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be supplemented by a statement of organization), monitor its implementation and evaluate its effectiveness. • The governing body will ensure that the policy is drawn to the attention of all staff. • The school will have clear procedures for identifying and controlling health and safety risks, and for reporting and dealing with irregularities. • There will be codes of practice for staff and pupils for the use of classrooms, general use areas and specialist areas, which will be shared with them, monitored and evaluated. • There will be adequate procedures for first aid in the event of accident and illness. • Certificates of inspection of equipment and resources will be maintained according to statutory and local requirements where appropriate. • Outdoor equipment will be checked on a regular basis for safety by the appropriate body. • The school will meet (or exceed) required standards and current codes of practice regarding escape in the event of fire. • Appropriate detailed guidance on health and safety issues regarding the buildings, grounds, fixtures and fittings will be provided in the staff handbook for all staff, and in guidance notes for temporary staff. • Appropriate detailed guidance on health and safety issues regarding the buildings, grounds, fixtures and fittings will be provided in the handbook for pupils and parents. • All seating will be appropriately sized and safe for its users. • Any vehicles used by school pupils or staff in the pursuit of their work will be checked for safety, and all relevant documents will be available for inspection by the appropriate committee or individual. • All staff driving pupils will have appropriate qualifications for the vehicle. • The costs of breakages and vandalism will be monitored on a . . . ly basis by the Environment Committee. • The Environment Committee will agree and monitor a policy on the conservation of energy within the buildings and grounds.
• The governing body has agreed and published, and regularly reviews, the aims of the curriculum. • The governing body has considered and adopted (and, if desired, modified) its curriculum policy, where required in line with the local authority’s policy. • The governing body determines a policy for delivering a broad and balanced curriculum within the statutory framework in consultation with the headteacher (DfEE, 1996b, p. 7). • The headteacher draws up a school curriculum plan within the overall statutory framework and the policy framework set by the governing body (ibid). • The headteacher ensures the implementation of the curriculum plan and reports on it to the governing body (ibid). • The governing body ensures that appropriate monitoring arrangements are in place and that outcomes are being evaluated through reports from the headteacher (ibid). • The governing body has determined the level and composition of staffing within the school. • The governing body ensures that the curriculum meets the needs of all pupils. • The curriculum promotes the spiritual, moral, cultural, mental and physical development of pupils (Ofsted, 1995, p. 79). • The curriculum prepares pupils for the opportunities, responsibilities and experiences of adult life (ibid). • The school provides health education, including education about drug misuse (ibid). In addition: • Appropriate opportunities for choice are provided for all pupils. • Appropriate support is provided for all pupils. • Appropriate information about the curriculum, syllabuses and schemes of work is given to pupils and parents. • Teacher assessments of pupils’ attainment at the end of Key Stage tests will fall within x per cent of test results. • A satisfaction questionnaire will be delivered to all pupils once a year, covering areas such as learning outcomes, social aspects of the school, safety, confidence, enjoyment, values. • The governing body will agree patterns of rewards and sanctions used withn the school, and receive reports on their use by year and by department/subject area/class.
SOME EXAMPLES OF TARGETS IN THE CURRICULUM Input Targets The school meets statutory requirements in the delivery and assessment of the curriculum: (Quotes from Ofsted, 1995, are from the Guidance on Inspection — page numbers are quoted from the version for secondary schools but are also in the versions for primary and special schools) • The curriculum meets statutory requirements to teach the subjects of the National Curriculum, religious education and sex education, where these apply (p. 78). • The governing body is monitoring pupil progress. • The curriculum displays breadth — all pupils come into contact with all areas of learning. • The curriculum displays balance — each area of learning is given appropriate attention. • The curriculum is relevant to the needs of all pupils. • The curriculum displays different kinds of provision for each pupil. • The curriculum displays progression for all pupils. • The curriculum displays continuity for all pupils. • The curriculum promotes pupils’ intellectual, physical and personal development and prepares pupils for the next stage of education, training or employment (ibid). • The curriculum provides equality of access and opportunity for pupils to learn and to make progress (ibid). • The curriculum meets the requirements of all pupils on the school’s Code of Practice special educational needs register (ibid). • The curriculum is planned effectively (ibid). • The curriculum is enriched by extra-curricular provision, including sport (ibid). • The curriculum includes, for pupils of secondary age, careers education and impartial guidance, drawing on the careers service (ibid). • There are effective systems for assessing pupils’ attainment (ibid). • Assessment information is used to inform curriculum planning (ibid).
