Staff Protocol 2016-2017

Professional Protocol for St Clare’s School 2016-2017


Our Ethos


The St Clare’s School team is undoubtedly one of the best in Derby.  Everyone shares the same values and commitment to the students and to each other as people.  Our professional protocol serves as a reminder of this.


The St Clare’s school Vision Statement (where we aim to be) and our Mission Statement (what we do on a day to day basis) describe to others what we do here and we are proud of our work.  We believe in our school values and we model them to our students on a daily basis, encouraging behaviours which will allow them to become responsible, caring and fulfilled individuals.


As a team we work to ensure that all members of the school community are respected, valued and cared for.  We believe that this allows everyone to feel safe to grow and achieve their aspirations.  Our Code of Behaviour outlines our expectations and it is underpinned by the need for respect from all to all.  St Clare’s School community is thoroughly committed to equality of opportunity.


Teaching and Learning are Outstanding at St Clare’s School and we believe that our educational experiences provide our students with the very best knowledge, skills and attitudes to help them succeed in their adult lives.


We practice rigorous safeguarding in our community to ensure the highest level of welfare for our students.  Health and Safety (including e-safety) of all members of the community is highly regarded and we adhere to the best practice, training and procedures.


Our Protocol


Our primary role is to provide the highest quality of educational experience for our students.  Every lesson is a valuable learning opportunity and the teaching, support and learning which takes place are highly respected by all.  Every student is a unique individual with unique qualities.  We believe in success for all, in as many areas as possible, and we work together as a team to achieve this.  Teaching and Learning is our priority and we show this in the following ways:


Everyone in the lesson (teachers, LSAs and students) being clear about the learning objectives, how to achieve them and how to achieve success.


The teacher and LSA are in the lesson unless the teacher has agreed with the LSA prior to it.  The teacher is the lead professional.  The LSA has responsibility to support the students’ physical and emotional needs, and to support the learning process as directed by the teacher.


We make every effort to recognise, praise and reward the achievement of all of the students in all areas of school life because this builds esteem and confidence.


We don’t interrupt lessons either by walking in when the teacher is talking or by talking over the teacher.


Our classroom environments are well set up, resourced and maintained because this reflects what we think about learning and our students.  We know that displays of students’ work are invaluable motivators – even if they don’t want their name on!


Everyone is clear about what is needed for individual students to make the next step of progress no matter how small.  The teacher, aided by the LSA, maintains record books and other assessment material to build up portfolios of each child’s achievements, attainments and successes.  The LSA helps to collect evidence of successes.


Our classroom conversations are about learning because every moment is a learning opportunity.  We don’t use mobile phones in lessons because we model the behaviour we expect from students.  We keep information about students confidential and it remains in school.  School business also remains in school.


Times at the beginning of the day, after lunch and the end of the day are vital for students to feel settled.  Form tutors and LSAs recognise the importance of their work at these times.  Likewise we know that time spent on break and lunch duty can be invaluable to help students resolve conflicts, encourage supportive behaviour, and model problem solving.


We are all responsible for making our work related needs clear.  We communicate in an honest, open, positive and supportive way to ensure that we achieve win-win situations.  This means that the students get the best experience in class on a day to day basis.


We know things don’t always go to plan!  Sometimes students get it wrong and sometimes we do!  We know that setting firm, consistent and caring boundaries helps our students make better decisions about their behaviour.  Often, students need help to understand their behaviour and to learn new strategies to behave better.  This is part of our role as adults.  Similarly, we acknowledge when we have made mistakes and we take responsibility as this is good role modelling.


There are school policies which outline expected procedures and ways of being and everyone is responsible for keeping abreast of these.  We ask for clarity if needed and we aren’t afraid to discuss any concerns with the SLT, no matter how trivial we think they are.  Where appropriate we keep confidence (unless there are safeguarding issues).


Everyone has a right to input into the School Improvement Plan and everyone’s ideas are valued.  Everyone has a responsibility to assess their input into the school and this is reflected in the School Self Evaluation procedures.