required for challenging courses at the best universities. With this in mind students are exposed to the application process from the first weeks of Year 12 and are encouraged to begin their research straight away.

Academic code of conduct

Runnymede College is an educational community whose prime aim is to help each pupil fulfil their academic potential. In order to do this, pupils will...

  • arrive at each class ready and prepared to learn
  • participate actively and positively in their education
  • be enthusiastic, hardworking and dedicated
  • complete work on time and meet deadlines
  • demonstrate independence and responsibility
  • be resourceful, curious and creative
  • do their own work and not cheat, plagiarise, copy or pass off work of others as their own
  • be reflective and learn from their mistakes, listen to different opinions, ask how they can improve
  • be resilient, work at solving problems and set targets and realistic action plans to accomplish them
  • work well in a team
  • speak in English or in the appropriate language of instruction

Expectations of a Runnymede Learner:

A successful learner at Runnymede should be aiming to develop and display the following attributes in to develop their personal learning and thinking skills:

  1. Ready: plan ahead, be prepared for class (bring the right equipment/materials, diary, books), be punctual, meet deadlines (homeworks, projects), check over work.
  2. Respectful: show respect to teaching staff and peers at all times, work effectively as part of a team.
  3. Resourceful: Show independence, learn in different ways, be creative, participate actively both in and outside class, show good listening skills, revise and review work, read around the subject, go beyond the curriculum, think out of the box.
  4. Reasoning: think about their learning, be inquisitive, ask questions.
  5. Responsible: Do their own work, do not plagiarise, copy or pass off the work of others as their own, stick at a task, show an interest in what they are doing.
  6. Resilient: stay focused in class, be positive.
  7. Reflective: learn from mistakes, set targets, listen to differen opinions, ask how they can improve.

Developing these skills should enable our students to become:

  • independent enquirers
  • creative thinkers
  • reflective learners
  • team workers
  • self-managers
  • effective participants.

Conditions of Use of iPads in the Senior School

As a student you understand that the iPad is the property of Runnymede College and that it has been issued for school-related work for the duration of the academic year. You understand that if any of the following conditions are broken, the iPad may be taken from you and returned only at the discretion of the Headmaster.

Setting up:

In order to use the iPad you will need an Apple ID. If you do not already have one, you should set this up with your parents/carers. Ensure you keep the Apple ID and password secure at all times.

As a student of the senior school, you will:

  • not use the iPad to access inappropriate internet sites, download, distribute, store or display material or messages that could upset others;
  • maintain the iPad and cover in good condition;
  • return the iPad at any time during the year if requested;
  • report all loss or damage immediately;
  • not deface or otherwise graffiti the iPad;
  • not remove any identifying marks placed on the iPad by the school;
  • not loan the iPad to others or allow them to use it;
  • not change, or attempt to change, the Runnymede College profile on the iPad;
  • not remove or modify the original operating system installed. Official Apple updates are the only exception to this;
  • return the iPad (in working order) and cover to the College at the conclusion of the school year. If unable to do this, you and your parents are liable for the cost to replace these items.

Use

  • As a student you are responsible for making sure the iPad is stored properly and charged for the following day.
  • You are responsible for maintaining and cleaning the device.
  • iPads must be used solely for educational purposes during school hours and on the school site
  • iPads should only be used in lessons if an activity specifically requires its use. Otherwise, they should be placed face-down on students desks and must not be used without a teacher's permission.
  • You may not access the iPad during break or lunchtime unless given permission by a teacher to do so. iPads should be left in your box until class time.
  • You are required to inform the teacher or others when using the camera or audio recording functions and are reminded that must not publish photographs or videos on any online network.
  • You must only download applications which have been authorised by a member of staff or approved by parents.
  • You should ensure you leave enough memory/space on iPad to allow for the efficient and effective use of educational apps and the work you produce for school.

Damage/Loss

  • In the event of the iPad and/or its accessories being irreparable, then the replacement cost will be incurred by the parents.
  • If the iPad can be repaired without the need to purchase physical items, such as buttons not working, then no cost will be incurred.
  • If the iPad requires servicing outside the College and the damage is deemed non- warranty but can be repaired, the cost of the repairs will be incurred by the parents.
  • If the iPad is found to be repaired with non-genuine Apple parts, the cost of replacing the iPad will be incurred by the parents.
  • If the iPad is lost or stolen, the cost of replacing the iPad will only be incurred by the parents where it can be shown that it was as a result of the pupil's negligence.

Note: in order to avoid having to do a lot of paperwork, form teachers collected pupils' signatures on a document that said something like...



The following pupils in Year ….. have read and agree to the "Conditions of  Use of iPads in the Senior School"


Homework Policy

Definition:

Homework is any work that is set to be done outside the timetabled curriculum.

Homework should:

  • Encourage students to develop independent learning skills and take responsibility for their learning.
  • Consolidate and reinforce skills and understanding developed in class.
  • Extend learning.
  • Provide parents with the opportunity to take part in their children's education.
  • Help students develop time management skills and self discipline.
  • Help students prepare for the next lesson/activity.

Tasks:

  • Homework task should be planned carefully and integrated into schemes of work.
  • Teachers should make clear what the purpose of the homework is and how it will be assessed.
  • The tasks set should be varied and can include: consolidation of classwork, practice exercises, research, learning, reading, note-making, essays or assignments, using ICT, problem solving, collecting data, interviewing, revision etc.
  • Homework tasks should be differentiated in order to challenge the most able and support the learning of less able students.
  • Homework tasks may occupy a number of homework slots over a period of time, for example in the completion of a project, but students should be encouraged to manage their time effectively.

The role of the teacher

  • Staff should allow sufficient time during the lesson to set and explain homework.
  • Set homework in accordance with the timetable for Years 7 to 11, so that students can plan their time and so that parents are aware of what homework students have to do.
  • If homework includes Internet research, make sure the pupils do something with the information they find.
  • If students do not complete their homework teachers should write this in the student agenda and ask the student to ask a parent or carer to sign the note. Negative can also be given for homework not done (usually after an initial warning). Copied work counts as homework not done.
  • Mark homework on a regular basis with formative comments and targets given orally or in writing.
  • Talk to students about why they didn't do their homework and give support and advice.
  • Inform tutor, head of department and parents, as appropriate, when problems arise.

The role of the student:

  • Classwork should be completed in the time allocated in lessons, leaving adequate time for homework.
  • Listen to homework instructions and write down the task and deadline in their diaries.
  • Ensure homework is completed and handed in on time.
  • Do homework to the best of their ability.
  • Make sure homework is their own and has not been copied or plagiarised.
  • Talk to teachers in advance if they have and difficulties.
  • The role of the parents:
    • Provide their child with a quiet place to work.
    • Ensure child is spending designated time on the homework.
    • Encourage their child to do their homework to the best of their ability
    • Offer support and guidance while making sure that work done genuinely reflects the child's understanding
    • Help their child organise their homework around other after-school activities and ensure they are not put under undue pressure because of these activities.
    • Check the child's agenda regularly to ensure they are recording and completing homework.
    • Contact the school if they have concerns.

    New Technologies: A Guide for Parents

    Given the almost inevitable influence that the Internet, Social Media and an array of digital devices, including mobile phones, have on our lives, with their enormous potential but inherent risks, it is important that we encourage a positive and healthy use of these media. What follows is a series of suggestions for parents in order to promote an appropriate use of the internet and electronic devices by their children:

    What is OK, how much and how often?
    • Negotiate a reasonable amount of time that can be spent using these devices. chatting, social media and gaming can quickly become an addiction and start to have a negative effect on homework, social life in the real world and behaviour in general.
    • Set firm limits about what sites your son/daughter can visit. It is important to discuss with them what is acceptable and what is not when they are online.
    • In relation to these first two points, well-defined and reasonable consequences for rule breaking should be stated before digital devices are used.
    How to surf safely

    As a parent, make sure you know what the websites and apps that young people use are actually for and what kind of activity is possible on them. You should be aware of the types of security available on these sites, and make sure that your son/daughter does not allow open access to personal information.

    • Talk with your children about internet safety and how to protect themselves. they are young and curious, and it's important that they have a clear idea of the risks involved. Get them to teach you about the sites they use and take an active interest in the use that they make of the internet. Learn from each other.
    • It is essential that they receive the clear message that they must not give any personal information to strangers online.
    • They should also refrain from any behaviour that might cause hurt or upset to others.
    • Explain to them the nature and consequences of cyberbullying.
    • Encourage them to come and tell you if they have any problems or worries about their experiences online. when they do, listen to them carefully and try to give practical advice about how to solve the problems encountered. Help them to use blocking and filtering tools, and report any problems to the site manager. avoid blaming them, or punishing them by removing computer access unless clear rules have been broken – you might be punishing their honesty, not their transgression.
    Ways of controlling the use of digital devices:

    Trust is a vital part of the relationship we have with our children, and the sophistication of this trust develops as they do. With increasing personal experience and intellectual development the most effective and reliable form of control will eventually be self-control, based on a solid sense of responsibility and sound moral judgement. Having said this, the nature of the content of some sites easily available on the internet is very disturbing, and we must consider the type of access that we allow with reference to the age and maturity of a young person. To this end, we should be aware of the more technical methods available to control the use of the internet:

    • Set up different user accounts (operating systems - eg. mac os and windows now have comprehensive parental controls that you can put in place)
    • Your internet service provider may have parental controls
    • Your router may have parental controls
    • You can install monitor software (which gives information about the use of the internet after the fact)
    • With regard to the variety of controls that you can put in place, beware: a false sense of security is worse than a sense of insecurity. These are all aids not remedies.

    At all times, it is important that we let young people know to what extent we are monitoring their use of new technologies. A relationship built on trust must be transparent. We can explain to a 10 year old that due to the potential dangers presented by these cyber-mediums, we must know how and with whom he or she is communicating. This type of explanation obviously will not convince a 16 year old. Somewhere between these ages there is a mutually agreed and satisfactory handover of responsibility, one would hope.

    Alarm bells

    We must be aware of the warning signs of unhealthy use of new technologies and its consequences. Parents know their children better than anybody and will detect even small changes in mood and personality. the tendency is for us to put this down to adolescence, which can often lead us to recognise real problems too late. If you intuitively sense that something is not right with your child, you must discuss this with him or her. This can be quite difficult but it is essential. In most cases, solutions can be easily arrived at; in some cases, this discussion may uncover deeply rooted and more serious problems and you may need external support to overcome them.

    We should look out for the following warning signs:

    • Excessive time being spent online, especially late at night. not completing other tasks and a complete loss of sense of time.
    • Inappropriate sites appearing in web browser histories, or large gaps appearing in these histories due to parts having been erased. devices may be quickly turned off or screens changed when a parent approaches.
    • A child becoming detached and withdrawn from the family, and perhaps secretive about his or her activities online.
    • Obsessive behaviour regarding new technologies. a child not being able to function in the present, constantly talking about using the internet or gaming. anger may be expressed if there is an attempt to control internet or device use.
    • Communication, chats or phone calls with people that you do not know. reluctance to provide information about these people.

    If we can help in any way regarding the safe and healthy use of the internet by your child, please don't hesitate to get in contact with us.

    Parental expectations at Runnymede College

    School rules and Code of Conduct:

    It is a expectation of remaining at Runnymede College that your child complies with the School Rules and does his/her best to abide by the values of the school as laid out in the Code of Conduct.

    Punctuality, preparation and appearance:

  • Parents/guardians undertake to ensure that their child attends school when required, arrives punctually and leaves on time at the conclusion of his/her commitments or at some other mutually agreed time, has the right equipment for academic work, sport or other obligations, is appropriately dressed in accordance with the School's uniform regulations and conforms to any other school standards relating to appearance.
  • Absence:

    Wherever possible the School's prior consent should be sought for absence from school. The school must be informed in advance in writing or by telephone/e mail of any reason for your child's absence other than illness. In the case of unforeseen illness you should contact the school before school on the first day of illness and should send a confirmatory note on your child's return to School.

    Parents/guardians are expected to avoid taking your child out of school for holidays during school terms.

    Bullying and online abuse:

    Parents/guardians understand that any instance of abuse or bullying by their child, either in person or online, can result in expulsion. Parents/guardians should try to set an example to your child in terms of language and behaviour at home and in your communications with the School.

    ICT use:

    As a parent/guardian you undertake to support the school in ensuring your child abides by the school-pupil ICT User Agreement.

    Health and safety:

    Parents/guardians undertake to inform the School of any health or medical condition, disability or allergy that your child has or subsequently develops, whether long-term or short-term, including any infections.

    Parents/guardians undertake to inform the School of any situations where special arrangements may be needed in relation to your child.

    If your child requires urgent medical attention while under the School's care, we will, if practicable, attempt to obtain your prior consent. However, should we be unable to contact you we shall be authorised to make the decision on your behalf should consent be required for urgent treatment (including anaesthetic or operation) recommended by a doctor. Any such decision would be made by the nurse or by a senior member of staff.

    Suspension and expulsion:

    The Head may require you to remove or may suspend or expel your child from the School if it is considered that your child's attendance, progress or behaviour is seriously unsatisfactory and in the reasonable opinion of the Head the removal is in the School's best interests or those of your child or other children.

    Entry into the Sixth Form:

    The School is not be obliged to permit your child to enter the sixth form unless satisfied that it is appropriate to do so with regard to their academic achievement and with regard to their behavioural and attendance record. The School may make a decision as to whether your child may enter the sixth form after the results of IGCSE examinations and make entry to the sixth form conditional upon the results of these examinations.

    References and information:

    You consent to our supplying information and a reference in respect of your child to any educational institution which you propose your child may attend. Any reference supplied by us shall be confidential subject to the disclosure rules of the receiving body. We will take care to ensure that all information that is supplied relating to your child is accurate and any opinion given on his/her ability, aptitude for certain courses and character is fair. However, we cannot be liable for any loss you are or your child is alleged to have suffered resulting from a reference or report given by us. UCAS references written by the School can be obtained from UCAS and so can be read by pupils or parents in the Head's office.

    You consent to us making use of information relating to your child whilst he or she is at the School and after he or she has left for the purposes of communicating, providing references and managing relationships with pupils and former pupils of the School. You accept that such information is stored in files and on computer and is subject to the data protection legislation currently in force.

    Parental support:

    In order to fulfil our obligations, we need your co-operation, in particular by: fulfilling your own obligations by encouraging your child in their studies, and giving appropriate support at home; keeping the School informed of matters which affect your child; maintaining a courteous and constructive relationship with School staff; attending meetings and keeping in touch with the School where your child's interests so require; and ensuring that your child's social life does not adversely impact on his/her ability to meet the School's requirements in relation to academic work and/or other School activities or commitments.

    The School's obligations:

    While your child remains a pupil of the School, we undertake to exercise reasonable skill and care in respect of his or her education and welfare. This obligation will apply during school hours and at other times when your child is permitted to be on School premises or is participating in activities organised by the School.

    We cannot accept any responsibility for the welfare of your child while off the School premises unless he is taking part in a school activity or otherwise under the supervision of a member of the School staff. Some pupils have the privilege of being allowed off site unsupervised at certain times and the above will apply in such circumstances.

    Communication:

    Parents/guardians undertake to inform the school of any changes in e mail address for the purpose of school communications.

    Pastoral Care Policy

    This document contains the following information:

    • Definition of pastoral care
    • Why is Pastoral Care important?
    • Objectives
    • The Pastoral Team

    Definition of pastoral care

    Pastoral care is concerned with promoting personal, social, emotional and intellectual development, in order to help every child reach their full potential and be equipped with the skills to succeed in, and cope with, all aspects of life.

    Successful pastoral care depends on getting to know each student and on listening to and addressing his/her individual needs. The pastoral team includes all members of staff and promotes positive relationships in school and the active participation of every student in the education process in order to ensure that he/she benefits from all that the school has to offer.

    Why is pastoral care important?

    The quality of pastoral care in any school is one of the major influences in creating a positive atmosphere in which every student feels valued, safe and happy about their educational experience.

     

    At Runnymede College, we recognise that the attainment of academic excellence is directly related to, and affected by, all aspects of personal development. We strongly believe in providing an education that promotes and encourages the intellectual, emotional, social and physical development of every individual. We impart a broad and balanced curriculum that prepares our pupils for the opportunities, responsibilities and experiences of adult life.

    Objectives

    To promote a caring ethos and to encourage positive relationships between all of the members of the school community. Every student has the right to come to school and feel safe, happy and valued. Emphasis is placed on the importance of each individual within the school community, and on the need for mutual concern and respect between all of its members.

    To provide the support for each student so that he/she can develop to the full in all areas. Close attention is given to the personal, social and intellectual needs of each student. He/she is encouraged to be aware of, and take an active role in, his/her own development and to accept responsibility for it. 
    In order to give support and guidance for pupil achievement, the pastoral system will provide a point of personal contact for every pupil. The Form Teacher and other members of the pastoral team will listen to and understand his/her experience and views about academic and personal development. 
    The pastoral system will also respond quickly and appropriately when additional support is necessary, for example, in the event of parental illness; bereavement; parental separation; examination-related stress; bullying.

    To ensure that each pupil knows and is known personally and in some depth by at least one member of staff.
    As a result of the general daily contact, and by means of regular personal interviews, the Form Teacher develops a close knowledge of a particular individual's circumstances. This knowledge is especially important during periods of stress for the pupil, for instance, when transferring from Junior School to Senior School, during GCSE exams, or when personal problems arise.

    To monitor each individual pupil's progress and achievement across the whole curriculum, to maintain appropriate records and to create an overview of his/her approach to different learning tasks.
    It is important to develop a learner's profile across the curriculum, and to create an overview of the pupil's performance. Every pupil has a unique profile, and both the student themselves and their teachers can learn from it. We effectively record information relevant to the progess of individual pupils.

    To provide colleagues with relevant knowledge of pupils so that their teaching efforts can be adapted for greater success and to facilitate efficient communication between pupils and teachers. One of the principal aims of pastoral care is to enhance educational progress. Form Teachers are the key to the effective communication between all those involved in a student's education. They convey relevant information about the experience of learning of individuals and the group to all those concerned within the school.

    To encourage a caring and orderly environment within which all pupils can exercise initiative and develop. 
    All members of staff of Runnymede College will encourage and reinforce an atmosphere in which each student feels important and can make their own personal contribution to the group. It is essential that each student feels that he/she can express his/her points of view, always in a respectful and constructive manner, and that these views will be taken into consideration. A positive and structured environment is a prerequisite of this. The pastoral care system will support the discipline system in reinforcing the school ethos of mutual respect and consideration for others. Students who behave in such a way that impede the existence of a positive atmosphere will be supported in their efforts to change in order to conduct themselves in a manner more in line with the values upheld at the school.

    To impart proactive, preventive pastoral care.
    Although it is inevitable that much of the pastoral care undertaken at school is a reaction to problematic situations that arise, the school recognises the importance of a curriculum that provides opportunities for personal development other than in a purely academic sense. We aim to offer activities that allow students to explore and develop in areas that complement their intellectual progress, and help them to face the demands that they experience as they grow. These activities will include PSHE (Personal Social and Health Education) such as Sex and Relationship Education (SRE), drugs education, health and personal safety, and citizenship. Other related aspects of pastoral care are academic support and careers and vocational education.

    To provide a point of personal contact for parents to give their view of their child's progress, and to work with the home in all aspects of pupil development.
    Regular contact with parents is vital, and will not happen only at parents' evenings. The Form Teacher will co-ordinate the communication between home and school, and will work alongside the parents in order to enhance the progress in all areas of their child in the school.

    The Pastoral Team

  • Form Teacher
  • Head of Key Stage 3 – Elizabeth Holman-Smith and Sally Isaac
  • Heads of Key Stage 4 – Simon Baskett and Sophie McAteer
  • Heads of Sixth Form – Robert Crumpton and Maria O'Driscoll
  • Assistant Head – Georgina Powell
  • Headteacher – Frank Powell
  • Although Pastoral Care involves all members of staff at some level, the front line of pastoral care is the Form Teacher, who has the task of ensuring that each member of the form group is experiencing school in a positive and successful way.

    The Form Teacher provides a daily point of contact between the student and the school, and has the opportunity of monitoring progress and general well-being. The Form Teacher also co-ordinates the communication between the student, parents, and staff in order to address the academic, personal and social needs of each pupil. It is vital not to reinforce the common idea of a conceptual split between pastoral care and academic progress – the academic success of each student is inextricably linked to his/her progress in all areas of personal development, and the role of the Form Teacher is the key to effective pastoral care.

    If parents have any questions, doubts or problems regarding pastoral issues, their first port of call is the Form Teacher, who will then involve other members of staff and management as necessary (e-mail addresses can be found on the school website).

    Personal, Social, Health and Economic Education (PSHEE) Policy

    Aims:

    PSHE education aims:

    • to help our pupils acquire the knowledge, understanding and skills they need to look after themselves and live healthy, safe, productive, responsible and balanced lives.
    • to help our pupils develop key skills and attributes such as self-management, empathy, critical thinking, communication, resilience, teamwork and negotiation amongst others.
    • to support pupils in assuming their position in society as happy, creative, moral citizens who respect their communal responsibilities and value their democratic rights.
    • to promote our school's values of integrity, tolerance, respect, compassion, curiosity, humility and ambition.

    Content:

  • PSHEE sessions offer students the opportunity to reflect on, discuss and debate a number of topical, relevant and sometimes complex themes that directly affect their lives.
  • Our PSHEE Curriculum covers themes outlined in the National Curriculum and Relationship and Sex education (RSE).
  • PSHEE sessions covered at Runnymede College have been grouped into four main themes including:
    1. Kindness and Communication - Here students explore topics such as bias, prejudice, discrimination, bullying, relationships, power, respect, values, citizenship and more
    2. Self - This theme allows students to learn about self organisation, personal safety, digital safety, self-esteem, personal challenges, preparing for exams, making decisions, thinking ahead, careers, university life and more
    3. Health and Wellbeing - Students find out about healthy lifestyles, sleep, emotional wellbeing, mental health, body image, first aid, alcohol, sex education, drugs and more
    4. Living in the Wider World - Here students learn about news events, global issues, trade, poverty, governments, law and more
  • The learning provided in topics aims to support the safeguarding of pupils.
  • Delivery:


    • PSHEE sessions are delivered by form tutors in numerous sessions throughout the year (see the PSHEE overview). Where form tutors are unavailable, another staff member delivers the session.
    • Year 7 and 8 also have one timetabled lesson per week, allowing them to explore key issues in greater depth.
    • Ground rules are essential to ensure there is a safe, respectful and caring classroom atmosphere for the delivery of the PSHEE sessions.

    Resources:


    • All resources are prepared or sourced by the PSHEE-Coordinator. These are then made available for form tutors and teachers delivering the sessions on a website (www.psheeducation.com).
    • Those delivering the sessions are asked to look at the information in advance to ensure they are fully prepared for the sessions.
    • Teachers are expected to modify or adapt the resources, when necessary, to meet the needs of their pupils.
    • Feedback is requested to see whether there are opportunities for change or improvements that can be made to the resources.

    Learning activities:


    • Learning experiences aim to draw on pupils' own experiences or existing knowledge and build upon it, or where necessary challenge it.
    • A wide variety of activities are used in the PSHEE sessions. For example students prepare and share presentations, have class debates, do role play activities, play games, complete surveys and quizzes or watch video clips to help spark discussion.

    PSHEE in the wider curriculum:

    • There are many links that can be made between PSHEE and other subject areas. Teachers are asked to try to cover themes in their subject lessons too.

    Outside Speakers:

    • Where possible, outside speakers are called upon to deliver some aspects of the PSHEE Curriculum.

    PSHEE Calendar of Awareness Days:

    • Year 12 mentors produce a monthly calendar of awareness days, with the aim of highlighting key issues related to PSHEE.
    • Form tutors are asked to use the calendar to discuss these issues and allow students to reflect on them during morning registration.

    Dealing with challenging issues:

    • Students are likely to express a wide range of responses when confronted with controversial topics and these can be challenging to deal with. Staff are reminded of the following advice when exploring challenging issues:
      • Establish and reinforce ground rules for discussion. New rules for a particular topic could be established by the students themselves.
      • Encourage students to be open-minded and willing to learn before making up their mind on a particular issue
      • Anticipate the students' responses
      • Challenge offensive comments (may have to be done one-to-one)
      • Change the activity if it is not working
      • Smaller group discussions - where students can challenge each other
      • Use 'distancing' techniques

    Runnymede College Anti-Bullying Policy

    What is Bullying?

    Bullying is purposeful and repeated action conducted by an individual or group and directed against an individual who cannot defend him/herself in the situation.

    Bullying can take different forms:

    1. Verbal bullying: name calling, use of threatening or provocative language.
    2. Psychological bullying: excluding an individual from group play, refusing to talk to or even acknowledge an individual.
    3. Physical bullying: hitting, kicking, grabbing an individual; taking or hiding another's property.
    4. Cyberbullying: bullying that takes place using electronic technology i.e. cell phones, computers and tablets as well as communication tools including social media sites, text messages, chat and websites.

    At Runnymede we acknowledge that bullying does happen from time to time, indeed it would be unrealistic to claim that it does not. However, it is our aim to:

    • Ensure that children and adults within school have a common understanding of what bullying is.
    • Minimise all forms of bullying.
    • Communicate clearly to children and parents the school's strong response.
    • Stress that the whole school community act together on this issue.
    • Continually work to maintain a warm and harmonious atmosphere within school.

    Principles

    • All allegations of bullying will be carefully investigated.
    • Children, parents and staff will be encouraged to talk openly about the issue.
    • As part of the curriculum, greater understanding of bullying in all its forms will be developed.
    • Children will be taught strategies to help them deal with bullying situations which they may encounter.
    • Staff will respond calmly and consistently to allegations or incidents of bullying.
    • The school will protect and support all parties on school premises both during and after school hours whilst issues are resolved.
      • Whole School Strategies to minimise bullying

        The PSHEE programme will address the issue of bullying and initiatives will take place in order to coincide with anti-bullying week and other campaigns.
        There will be discussion in form time, individual interviews and PSHEE to help deal with friendship issues
        Peer support will be strongly emphasised; children will be taught how to effectively support a bullied child and how to avoid being a bystander or participant.
        Active observation should be undertaken by staff during break times There should be intervention and monitoring where forms of bullying have been identified.
        The senior school should develop an Anti-Bullying Code with the children, providing them with clear advice on what to do if they are a witness or a victim of bullying.
        Year group assemblies should address the issue of bullying and

        Preventing Cyberbullying

        Some students may not even realise that the behaviours they are engaging in fall within the scope of cyberbullying, especially if their initial motivations are to be funny or joking. However, the following are all forms of cyberbullying:

        • Starting online conflicts with aggressive or offensive language that will ignite cruel conversations, repeatedly harassing others, making demeaning comments, posting gossip, or purposely trying to exclude someone from an online group to hurt them.
        • Impersonating someone else in order to create trouble or embarrass someone as well as revealing humiliating secrets or information online are forms of cyberbullying.

        Cyberbullying is different, not least because it will mainly take place outside school hours. Children who are Cyberbullied are often bullied in person as well. Additionally, these children have a harder time escaping from the behaviour.

        Cyberbullying can happen 24 hours a day, 7 days a week, and reach a child even when he or she is alone. It can happen any time of day or night.

        Cyberbullying messages and images can be posted anonymously and distributed quickly to a very wide audience. It can be difficult, and sometimes impossible, to trace its source.

        Deleting inappropriate or harassing messages, texts and pictures is extremely difficult after they have been posted or sent.

        Apart from the measures outlined above the school must strive to work together with parents and pupils to inform, raise awareness and develop channels of communication to allow incidents of this nature to be reported as soon as they occur. The emphasis should, therefore, be on prevention.

        School strategies will focus on transmitting the following guidelines to our students/pupils:

        If you see someone being bullied:

        • Do let a member of staff know
        • Do try to be a friend to the person being bullied
        • Don't be made to join in or bystander
        • Do try to help the bully to stop bullying

        If you are the victim of bullying:

        • Tell a teacher or another adult in school
        • Tell your family
        • Take a friend with you if you are afraid to tell someone by yourself
        • Keep telling people until someone listens
        • Don't blame yourself for what has happened

        The School Response to Specific Allegations of Bullying

        1. Children will know who to talk to in the first instance. This will often be their class teacher, but it could also be another member of staff known to them. Children must be given every opportunity to report the bullying in the first instance, but it will be the form teacher and/or Heads of Year who will follow up allegations. Therefore, any other adult in a position of responsibility should feedback to the form teacher as soon as possible.
        2. The form teacher and/or Heads of Year will take steps to discuss the problem to establish the situation and talk through any issues. An early resolution is sought using these tactics.
        3. Both bullied and bullying parties are informed that the situation is being monitored by the teacher/s concerned. The Designated Safeguarding Lead and Headteacher are informed if needed.
        4. If there is no improvement, or further bullying occurs, the parents of the bullying child will be contacted in order to come into school to discuss the matter with the form teacher, Heads of Year and the Headteacher to make clear that a zero tolerance policy is being adhered to. If further bullying takes place the bully may be suspended for a fixed term in the first instance.
        5. As a result of the discussion clear expectations are laid down regarding:
          • Expected behaviour and attitudes
          • Where the bullying child should be at specific times of the day
          • Who they should report to and when.
          • Who they should keep away from.
          • What are the arrangements for the beginning and end of lessons, lunch times as well as the start and finish of the day.
          • Individual circumstances will determine the precise arrangements to be made.
        6. Support will be given to the bullying child in order to raise self esteem and develop appropriate social skills.

    Rules for breaks and lunchtimes

    11-11.05am

    Return to the form room. Organise books for periods 4-6.

    11.05-11.15am

    All students must leave the buildings. Only written permission from a teacher is accepted as an excuse to be inside. Access to the library and computer room is permitted. No eating inside the building.

    11.15am

    When the siren sounds, return to the form room. Pick up materials for periods 4-6 and go to the relevant classroom.

    11.20am

    Classes resume, and by this time you should be sitting ready to start, or waiting outside your classroom where required.

    1.20pm

    Return to form room. Organise and prepare materials for theafternoon classes. Change for PE if necessary in the designated areas.

    1.30pm – 2.30pm

    All students must be outside the buildings. Access to the library and computer room is permitted provided that the appropriate behaviour is shown at all times.

    No access to the large playground until 1.30pm. No ball games until 1.30pm.

    Only written permission from a teacher is accepted as an excuse to be inside.

    2.30pm

    When the siren sounds, return to the form room. Pick up materials for periods 9-10 and go to the relevant classroom.

    2.40pm

    Classes resume, and by this time you should be sitting ready to start, or waiting outside your classroom where required.

    4pm 

    Return to the form room to collect your things ready to go home. Make sure you have all the books that you will need to do your homework.

     

    Before you leave, make sure you help leave the form room tidy (e.g. check that your desk is straight and your chair tucked underneath it; if you find any litter on the floor, pick it up and put it in the bin; make sure your locker is locked and that you don't leave your blazer and/or coat lying around). Also, ensure that the lights and projector are turned off, particularly if you are the last to leave.

    Rules for use of iPads in the Senior School

    1. iPads must only be used for work and in lessons. They must not be used during break or lunchtime.
    2. iPads will be left in pupils' lockers during break and lunchtime, and taken home at the end of the day.
    3. Pupils are responsible for charging their iPads at home. They can only be charged in school in exceptional circumstances.
    4. Unless an activity specifically requires the use of an iPad, these must be left face-down on pupils' desks. Unauthorized use of iPads in class will be punished with a negative House Point.
    5. Playing games or downloading applications which have not been approved by a teacher is forbidden and doing so will be reason for a negative House Points or more serious disciplinary action.
    6. The use of messaging applications in school is strictly forbidden. Students should not use the email without the express permission of teaching staff in school hours.
    7. Pupils are required to inform the teacher or others when using the camera or audio recording functions and are reminded that they must not publish photographs or videos on any online network.
    8. Students should ensure they leave sufficient space on the iPad to store school work and school-related applications.

    Runnymede College ICT Acceptable Use Policy (Students)

    The computer system and related devices such as the iPads are the property of Runnymede College. They have been made available to students to help enrich the learning process and to enable them to become skilled and responsible users of tools that have become part of our everyday lives. Students are expected to use the resources for the educational purposes for which they are provided.

    It is the personal responsibility of every student to take all reasonable steps to make sure they follow the conditions set out in this Policy. Students must also accept personal responsibility for reporting any misuse.

    Acceptable Use

    Students are expected to use the school computer system in a responsible and appropriate manner at all times. You should refer to the school's New Technology Guidelines for help in the responsible use of the Internet and ICT and discuss this with your parents/carers. You should also adhere to the following guidelines when using the school computer system.

    Security:


    • Use a 'strong' password for your accounts. You should not disclose any password or security information to anyone else other than your parents/carers.
    • Do not reveal any personal information (e.g. home address, telephone number) about yourself when using the Internet. 
    •                                                           
    • Do not share your login details (including passwords) for online accounts with anyone else. Do not use other people's usernames and passwords.
    • Always log off your account after using online applications. 
    •                              
    • If you find an account logged on under other users username log it off immediately. 
    •           
    • Do not use drives or other portable devices on the computers without having them checked for viruses.
    • Do not download and/or install any unapproved software, system utilities or resources from the Internet.
    • If you discover a security problem, for example, being able to access other users' data, you should inform the Systems Administrator immediately and not show it to anyone else.
                     

    Communication:


    • Use appropriate language in all communication.
    • If you are under 18 and wish to use an e-mail address, you must obtain the permission of your parents/carers and should get them to carry out the signing up process for the account.
    • Always copy in your parents to an e-mail when you are sending work to a teacher.
    • Do not use social media sites, messaging or chat rooms during school hours.
                 

    Behaviour:

    • Do not create, send or post any material that is likely to cause offence or needless anxiety to other people or bring the school into disrepute.
    • Do not attempt to visit websites that might be considered inappropriate or illegal.
    • Do not access other users' files or folders.
    • Remember that files held and actions carried out using the school network will be regularly checked by the Systems Administrator or other members of staff.
    • Do not use the computers, iPads or any ICT devices to disrupt the work of others.
    • Do not attempt to harm or destroy any equipment, or work of another user on the school computer system.
    • Do not receive, send or publish material that violates copyright law.
    • Report any inappropriate use of the system and/or devices to the Systems Administrator (Mr de Avendaño).

    User Agreement Form for the Student Acceptable Use Policy

    I agree to follow the school guidelines on the use of the school computer resources. I will use the resources in a responsible way and observe all the guidelines explained above.
    I agree to report any misuse of the network to the Systems Administrator.
    I also agree to report any websites that are available on the school Internet that contain inappropriate material to the Systems Administrator.
    If I do not follow the rules, I understand that this may result in loss of access to these resources as well as other disciplinary action. I realise that students under reasonable suspicion of misuse in terms of time or content may have their usage monitored or their past use investigated.

    Student Name: ______________________________________________

    Student Signature: ___________________________________________

    Parent/Carer/Guardian Name: _______________________________________

    Parent/Carer/Guardian Signature: _____________________________________

    Date: ___/___ /______

    Policy Reviewed August, 2019

    Runnymede College Policy on Drugs

    This policy details the approach of the school with respect to this important contemporary social issue. It is aimed at all those within, and associated with, the school community and includes the position of the school with respect to drugs, the actions to be taken to discourage the use of harmful substances, and the response of the school to drug related incidents.

    The development of this document included consultation with the staff, parents of Runnymede students and the students themselves.

    We at Runnymede College are committed to promoting all aspects of personal development (as detailed in the Pastoral Care Policy), and we consider it our duty to safeguard both the emotional and physical well-being of every student in our care.

    To this end, the current document gives a clear message about our stance towards the use of illegal substances, and outlines actions to be taken to guarantee the health of all members of the school community. We operate a zero tolerance policy to illegal and unauthorised drugs on or off the school premises (including alcohol, tobacco and volatile substances) and the possession, consumption or supply of these substances will result in direct expulsion from the school.

    This policy also applies to journeys to and from school, trips and any organised activity off the premises in which the students are under the legal care of members of staff.

    With regards to authorised medicines, the school operates a system of strict control. The Form Teacher, Heads of Key Stage and subject teachers are made aware of any student with a long-term medical condition that requires the administration of medicines during the school day. Any prescribed or non-prescribed drugs that are required by a student during school hours due to illness must be administered by the school nurse. This requires the parent/guardian to arrange for the medicine to be left at the school office.

    No prescribed or non-prescribed medicines are allowed on the premises unless the school is advised in writing of the medical requirements involved (for more details, see below).

    Definition

    A drug is any substance that can be used to modify a chemical process or processes in the body, for example to treat an illness, relieve a symptom, enhance a performance or ability, or to alter states of mind.

    When we refer to drugs in this policy, we mean:


    • all illegal drugs
    • all legal drugs, including alcohol, tobacco, volatile substances
    • all over-the-counter and prescription medicines.

    Response to incidents

    An incident involving any kind of drug should be reported by staff to the Headmaster and/or Assistant Head immediately. Parents will then be informed.

    When information is provided by students, it is important to make it clear to the source (or potential source) that total confidentiality cannot be guaranteed. Information received related to a situation in which the physical and/or emotional health of a student is threatened must be acted upon, and the person supplying the information should agree to this principle before disclosing it.

    Possible types of incident

    • the behaviour of a student suffers an obvious change.
    • a parent expresses worry about the behaviour of their child.
    • a parent informs the school that their child or other members of the school community have been involved in a drug related incident.
    • a pupil demonstrates, perhaps through actions or play, an inappropriate level of knowledge of drugs for their age.
    • a pupil discloses that they or a family member/friend are misusing drugs.
    • a staff member has information that the illegitimate sale or supply of drugs is taking place in the local area.
    • drugs or associated paraphernalia are found on school premises
    • a pupil is found in possession of drugs or associated paraphernalia
    • a pupil is found to be supplying drugs on or around the school premises
    • a pupil, parent/carer or staff member is thought to be under the influence of drugs

    Establishing the nature of incidents

    Any incident will lead to a careful investigation to judge its nature and seriousness. Emphasis will be placed on listening to what all those involved have to say with at least two adults present. In the event that more than one person is involved, the separating of students will be used as necessary.

    If during the course of its investigation the school decides that the police should be involved, questioning will cease and the matter will be handed over.

    A range of responses

    The official response to "minor" incidents will aim to provide pupils with the opportunity to learn from their mistakes and develop as individuals. The needs of pupils with respect to drugs education may come to light other than via an incident, for example, through communication with Form Teachers, PSHEE teachers or Heads of Key Stage.

    In any of these cases, the school may employ:

    • counselling
    • behaviour plans
    • referral to an external expert
    • suspension
    • permanent exclusion will result, in the case of a serious transgression.

    Any drug-related incident (involving legal or illegal substances) during school organised events (trips, school BBQ, etc) will lead to parents being informed and the student(s) involved being sent home (or collected).

    School trips

    • If a student requires prescribed or non-prescribed medicines during a school trip, a signed letter from parents explaining the dosage and frequency must be sent to the school before the trip. Failure to do so will result in the student not being able to go on the trip.
    • Any medicines will remain with the teacher in charge of the trip for its duration.
    • In some cases, the teacher in charge may not want to accept responsibility for supervising the administration of a medicine, and in this event the student in question will have to be excluded from the trip.
    • Any incident involving medicines will be reported immediately to the parents of the student in question and the Headmaster.
    • Any misuse of prescribed or non-prescribed medicines, or use of legal or illegal drugs on a school trip will be considered very serious and can result in the student(s) in question being sent home or collected. Sanctions will be applied as if the student(s) were on school premises.

    Assessment and marking policy

    Runnymede College Safeguarding and Child Protection Policy

    School Fire Safety Policy