Our aim is to provide an environment in which students from a wide range of cultural, ethnic and religious backgrounds,
1. Realise fully their academic and social potential
2. Understand and appreciate the rich diversity of their various cultural traditions.
We shall endeavour to achieve this by the provision of,
1. Courses that will widen the educational opportunities for students
2. Teaching that is of a high standard and appropriate to the abilities and needs of each student
3. Pastoral care that will enable the student to feel secure in a caring and supportive environment
4. Social activities that widen the understanding of the students of their environment and which create more opportunities for social interaction
5. An immediate environment which is safe and secure.
6 A school environment in which students and teachers feel empowered to
develop their skills and also feel valued and respected.
CIE regards unnecessary absence from lessons as a serious issue because it:
All teachers keep an attendance record of their students and inform Luke/Irma or Olivia as soon as an unexplained absence occurs – i.e., if a student has not turned up to the first expected contact at 9:00 A.M. Luke/Irma or Olivia will know at 10:00 A.M. (the first break).
Luke/Irma or Olivia will inform Max who will ring the student (and, if necessary, host family) asking for a reason for the absence, or leaves voice message advising the student/host family to contact the school with an explanation.
If Luke/Irma or Olivia considers there is a concern, i.e. health issue, personal issue or other, details are passed to one of the Welfare Officers (Amy or Max) to deal with in more detail.
If the student is expected to be present the following day and is not, they will be spoken to by the personal tutor (Amy Williams), who will reiterate the UKBA rules on 10 missed contacts as well as our own policy of 90% attendance. The student will be monitored by Amy and if, at a later date, the absenteeism occurs again or attendance drops to 90%, John and/or Luke will speak to the student again and inform the agent.
If attendance drops below 90%, or if the absenteeism occurs again, John and/or Luke will arrange a meeting with the student and his agent – or will send a written warning to the agent/parent as well as to the student – informing them that unless there is no improvement, the UKBA will be informed and the student will be asked to leave.
If the problem continues, and the student shows no indication of trying to conform to what the school requires, the student will be asked to leave and the Home Office informed.
Students will be made aware of UKBA rulings on expected contacts: if they miss 10 expected contacts (i.e., 10 consecutive days) without an adequate explanation (e.g., illness which is supported by a doctor or the host family), they will be asked to leave and the UKBA will be informed.
Being under the influence of alcohol and the use of illegal drugs is just one Health and Safety risk in the work place, not only to yourself but to that of your colleagues. With this in mind, CIE’s policy on alcohol and illegal drugs is clearly set out below to ensure the safety of all concerned. The policy also applies during lunch and break times.
Students found to be in breach of this policy may be subject to disciplinary action being taken against them.
Bullying is understood to be behaviour which makes others feel uncomfortable or threatened, whether intended or not.
There are different forms of bullying:
All staff and pupils at CIE are encouraged to establish and maintain happy and harmonious relationships to ensure that students can thrive without fear.
Students are encouraged to seek help whenever it is needed, whether it be for themselves or for others, and they are reminded that help can be sought from many different people.
Concerns about bullying should be raised in the first instance with a person who may be able to help, for example a teacher, the Accommodation Officer or activities assistant. After discussion the matter will be investigated with the other person(s) concerned, and appropriate action taken.
A full factual record will be taken and the member of staff will monitor the situation.
One of the co-principals will be informed immediately, and the parents will be contacted if appropriate.
Students should be aware that although the matter will be discussed in confidence, information may sometimes need to be forwarded and further help sought.
In order to protect the wellbeing of our employees and to promote a safe working environment, CIE have appointed persons/first aiders in place to deal with any emergencies. Such personnel are trained to the required standard and identified around the building.
1.1 This policy has been developed in accordance with the principles established by the Children Act 1989 and in line with Oxfordshire Safeguarding guidelines.
1.2 The management at CIE takes seriously its responsibility under section 11 of the Children Act and duties under “working together” to safeguard and promote the welfare of children; to work together with other agencies to ensure adequate arrangements exist within our setting to identify, and support those children who are suffering harm or are likely to suffer harm. We recognise that all staff have a full and active part to play in protecting our pupils from harm, and that the child’s welfare is our paramount concern. Our school should provide a safe, caring, positive and stimulating environment that promotes the social, physical and moral development of the individual child free from discrimination or bullying where children can learn and develop happily.
1.3 The aims of this policy, which applies to all staff and volunteers working at CIE, are:
1.3.1 To support the child’s development in ways that will foster security, confidence and resilience.
1.3.2 To provide an environment in which children and young people feel safe, secure, valued and respected, feel confident and know how to approach adults if they are in difficulties.
1.3.3 To raise the awareness with all staff of the need to safeguard children and of their responsibilities in identifying and reporting possible cases of abuse.
1.3.4 To provide a systematic means of monitoring children known or thought to be at risk of harm, and ensure we contribute to assessments of need and support plans for those children where appropriate.
1.3.5 To acknowledge the need for effective and appropriate communication between all members of staff in relation to safeguarding children and young people.
1.3.6 To develop a structured procedure within the school which will be followed by all members of the staff in cases of suspected abuse.
1.3.7 To develop effective working relationships with all other agencies, involved in safeguarding children.
1.3.8 To ensure that all adults within our school who have access to children have been checked as to their suitability. This includes other community users of our facilities, following correct staff recruitment and selection procedures
2.1 CIE’s procedures for safeguarding children will be in line with Oxford Local Education Authority and Oxfordshire Safeguarding Children Board Chid Protection Procedures, and “Working Together to Safeguard Children 2015”. We will ensure that:
2.1.1 The Senior Staff understands and fulfils its safeguarding responsibilities.
2.1.2 We have Designated Members of staff who have undertaken appropriate training for the role, as recommended by the LA, within the last two years. Our designated staff will update their training with LA/OSCB approved training every two years. Our Designated staff members are: Luke Murgatroyd, Irma Banyte-Kelly, Max Mohammed.
2.1.3 All adults, (including volunteers) new to the school will be made aware of this policy and the procedures for child protection, the name and contact details of the Designated person and have these explained as part of their induction into the school.
2.1.4 All members of staff are provided with opportunities at leat every three years to receive training in order to develop their understanding of the signs and indicators of abuse, how to respond to a pupil who discloses abuse and the procedure to be followed in appropriately sharing a concern of possible abuse or a disclosure of abuse.
2.1.5 Host families are aware of and understand the need for compliance with CIE’s child protection guidelines and procedures
2.1.6 The name of any member of staff considered not suitable to work with children will be notified to the DBS (Disclosure and Barring Service) with the advice and support of the LADO.
3 Definition of abuse
3.1 Although the definition of child abuse detailed below is considered unlikely to apply to the children in our care/ care of host families, we should remember that language schools have occasionally been targeted by paedophiles posing as EFL teachers (and, in some cases holding genuine qualifications). Such individuals are able to gain the confidence of vulnerable children (i.e. children away from home in a foreign country), with a view to abusing them.
3.2 Four categories of abuse are recognised in legislation:
• physical abuse
• emotional abuse
• sexual abuse
3.3 The NSPCC defines child abuse as:
“Child abuse is the term used when an adult harms a child or a young person under the age of 18……………….Child abuse can take four forms, all of which can cause long term damage to a child: physical abuse, emotional abuse, neglect and child sexual abuse. Bullying and
domestic violence are also forms of child abuse.
4 Symptoms of Abuse
4.1 The NSPCC lists some of the signs and behaviours which may indicate that a child is being abused:
• repeated minor injuries
• children who are dirty, smelly, poorly clothed or who appear underfed
• children who have lingering illnesses which are not attended to, deterioration in school work, or significant changes in behaviour, aggressive behaviour, severe tantrums
• an air of ‘detachment’ or ‘don’t care’ attitude
• overly compliant behaviour
• a ‘watchful attitude’
• sexually explicit behaviour (e.g. playing games and showing awareness which is inappropriate for the child’s age), continual open masturbation, aggressive and inappropriate sex play
• a child who is reluctant to go home, or is kept away from school for no apparent reason
• does not trust adults, particularly those who are close
• ‘tummy pains’ with no medical reason
• eating problems, including over-eating, loss of appetite
• disturbed sleep, nightmares, bed wetting
• running away from home, suicide attempts
• self inflicted wounds
• reverting to younger behaviour
• depression, withdrawal
• relationships between child and adults which are secretive and exclude others
4.2 These signs are not evidence themselves; but may be a warning, particularly if a child exhibits several of them or a pattern emerges. It is important to remember that there may be other explanations for a child showing such signs. Abuse is not easy to diagnose, even for experts.
5 Child sexual exploitation (CSE)
5.1 The sexual exploitation of children and young people under 18 involves exploitative situations, contexts and relationships where young people, (or a third person or persons) receive something, (e.g. food, accommodation, drugs, alcohol, cigarettes, affections, gifts, money) as a result of them performing and/or others performing on them, sexual activities.
5.2 Child sexual exploitation can occur through the use of technology without the child’s immediate recognition; for example being persuaded to post sexual images on the internet/mobile phones without immediate payment or gain. In all cases those exploiting the child/young person have power over them by virtue of their age, gender, intellect, physical strength and/or economic or other resources.
5.3 Violence, coercion and intimidations are common, involvement in exploitative relationships being characterised in the main by the child’s or young person’s limited availability of choice, resulting from their social/economic and/or emotional vulnerability. (DCSF 2009)
5.4 Sexual exploitation often starts around the age of 10 years old. Girls are usually targeted from age 10 and boys from age 8.
5.5 It affects both girls and boys and can happen in all communities.
5.6 Any person can be targeted but there are some particularly vulnerable groups: Looked After Children, Children Leaving Care and Children with Disabilities.
5.7 Victims of CSE may also be trafficked (locally, nationally and internationally).
5.8 Over 70% of adults involved in prostitution were sexually exploited as children or teenagers.
5.9 Sexual violence or abuse against children represents a major public health and social welfare problem within UK society, affecting 16% of children under 16. That is approximately 2 million children.
5.10 Good practice – Individuals
• Recognise the symptoms and distinguish them from other forms of abuse
• Treat the child/young person as a victim of abuse
• Understand the perspective / behaviour of the child/young person and be patient with them.
• Help the child/young person to recognise that they are being exploited
• Collate as much information as possible
• Share information with other agencies and seek advice / refer to Social Care
5.11 Good practice – Organisations
• Ensure robust safeguarding policies and procedures are in place which cover CSE
• Promote and engage in effective multi-agency working to prevent abuse
• Work to help victims move out of exploitation
• Cooperate to enable successful investigations and prosecutions of perpetrators
Link to guidance
6 Forced marriages (FM)
6.1 A FM is now a specific offence under s121 of the Anti-Social Behaviour, Crime and Policing Act 2014 that came into force on 16 June 2014.
6.2 A FM is a marriage conducted without the valid consent of one or both parties, and where duress is a factor Forced marriage is when someone faces physical pressure to marry (e.g. threats, physical violence or sexual violence) or emotional and psychological pressure (e.g. if someone is made to feel like they’re bringing shame on their family). This is very different to an arranged marriage where both parties give consent.
6.3 FM is illegal in England and Wales. This includes:
• taking someone overseas to force them to marry (whether or not the forced marriage takes place)
• marrying someone who lacks the mental capacity to consent to the marriage (whether they’re pressured to or not)
Link to the guidance
7 Female Genital Mutilation (FGM)
7.1 FGM is child abuse and a form of violence against women and girls, and therefore should be dealt with as part of existing child safeguarding/protection structures, policies and procedures.
7.2 FGM is illegal in the UK. In England, Wales and Northern Ireland, the practice is illegal under the Female Genital Mutilation Act 2003.
7.3 Other than in the excepted circumstances, it is an offence for any person (regardless of their nationality or residence status) to:
• perform FGM in England, Wales or Northern Ireland (section 1 of the Act);
• assist a girl to carry out FGM on herself in England, Wales or Northern Ireland (section 2 of the Act); and
• Assist (from England, Wales or Northern Ireland) a non-UK person to carry out FGM outside the UK on a UK national or permanent UK resident (section 3 of the Act).
8 Supporting Staff
8.1 We recognise that staff working in the school who have become involved with a child who has suffered harm, or appears to be likely to suffer harm may find the situation stressful and upsetting.
8.2 We will support such staff by providing an opportunity to talk through their anxieties with the Designated Person and to seek further support. This could be provided by another trusted colleague, Occupational Health, and/or a representative of a professional body or trade union, as appropriate.
8.3 We recognise that our Designated Person(s) should have access to support and appropriate workshops, courses or meetings as organised by the LA.
8.4 In consultation with all staff, we have adopted a code of conduct for staff at our setting. This forms part of staff induction and is in the staff handbook. We understand that staff should have access to advice on the boundaries of appropriate behaviour.
9 Guidance for Safe Working Practice of Children and Staff in Education
9.1 The majority of adults who work with children seek to provide a safe and supportive environment, which secures the well-being and very best outcomes for children and young people in their care. It is recognised that achieving these aims is not always straightforward. Much relies on pupil and staff interaction where tensions and misunderstandings can occur. It is here that staff behaviours can give rise to allegations being made against them. Allegations may be genuine, malicious or misplaced. They may arise from differing perceptions of the same event, but when they occur, they are inevitably distressing and difficult for all concerned.
9.2 Staff should avoid any conduct which would lead any reasonable person to question their motivation and intentions.
9.3 A relationship between a member of staff and a child or young person cannot be a relationship between equals. All staff have a responsibility to ensure that an unequal balance of power is not used for personal advantage or gratification.
9.4 All staff are expected to treat information they receive about children and young people in a discreet and confidential manner.
9.5 Staff should not make sexual remarks to a student or engage in sexual activities with a student.
9.6 Staff should not discuss their own sexual relationships, with, or in the presence of, students.
9.7 Staff should not discuss a student’s sexual relationships in inappropriate settings or contexts.
9.8 Staff should report any behaviour by colleagues that raises concern.
9.9 Staff should not establish or seek to establish social contact with young students for the purpose of securing a friendship or to pursue or strengthen a relationship.
9.10 Staff should be aware that even well intentioned physical contact may be misconstrued by the child, an observer or by anyone to whom this action is described. Where possible, a gap or barrier should be maintained between teacher and child at all times.
9.11 Staff should never indulge in horseplay, tickling or fun fights.
9.12 Staff should never give their personal emails to students or befriend students through social media (social media contact with students is inappropriate)
9.13 Staff should not under any circumstances take photos of students using any device other than CIE’s camera or Ipad.
9.14 Staff should consider the way they offer comfort to a distressed child.
9.15 Staff may legitimately intervene to prevent a student from committing a criminal offence, injuring themselves or others or causing damage to property. In these cases any physical contact should be the minimum required for restraint. All incidents of the use of physical restraint should be recorded in writing and reported immediately to Luke. See “Classroom expectations and behaviour”.
9.16 Under no circumstances should physical force be used as a form of punishment.
9.17 Staff should ensure that there is visual access and/or an open door to one to one situations.
9.18 The curriculum can sometimes lead to unplanned discussion about subject matter of a sexually explicit or otherwise sensitive nature. Staff must ensure that such discussion is neither inappropriate nor offensive.
10 Child Protection: Student Complaints
10.1 The Children Act 1989 is a detailed and important piece of legislation concerned with (i) children and (ii) the people who have care of children and responsibility for them, including parents, guardians, activities leaders, teachers, doctors, nurses, police officers, social workers and others.
10.2 Central to the Children Act is the intention to make the care of every child in the country as sound and secure as possible. As a result of the Act, people who work professionally with children must aim to work effectively with colleagues in their own organisations and with colleagues from other organisations; and all adults who have responsibility for children, professionally or otherwise, must ensure that they carry out their responsibilities wisely, sensitively, honestly and fairly.
10.3 At CIE we support students in the following ways:
• Provision of a caring and friendly environment where students feel free to discuss their problems
• Regular meetings between student and tutor.
• Notes in the Students Handbook which outlines the complaints procedure.
• Immediate response to problems raised by agents, teachers and others.
11 If a child reports abuse
11.1 Children who have a problem may speak to someone whom they trust. It is important that the member of staff sets the boundaries firmly at the outset of such a conversation, making it clear that no one can offer absolute confidentiality. A young student who is insistent upon confidentiality should be referred to an external source, such as ChildLine. If the student is only prepared to speak if absolute confidentiality is guaranteed, the member of staff should terminate the conversation at that point. The adult should provide Luke with a written account of what has transpired as a matter of urgency.
11.2 If a student decides to speak to a member of staff about the fact that either he/she, or a student known to them, is being bullied, harassed and abused, the member of staff should:
• React professionally, and remember that they are not carrying out an investigation, (which is a task for specialists)
• Take what the child says seriously, and calmly, without becoming emotionally involved.
• Make it clear why unconditional confidentiality cannot be offered. Explain that any adult member of staff is obliged to inform Luke, if child protection or safeguarding issues are involved, in order that specialist help can be arranged
• Encourage the student to speak directly to either Irma or Luke
• Explain that only those who have a professional “need to know” will be told, and, if appropriate, measures will be set up to protect the student from retaliation and further abuse
• Reassure the student that he or she was right to tell, and that he/she is not to blame for having being bullied or abused
• Allow the child to tell his or her own story, without asking detailed or leading questions
• Record what has been said
• Inform Irma or Luke as soon as possible – at least by the end of the morning/afternoon session of that day.
• Inform Luke or Irma immediately in cases where abuse from a member of staff is alleged, or if the incident happened inside the school, or on a school trip.
12 Action to protect the student
12.1 Information about possible abuse may come to a member of staff in several ways – direct allegation from a child that has been abused, through a friend, relative or other child, through a child’s behaviour or through observation of an injury to the child.
12.2 In the case of an allegation being made by the child concerned or by a third party it is important to remember that:
12.2.1 Defendants have been acquitted where leading questioning or inappropriate investigation has been proven.
12.2.2 It is vital that subsequent enquiries should not be prejudiced by detailed questioning in school.
12.3 A referral, either in writing, or in written confirmation of a telephone call, will always be made to the local Social Services Department to carry out an investigation within 24 hours of an allegation or suspicion of abuse have arisen . Luke will consider how best to support and monitor the pupil concerned through the process of investigation, liaising closely with parents, the Local Safeguarding Children Board (LSCB), or other agencies involved to identify the support strategies that will be appropriate.
13 Allegations against staff
13.1 All staff should take care not to place themselves in a vulnerable position with a child. It is always advisable for interviews or work with individual children or parents to be conducted in view of other adults.
13.2 We understand that a child or young person may make an allegation against a member of staff. If such an allegation is made, the member of staff receiving the allegation will immediately inform Luke or the most senior member of staff available.
13.3 Luke on all such occasions will discuss the content of the allegation with the LADO (Local Authority Designated Officer) before taking any action. In our county contact should be made with Barry Armstrong LADO (01865 815956) or Alison Beasley, Safeguarding Coordinator (01865 323457)
13.4 If the allegation made to a member of staff concerns Luke, the person receiving the allegation will immediately inform John or Irma, who will consult with LADO, without notifying the manger first.
13.5 The school will follow the procedures for managing allegations against staff, as outlined in keeping children safe in education 2015.
13.6 Suspension of the member of staff against whom an allegation has been made needs careful consideration, and we will consult with the LADO
13.7 Our lettings agreement for other users requires that the organiser will follow LA procedures for managing allegations against staff and, where necessary, the suspension of adults from premises.
If a teacher or member of staff has concerns about the behaviour of another member of staff towards a pupil, he or she should report it at once to either Luke or Irma. Any concern will be thoroughly investigated under the school’s whistle-blowing procedures. If there is evidence of criminal activity, the Police will always be informed. Wherever possible, and subject to the rights of the pupil, the member of staff will be informed of the outcome of the investigation. No one who reports a genuine concern in good faith needs to fear retribution.
A member of staff who uses the whistle-blowing procedure is entitled to have his/her name protected from being disclosed by Irma or Luke to the alleged perpetrator, without his/her prior approval. However, it has to be recognised that his/her evidence may be required by the Police to be used in any criminal proceedings.
16 Where a member of staff has concerns about a student
If a teacher or other member of staff has concerns about any pupil or incident that touches upon child protection issues, he or she should report them as soon as possible to Irma or Luke.
17 Disclosure and Barring Service (DBS)
17.1 At CIE, we regard this primarily as a recruitment matter, and all new teachers are required to sign a declaration regarding their suitability to work with children and to agree to a DBS check if they cannot provide a current DBS disclosure. All of our host families are required to provide DBS disclosures, if hosting children under 18. Fostering arrangements with the Social Services department must be provided for children saying with a host family for more than twenty-eight days.
17.2 Your appointment is subject to the receipt of a Disclosure Certificate from the DBS which does not disclose any matter not voluntarily disclosed to CIE before or at interview or prior or during your appointment. In the event of the Disclosure Certificate revealing any such matter you shall be liable to a review of the Disclosure in the context of the school’s Policy on the Recruitment of Ex-Offenders, and subject to an unsatisfactory review, you will be liable to summary dismissal.
17.3 As an organisation using the DBS Disclosure service to help assess the suitability of applicants for positions of trust, CIE complies fully with the DBS Code of Practice regarding the correct handling, use, storage, retention and disposal of Disclosures and Disclosure information. It also complies fully with its obligations under the Data Protection Act 1998 and other relevant legislation pertaining to the safe handling, use, storage, retention and disposal of Disclosure information.
17.4 The full policy is available in the Employment Law folder kept in the staff room.
18 The Recruitment of Ex-Offenders
18.1 As an organisation using the DBS Disclosure service to assess an applicant’s suitability for positions of trust, CIE complies fully with the DBS Code of Practice and undertakes to treat all applicants for positions fairly. It undertakes not to discriminate unfairly against any subject of a Disclosure on the basis of a conviction or other information revealed.
18.2 CIE is committed to a fair treatment of its staff, potential staff, or users of its services, regardless of gender, race, religion, sexual orientation, responsibilities for dependants, age, physical/mental disability or offending background.
18.3 We actively promote equality of opportunity for all with the right mix of talent, skills and potential and welcome applications from a wide range of candidates, including those with criminal records. We select all candidates for interview based on their skills, qualifications and experience.
18.4 A Disclosure will be requested for every employee at CIE.
18.5 As the position for which applicants will be applying is exempt from the terms of the 1974 Rehabilitation of Offenders Act, CIE is allowed to ask questions about candidates’ entire criminal record for the purpose of assessing the applicant’s suitability for the position.
18.6 We encourage all applicants called for interview to provide details of their criminal record at an early stage in the application process. We request that this information be sent under separate, confidential cover, to a designated person within CIE and we guarantee that this information will only be seen by those who need to see it as part of the recruitment process.
18.7 At interview, or in a separate discussion, we ensure that an open and measured discussion takes place on the subject of any offences or other matter that might be relevant to the position. Failure to reveal information that is directly relevant to the position sought could lead to withdrawal of an offer of employment. In the event that employment has commenced then the person may be dismissed if it becomes clear that they have withheld information.
18.8 We undertake to discuss any matter revealed in a Disclosure with the person seeking the position before withdrawing a conditional offer of employment or before taking a decision to dismiss.
19.1 CIE will have regard to our obligations to prevent students from being drawn into
extremism or terrorism or terrorism. We recognise that this is our statutory duty under The Counter Terrorism and Security Act 2015. We shall do this by:
• teaching students in a way that is consistent with our laws and values.
• equipping young people with the knowledge, skills and understanding to think for themselves, to challenge and debate.
• providing a safe environment for discussing controversial issues and helping young people to understand how they can influence others.
• providing our staff with the training so that they can handle these issues sensitively yet confidently.
CIE is committed to advancing an environment in which all applicants, students, and staff are given the opportunity to demonstrate and realise their full potential. With its Disability Policy, CIE aims to embed a culture of support and equal opportunities for students with disabilities or learning difficulties. Please be aware that there is no wheelchair access at CIE’s main premises, Bocardo House.
CIE will ensure that :
All members of the CIE community are asked to do all that they can towards maintaining a happy, calm and purposeful atmosphere throughout the school. We believe that good relations, good manners and a secure learning environment play a crucial part in the development of pupils as life-long learners.
• Remember that CIE is a place for study. Even if you have free time, other students will be studying, so you should be quiet at all times.
• Leave your classroom clean and tidy for the next group. Take all your papers with you when you leave, and respect college property.
• Look after your own property. CIE is not responsible for damaged or lost property.
• Show respect to other people. CIE is a place to learn and exchange experiences. Be aware that you are going to be studying with people from different cultures.
• Do not smoke anywhere in the building
• If there is anything making you unhappy, you must mention this to either your teacher or to any of the CIE staff.
Lessons at CIE
• Be on time, attend all lessons and do not be disruptive
• Make sure you are prepared before your lesson begins
• Complete all set homework and give it to your teacher on time
• Make sure your mobile phone is off during your class period
• Phone the school on 01865 202238 if you are going to be absent or late for class
• You must attend your lessons. If you are here on a student visa and you stop coming to lessons, you might lose your visa and have to leave the country.
If a student does not follow the school guidelines the student will receive a verbal warning, this will be followed by a written warning and if the student still does not change they will be asked to leave. With specific reference to “absenteeism and lateness” non-TIER 4 students will, when they fall below 90% – and after CIE has phoned the student, family or agent – receive a verbal warning. If, after a further two weeks, they haven’t raised their attendance to above 90%, this will result in a written warning which, after a further week of the same, will result in a final written warning. No satisfactory response within a further week will result in expulsion.
TIER 4 students have a responsibility to attend and we have a responsibility as sponsors, where students have failed to attend 5 expected interactions/ consecutive days , a warning letter will be issued. Following an absence of 10 interactions, the student will be reported to UKBA. CIE reserves the right, in the case of gross misconduct, such as bullying and violence, to expel the student immediately.
All 14-15 year-old students not doing an afternoon programme (ie intensive English or activities) must/will have written permission from their parents to be unattended after 12:30. All 14-15 year-old students who are participating in an afternoon programme will be monitored during their lunch hour and will be given a ‘pass’ which is simply a reminder of the following rules:
Any 14-15 year old student who does not follow this procedure will:
If a student then fails to sign in and out correctly, they will:
*after one week of signing in and out correctly the student can return to ‘normal rules’.
All 10-13 year-old students not doing an afternoon programme (ie intensive English or activities) must/will have written permission from their parents to be free from CIE care after 12:30. All 10-13 year-old students who are participating in an afternoon programme will be monitored during their lunch hour and must abide by the following rules:
Any 10-13 year old student who does not follow this procedure will:
If a student then fails to sign in and out correctly, they will:
*after one week of signing in and out correctly the student can return to ‘normal rules’.
CIE takes all reasonable precautions to provide and maintain safe and healthy working conditions which comply with duties under the Health and Safety at Work Act 1974 and the Management of Health & Safety at Work Regulations 1999. Such compliance, and how CIE manages this important area, is contained within the Health and Safety manual located in the staff room / office. Also contained within this manual is CIE’s Health and Safety Statement and Policy which you are entitled to view upon request.
Upon commencement of employment, all employees will be trained on all Health and Safety aspects of CIE’s activities, and you are asked to place Health and Safety high on the agenda. With this in mind, the following points are designed to serve as a reminder of your duties under the Health and Safety at Work Act 1974.
Duty of Employees
Failure to abide by CIE’s Health and Safety policy and procedures may result in disciplinary action being taken against you. Such action, dependent on the seriousness of the breach, or repeated breaches of the policy, may result in dismissal.
To comply with legislation, smoking is not permitted inside any of CIE buildings. If you do smoke, this will only be allowed during authorised breaks and only in outside areas as explained to you during your induction.
Employees found to be in breach of this policy, which will be regarded as gross misconduct, will be subject to the disciplinary procedures as laid out in this Handbook.
We hope you will be happy at CIE. However if you have a problem or a complaint, we hope you will find the information below helpful.
How do I make a complaint?
By talking about it or by writing it down, whichever you find the easier. You can make a complaint by yourself or as part of a group or through your parents. Complaint forms may be found in a plastic pocket on the blue notice board in the common room (next to the exit).
If you are not happy with any of the above, please feel free to contact any of our accrediting bodies: British Council, British Accreditation Council or the Independent Schools Inspectorate who will also be able to effectively deal with your complaint.
Does it matter what the issue is?
No, it can be a big problem or a small one. By discussing it, you may come up with some positive ideas.
Do others have to know?
If you are worried about confidentiality, tell the staff: they will understand. Even if you find the issue hurtful or embarrassing, do not worry: the matter will only be discussed by staff who can help you, and you will be consulted and kept informed about any action to be taken.
What will happen next?
If possible, the member of staff will deal with the problem in person. If not, the member of staff will seek the help of a colleague (for example, Luke the Academic Manager or John the Principal).
If a matter remains unresolved, it should be referred to the Principal. If there is a serious problem with which you need help or about which you wish to make a formal complaint, you should report the matter to the Principal. If the complaint is about the Principal, the matter could be referred to the Academic Manager.
A formal complaint may be made either verbally or in writing. The Principal or Academic Manager will see you in order to clarify and, where appropriate, discuss the complaint, and you may be accompanied, if you wish, by a member of staff of your choice, a parent or a fellow pupil. You will receive a response to the complaint within 28 days.
You should bear in mind that there are people at CIE who are ready to listen: there are also outside independent sources of help available. If you wish, you could talk to Jenny Joynson the CIE counsellor.
If, after you have followed the steps outlined above, the matter still remains unresolved, then it should be referred to the Directors who will arrange for your complaint to be heard by an independent body, Stellard Kane, who are Human Resources and Health and Safety representatives.
3. The Application Forms.
4. Letter to Referees:
|Dear xxx,I have been given your name as a referee by xxx whom I interviewed recently for a temporary position teaching English to young adults in Oxford this summer.
I would very much appreciate your professional opinion of xxx, taking into consideration the following points:a) How long and in what connection have you known the applicant?b) Teaching ability.c) Working relationship with colleagues and students.d) Suitability to work with children.e) Any performance management issues, disciplinary investigations and any proven disciplinary offences, whether expired or not.Any additional information you can give will be most helpful.I thank you very much for your time.Best regards