Below are some of the key policies that outline our school processes and govern our school. Click on a heading to expand that section. Contact us to ask about any of the policies not included in this list.
At the beginning of the academic year, the majority of Reception children entering Finlay Community School at the age of 4 years are admitted from Finlay and Tredworth Children’s Centre. Both school and the centre work closely to ensure a smooth and happy transition from Foundation 1 to Foundation 2. Children are also admitted from other areas and Early years settings. In the Summer Term preceding entry, parents and carers are invited to an early evening meeting. This affords new families with the opportunity to meet with the Head Teacher, the school’s Special Educational Needs Co-Coordinator and the Reception Teacher and teaching assistants.
Download the full school Admissions Policy here.
Download the Child Drop Off and Collection Policy and supporting forms here.
At Finlay Community School we take the attendance and punctuality of pupils as seriously as any other aspect of school life. At school, on time, every day is our attendance motto and, as in everything we do here, we have high expectations of pupils in this regard. Our attendance target for this academic year is 96% and we expect every class to hit this figure as a minimum each week.
Over recent years the attendance of pupils at Finlay Community School has improved dramatically. We recognise this as a direct result of the close relationship between parents, pupils and staff. we expect this rise to continue.
The school is open for the teaching of pupils for 190 days in each school year and a further five in-service training days (INSET) when children do not attend school.
Please download the full school Attendance Policy here.
Good behaviour should be maintained and encouraged within a positive structure that fosters the growth of self-esteem. With this in mind Finlay Community School aims to teach children to:
- Be tolerant and understanding of others with consideration for their rights, views and property;
- Develop a responsible and co-operative attitude towards work and towards their role in society;
- Achieve their potential in terms of self-esteem, academic achievement, appreciating their environment, having good morals and spiritual awareness;
- Develop pride and a responsible interest in caring for their environment;
- Develop self-discipline and an acceptance of responsibility for their own actions.
Download the full school Behaviour Policy here.
As a school we would always attempt to communicate decisions made clearly to parents and children in order to avoid complaints arising. However, we accept that at times a complaint may need to be made. It is in everyone’s interest that complaints are resolved at the earliest possible stage in order to reduce worries and concerns. At any time, we would recommend that any complaint is made direct to the person who may have caused accidental upset. However, if this is not possible for any reason then a senior member of staff will be pleased to meet with you directly.
Please download the full school Complaints Policy here.
Computing and E-safety, in particular have an important role in our society as well as life at Finlay Community School.
Computing is taught through the following strands:
- Computer Science [including computational thinking]
- Information Technology
- Digital Literacy & E-safety
Download the full school Computing and E-safety policy here.
Finlay Community School fully recognises its responsibility for safeguarding children (child protection). Our policy applies to all staff, governors and volunteers working in the school to ensure that we practice safe recruitment, that we raise awareness of child protection issues and equip the children with the skills they need to keep them safe, to develop and implement procedures for identifying and reporting cases, cases of abuse, to support pupils in accordance with their agreed child protection plan and to establish a safe and secure environment that the pupils can thrive socially and academically.
We at Finlay Community School recognise that issues are likely to be raised in school because of the amount of contact the staff have with the pupils and staff are trained to recognise any signs of abuse.
Download the full school Safeguarding Policy and additional documents here:
Appendix 1: Welfare Initial Referral
Appendix 2: Multi-agency Service Request
Appendix 3: Child Protection Process
Appendix 4: Guidance for Safer Working Practice
Appendix 5: Keeping Children Safe In Education
Finlay Community School values the contribution that every child and young person can make and welcomes the diversity of culture, religion and intellectual style. We work to raise attainment, maximise achievement and promote inclusion. All children and young people with SEND are valued, respected and supported in order to achieve.
Download the full school Special Educational Needs & Disabilities Policy here.
Our school broadly incorporates the principles of the 3 wave approach to intervention:
Wave 1: This is quality first teaching which aims to engage and support the learning of all children and young people in an inclusive and cohesive way, and places a strong focus in pupil participation in learning.
Wave 2: Small-group intervention for children who can be expected to ‘catch up’ with their peers as a result of additional small group support.
Wave 3: Specific targeted intervention for children identified as requiring SEND support.
For those children without an Education, Health and Social Care plan (EHC), teaching and support will involve aspects of all 3 waves of intervention depending on the specific needs of the child. A graduated response to their needs will be initiated that enables the right level of intervention and support when needed. The child will have a learning plan which will detail the support needed to meet their additional needs.
For those children with an EHC plan, their needs are likely to be more therefore approaches will be personalised to ensure progress will be of an individual level.
An inclusive approach is at the heart of our whole school practice as we continually assess, plan, implement and review children’s learning.