CYRIL JACKSON PRIMARY SCHOOL. Model Cover Policy for Primary/Secondary Schools

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1 CYRIL JACKSON PRIMARY SCHOOL Model Cover Policy for Primary/Secondary Schools VISION: Cyril Jackson is a safe and stimulating environment where children encounter challenging and creative learning experiences Each member of the school community is motivated to be a life-long learner. We will equip everyone with the skills to achieve their full potential in a climate of mutual respect and personal responsibility. STATEMENT OF AIMS: To provide a supportive, stimulating environment in which each child is enabled and encouraged to attain the highest standard of achievement of which he or she is capable. To ensure that the curriculum is broad and well balanced following all subjects in the National Curriculum. To value each individual s contribution irrespective of race, gender, religion or ability. To encourage children to be aware of their behaviour and how it affects other people. To recognise that children have a variety of special needs and endeavour to provide appropriately for the needs of individuals. To ensure that the curriculum reflects the richness of our multi-cultural society. To foster and build on relationships with parents, governors and the wider community. To provide a planned process of staff development. Introduction Cover Policy Reviewed September 2012 Due to be reviewed September 2013

2 The following policy guidelines have in principal been agreed by the Children s Services and Schools Trade Unions Forum. It should be noted that the model is predominantly that of the secondary sector but adaptable for Primary schools should they wish to consider it. If the model is adopted schools should consider the JD which has also been drawn up; this has been graded at Scale 6. Schools may already have cover policies in line with the DCSF guidance Rarely Cover The implementation guidance from September 2009 outlines possible changes to the STPC & should be taken into consideration when reviewing school policies. Contents 1. Aims 2. Objectives 3. Policy and Procedure o Policy for covering for teacher absence o Remuneration o Induction and Training o Model Induction Programme o Generic Job Description 4. Appendices 1 Aims Develop a cover strategy which enables the school to meet its statutory obligations in making sure that teachers rarely cover from September Meet the requirements of the School Teachers Pay and Conditions Document (STPC 2010). Ensure that teachers suffer no detriment to their current conditions of service including non-contact time, PPA time and leadership and management time. Support the drive to achieve better work-life balance for teachers. Broaden professional development and career pathway opportunities for support staff. Page 2

3 Secure best value for money, whilst ensuring that there is minimum disruption to students education arising from situations where their regular class teacher is unable to take their lesson, for whatever reason. 2 Objectives Develop procedures for covering both long-term and short-term absences, which ensure other teachers on the staff, including SLT, are not called upon to cover for absent colleagues, other than in the case of an absolute emergency Develop procedures for short-term cover, (short term cover is defined as no longer than the first 3 days of any absence in secondary schools and no longer than the first day of any absence in primary schools). Develop procedures for covering long-term absences, which recognise the imperative to have pupils taught, wherever possible, by qualified teachers with appropriate specialist knowledge and experience of the relevant subject(s). Ensure that the curriculum entitlement of students, and their entitlement to extra curricular activities, is not adversely affected by the new requirements. Schools should now analyse their historical patterns of absence to ascertain both the main causes of absence, which have triggered the need for cover and the impact of such absence on pupil s learning. To ensure the system for managing cover is robust, every school should publish a calendar for each school year, in accordance with provisions of para 164 of the section 3 Guidance to the STPCD, following consultation with staff and their union representatives. This will ensure there is no detriment to a teacher's PPA time, noncontact time and Leadership and Management time. Where a teacher s class teaching timetable falls short of the agreed allocation the Head will have a professional discussion with that teacher and their TU representative (where appropriate) to agree how the time will be allocated. 3 Policy and Procedure 3.1 Policy for covering for teacher absence Page 3

4 Teachers on the staff, including SLT, will not be called upon to cover for absent colleagues, other than in the case of an absolute emergency. Long-term absences will be covered through the use of supply or, where appropriate, interim appointments on fixed-term contracts. The need for cover arises when a teacher is absent from a lesson they are timetabled to teach Whilst consideration will be given to the use of qualified supply teachers, the school will also consider the option of covering short-term absences using Cover Supervision. Where short-term absences are to be covered using Cover Supervision this will be carried out by staff appointed to a permanent post as Cover Supervisor, with a specific job description and salary grading. Cover Supervision will be used for no longer than the first 3 days of any absence in secondary schools and no longer than the first day of any absence in primary schools. Cover supervisors will not be used to cover for teachers PPA time Care will be taken to ensure that, in any one day, classes do not have a series of lessons under Cover Supervision. Where it is known in advance that an absence will be longer than 3 days (or 1 day in primary schools), the school will seek to use supply teacher cover as soon as possible. In the event of teacher absence when a trip has been organised, a new risk assessment should be carried out. Only in the case of an absolute emergency will teaching staff be asked to cover for absent colleagues out of non-contact time and only after all other avenues have been explored. Appropriate work will be set by an appropriate person, for any class whose teacher is unable to take it as normal for whatever reason. In the case of absence known in advance, this will normally be the teacher of the class. In the case of absences not known in advance, this will normally be the relevant Head of Faculty or Head of department (in a secondary school). The work set will be such that all members of the class in question can undertake it with appropriate supervision and assistance (such as would be expected from an experienced TA) from the person assigned to cover the class and any other persons Page 4

5 in support roles who would normally be in attendance (e.g. TA support for statemented students). 3.2 Remuneration A job description will be drawn up for the post of cover supervisor and will be evaluated using the revised JE scheme. 3.3 Induction and Training A model induction programme as illustrated overleaf, will be open to any member of the support staff wishing to consider applying for a cover supervisor post. The programme is designed to enable staff to enter it at different points and to progress through it at differing speeds taking account of different starting points and personal preferences. Training will be accredited and recognised borough wide Training will include behaviour management and safe handling of pupils as appropriate There will be no specific formal qualifications for the role of supervisor, with the main requirement being that they should have either/or : o The basic portfolio of skills to successfully manage a whole-class group o The capacity and a willingness to work to develop those skills Page 5

6 3.4 Model Induction Programme Entry Level Foundation Introductory session. Group training 1 Observation and feedback 2 Observation and feedback Activity Details Target Group Half-day Top Ten Tips session, providing practical tips on classroom and behaviour management for fullsize classes, small groups and one-to-one support. Take lead role with small group of pupils (eg 5-10) with observation by trainer and detailed feedback and discussion immediately following session. Take lead role with whole class group, with observation by trainer and detailed feedback and discussion immediately following session. Group to be carefully selected in discussion with prospective supervisor to ensure optimum conditions for successful first observation ie target Page 6 Requirement for all staff wishing to progress through cover supervisor induction. (1) Support staff whose current role does not involve them in working directly with pupils in teaching and learning situations. (1) Support staff whose role currently involves them in working directly with pupils in teaching and learning situations in small groups but who have not previously led whole class groups.

7 3 Observation and feedback 4 Observation and feedback 5 Routine cover supervision. particular teaching group or year group, subject etc. Take lead role with whole class group, with observation by trainer and detailed feedback and discussion immediately following session. Group to be carefully selected to be more-challenging than group selected for Level 2. Take lead role with whole class group, with observation by trainer and detailed feedback and discussion immediately following session. No filtering of groups. Group to be identified from list of groups requiring cover on any given day. Full cover supervision of classes requiring cover (2) Staff who have successfully completed Level 1. (1) Support staff whose role currently involves them in working directly with pupils in teaching and learning situations and who have already led whole class groups for parts of or whole lessons. (2) Staff who have successfully completed Level 2. (1) Staff who have successfully completed Level 3. (1) Staff who have Page 7

8 as per normal day-today requirements. successfully completed Level 4. This is an example of good practice and schools are recommended to adopt this where practicable. Page 8

9 3.5 Generic Job Description LONDON BOROUGH OF TOWER HAMLETS JOB DESCRIPTION Post Title: Post No. Grade: Cover Supervisor Sc6 Directorate: Division: Section: Children s Services RESPONSIBLE TO: Headteacher/Deputy Headteacher STAFF SUPERVISED: Up to 2 Teaching Assistants RESPONSIBLE FOR: Trainees/Students on work placement PURPOSE OF THE JOB: To provide support for pupils, the teacher and the school in order to raise standards of achievement for all pupils, to encourage pupils to become independent learners, to ensure their safety and welfare and support the inclusion of pupils in all aspects of school life. To supervise whole classes during the short term absence of teachers. Cover supervisors will give instructions for the lesson as provided by a teacher and the primary focus of the role will be to maintain good order and to keep the pupils on task. Cover Supervisors will respond to general questions and provide general feedback to teachers but will not be required to undertake specified work (Planning, preparation, delivery, and assessment, recording and reporting of achievement, progress and development). Cover Page 9

10 Supervisors will not therefore be subject to a system of supervision other than the general supervision applicable to all staff and will act under the professional direction of teachers. MAIN PURPOSE OF THE JOB 1. Supervising work that has been set in accordance with the schools policy, responding to any questions from pupils about process and procedures. 2. Support the Curriculum Plan and learning programmes designed by the teacher. 3. Collect and completed work after the lesson and return it to the appropriate teacher. Provide feedback to the classroom teacher on the pupils progress against lesson plans and conduct of the lesson. And Keep pupil related records 4. Deal with any immediate problems or emergencies according on the schools polices and procedures. 5. Support the use of ICT as a learning aid (including the use of specialist curriculum software) assisting pupils to develop ICT competence and independent use of systems. 6. Provide additional support to teachers in classrooms when not covering a class, including contributing to the planning and evaluation of learning activities for individuals and groups, liaising with and maintaining effective working relationships with colleagues. DUTIES & RESPONSIBILITIES 1. Directly supervise classes in the short-term absence of their usual teacher, including taking responsibility for directing the work of other adults attached to the class in a supportive capacity. 2. Ensure all pupils understand what the cover work requires of them and supervise pupils completion of the work set by the usual class teacher or other appropriate person, in accordance with the school s policy. Page 10

11 3. Respond to any questions from pupils during the lesson about processes and procedures. 4. Support the learning needs of pupils during the lesson by providing such guidance and advice as might in other circumstances be provided by an effective teaching assistant. 5. Collect any completed work after the lesson and return it to the appropriate teacher. 6. Manage the behaviour of pupils on entry to and exit from the teaching space and whilst they are undertaking the work set, in order to secure a positive and constructive learning environment. 7. Report back as appropriate, using the schools agreed referral procedures, on the learning and behaviour of pupils during the class and any issues arising. 8. Deal with any immediate problems or emergencies according to the school s policies and procedures. 9. Be fully aware of the full range of school policies and procedures, particularly those regarding Health and Safety, equal opportunity and SEN. 10. Undertake training as required to develop the skills necessary to: o Safely manage classroom activities, the physical learning space and the resources for which lead persons in a classroom are responsible o Understand and be able to use a range of strategies to deal with classroom behaviour as a whole and also individual behavioural needs. 11. To manage the work of teaching assistants and ensure they are deployed effectively in the classroom. To provide feedback to TA s on their performance and talk to the teacher about any issues in relation to this. 12. Undertake form tutor responsibilities as required. Supervising students during their form tutor period, including supporting activities related to the personal and social development of the student, possibly as part of the school's PSHE and/or citizenship programmes. (In some schools, tutor groups will have only one adult attached to them in a tutor role, whereas Page 11

12 others may attach more than one, particularly those schools which have a policy of actively involving support staff.) Ensuring students in the tutor group are registered both am and pm - usually using electronic registration, though sometimes also using paper registers. Following up on student absence, in line with the particular school's absence monitoring procedures. Following up on information relating to student behaviour, both as regards rewards and consequences, in line with the particular school's behaviour policy. Attending Parent's Consultation meetings as required. When not required for cover supervision, provide assistance and other support as directed to teachers or other members of the support staff as appropriate 1. Preparing resources for teachers, including putting together worksheets, games and other learning activities using the internet and other resources as directed. 2. Undertake administrative tasks to support the teachers in the school, including photocopying and typing and maintaining pupils portfolio s and records of work undertaken. 3. Undertake exam invigilation as required, including ensuring compliance with QCA regulations as appropriate. 4. To use a range of support methods and resources, including ICT, appropriate to the needs of individuals and groups, as directed by the classteacher/senco/ Inclusion Coordinator/ EMA Coordinator. 5. To support the teaching of the National Literacy Strategy and the National Numeracy Strategy (in primary schools) and the KS3 Strategy in secondary schools, using specialist knowledge and skills to help pupils with activities which develop their literacy and numeracy. 6. To deliver structured intervention and catch-up programmes to support the development of literacy and/or numeracy skills, eg Additional Literacy Support (ALS), Early Literacy Support (ELS) and Springboard mathematics in primary schools and other intervention programmes as directed in secondary schools Page 12

13 7. To support the organisation of the learning environment, including the production, maintenance and storage of resources. 8. Meet regularly with the classteacher/senco/inclusion Coordinator/EMA Coordinator during contracted hours to discuss children's/students' progress and to plan and review support. 9. To attend formal meetings during contracted hours to discuss children's/students' progress with parents and other professionals as part of the relevant staff group. 10. To support the school's aims and ethos. 11. To be familiar with, actively support and comply with all the school policies and procedures, e.g. Equal Opportunities, Health and Safety, Child Protection and Behaviour. 12. To undertake care tasks as appropriate related to children's/student' physical welfare in accordance with LA guidance and procedures. 13. To share skills with less-experienced colleagues and trainees on work placements, modelling good practice and providing simple demonstrations. 14. To provide individual support and feedback to newly-recruited teaching assistants and to colleagues on training programmes, acting as a mentor if required. 15. To accompany children/students and teachers on educational visits and trips during contracted hours, being responsible for children s safety and engagement in learning activities. 16. To undertake other similar duties commensurate with the grade, provided that such duties are within the competence of the postholder. EQUAL OPPORTUNITIES STATEMENT Page 13

14 Adhere to the Council s Equal Opportunities policies and ensure anti-discriminatory practice within the service area. COMMENSURATE STATEMENT Undertake any other reasonable duties commensurate with the grade as determined by the manager. Page 14

15 Person Specification for the Post of Cover Supervisor Knowledge 1. To have knowledge and understanding of school structures and relevant school policies. 2. To have knowledge of a range of positive strategies to deal with whole classes and groups of pupils on occasion, during the short term absence of teachers. 3. To have an understanding of issues relating to health and safety in a school environment Qualifications & Experience 4. Experience of working with children in a paid or voluntary capacity 5. The basic portfolio of skills to successfully manage a whole-class group or the capacity and a willingness to work to develop those skills Leadership And Management Framework Achieving Results 6. The ability to keep written records and support the development of pupils literacy and numeracy skills with confidence 7. The ability to distinguish between the roles and responsibilities of the teaching assistant and the class teacher Engaging With Others 8. The ability to work as part of a team 9. The ability to communicate effectively with individuals and groups of children, teachers, parents and other members of staff Page 15

16 10. The ability to establish and maintain effective working relationships with teachers and other members of staff 11. The ability to accept guidance and direction from teachers 12. Awareness of how pupils learn and the various factors which affect their learning 13. A sympathetic approach to parents and an understanding of the need for confidentiality 14. Be prepared to work throughout the school with any age group 15. An understanding of, and sympathy with, the aims of the school Valuing Diversity 16. Awareness of the need to show respect and value pupils as individuals 17. A commitment to the Authority s Equal Opportunities Policy 18. The ability to adapt to differing environments within the school and to the needs of different children Learning Effectively 19. An understanding of and commitment to inclusive education 20. A willingness to undertake paid training in normal contractual hours to develop job-related skills 21. IT literate and willing to undertake further training as required. Page 16

17 Other 22. A satisfactory attendance record (normally less than 5 days in a year) but taking into account individual circumstances. 23. A CRB enhanced disclosure that is satisfactory to us will be a condition of your appointment. Page 17

18 4. Appendices 4.1 School Teachers Pay and Conditions Document 2010, pages 204 & : Schools should expect to implement the objective that teachers should only rarely cover from 1 September Cover for short-term absences may be provided by persons who are not qualified teachers... [however], the headteacher needs to ensure that any persons used in this way have been appropriately trained, particularly in pupil behaviour management. 4.2 Definition of Cover Supervision In practice, in most situations, covering a lesson is not the same as teaching it. The person deployed, even if a qualified teacher, will often have little or no specialist knowledge of the subject in question or up-to-date understanding of delivery methods. They will not generally have prepared the lesson or expect to have to follow it up in any way, other than reporting on any noteworthy incidents or behaviour, as per the established procedures of the school. The success or otherwise of a cover lesson will, therefore, generally be much more dependent on the cover person s organisational, relationship and behaviour management skills and, crucially, their knowledge and understanding of the school s ethos, general expectations, routines and procedures - than on any wider teaching skills they may possess. Bearing in mind in addition what is known about pupils tendency to seek to disregard the directions of persons perceived as not being part of the permanent school establishment, it therefore makes more educational sense for schools to develop inhouse teams of cover supervisors, rather than relying on the far-less predictable services of agency supply staff. Whilst there would doubtless be additional educational merit in seeking to recruit to these teams persons who were also qualified teachers, the likelihood is that this would be unaffordable for most schools. With respect to short-term cover, therefore, the way forward would appear to be to recruit as cover supervisors people not formally- Page 18

19 trained as teachers - but nevertheless capable of developing appropriately-secure classroom and behaviour management skills and invest in their training and development on an ongoing basis. 4.3 Role of the cover supervisor The role and contribution of a cover supervisor differs in a number of important ways from that of a class teacher, whilst at the same time sharing features in common. A class teacher has lead responsibility for securing every aspect of the progress of each individual pupil within the class over a lengthy period of time, usually at least a full school year. A cover supervisor is responsible only for securing satisfactory learning conditions for all individual students present for the duration of any given period of cover supervision. A class teacher is responsible - individually or collectively with other members of the subject team - for planning a full programme of work for the class, differentiated to reflect the needs of every individual pupil within it, usually for at least a full academic year. A cover supervisor, under normal circumstances, has no responsibility for determining the overall shape/content of the session they are managing or for preplanning or follow-up relating to that content. Whether teacher or cover supervisor, the lead person in a classroom has direct responsibility for securing a safe, learning-orientated atmosphere and providing support and assistance to pupils - including directing the work of other adults attached to the class in a supportive capacity and managing behaviour in accordance with the school's behaviour policy. 4.4 Proposed Approach to Recruiting and Retaining Cover Supervisors Any member of the support staff wishing to put themselves forward for consideration as a cover supervisor will need to undergo a programme of induction and training before being accepted onto the cover supervision team. See details below. All applicants appointed to the role of cover supervisor will undergo a similar programme of induction and training as internal applicants, which will also include Page 19

20 detailed exploration of the school s ethos, general expectations, routines and procedures. Training will also be made available to teaching staff to ensure a full understanding of the role and approach of the cover supervisor team. With respect to staff already employed at the school : Following initial induction training, each person expressing an interest will be observed supervising at least one or more lessons by an appropriately-qualified person identified by the headteacher, with written and oral feedback to both the prospective cover supervisor and the school. With respect to staff appointed externally to the role of cover supervisor : All applicants will be observed covering a lesson as part of their interview. All external applicants appointed to the role of cover supervisor will undergo a similar programme of induction and training as internal applicants. Page 20

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