The school has a wide range of policies and procedures which govern its safe and compliant operation. These are drawn from guidance and good practice established across the UK and reviewed on a periodic basis by the school and approved by the Board of Governors.

The following policies are available here for your convenience . . .


We are committed to providing an accessible environment which values and includes all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are committed to challenging negative attitudes about disability and accessibility and to developing a culture of awareness, tolerance and inclusion.

This Plan is drawn up in consideration of the Equality Act 2010 and is made available on the school’s website and is also available in large print or other accessible format if required. This plan will fall under the school complaints procedure.

The plan with be monitored by the governing body and it may be necessary to have matters relating to access as part of governing body meetings. Progress against this plan will be shared with parents annually.


Woodlands Infant and Nursery School plans to, over time, ensure the accessibility of provision for all pupils, staff and visitors to the school.

This accessibility plan has been drawn up to cover a three year period and will be updated annually.

The plan will contain relevant actions to:

  • Improving access to the physical environment of the school. This may include the environment and the resources we have to offer.
  • Increased access to the curriculum. We must ensure that pupils with disability are equally prepared for life as the able-bodied pupils. This also includes access to clubs and trips and visits.
  • Improve and adjust the written information to pupils, staff and parents. The information sent out to anyone must be also put into a format that is preferred by people with disability.

Duties on the school

  • A duty to not discriminate against disabled pupils for a reason related to their disability.
  • A duty to make reasonable adjustments to ensure that pupils who are disabled are not put at a disadvantage in comparison to pupils who are not disabled (the reasonable adjustment duty).

Reasonable adjustment duty

The school is committed to making reasonable adjustments* to allow pupils with disabilities to access the educational provision and related services at the school.

We plan, over time, to increase progressively the accessibility of the school to pupils with disabilities (the planning duty).

Planning duty

There are three strands to the planning duty:

  • Increasing physical access
  • Increasing access to the curriculum
  • Increasing access to written information

Increasing physical access

Improving the physical environment of the school for the purpose of increasing the extent to which pupils with disabilities are able to take advantage of education and associated services provided or offered by schools; for example: aids to physical access – ramps, handrails, lifts; or physical aids to access education – ICT equipment, specialist desks and chairs.

*The reasonable adjustment duty does not apply to physical alterations to schools and we are not required to make.

Access report ref.
OT report
Visibility making added to changes of height outside
Gazebo outside reception and ramps to be marked with high visibility tape
Dec '18
SFO report
Easing access to outside
Ramp to alleviate need for step in reception and step out of Year 2 classroom into car park
April '19
SFO report
Ease of access to year 1 and 2
Ramps to be placed alongside steps up to year 1 and 2
Sept '19
SFO report
Ease of access from inside via fire doors
Thresholds between classroom and outside smoothed to aid transition
Sept '19
Access report ref.
Disabled access on trips
Risk assessments and the venue thoroughly checked for access
One hour to complete assessment and pre-visit
Understanding of hearing impairment
Member of staff to attend deaf awareness course
by Dec '19
Day supply
Improved understanding and
access for children with ASD
All staff to undertake Tier 1 training with the Working Together Team on autism awareness
by July '19
Costs associated with 1 hour training
Increased contrast to support visual impairment
Ensure all redecoration supports children with visual impairments
As needed
Access report ref.
Access for parents
Use of Google Translate loaded onto iPads to help support parents who are
not able to access English confidently
On going
Translate function needed on website
Any parent who cannot access paper or electronic versions to ask at the school office for assistance
Dependent on need

The overriding policy of Woodlands Infant & Nursery School is not to discriminate against any pupil, potential pupil or parent on the grounds of race, gender, disability or sexual orientation. Other than pupils who have recently moved into the area, pupils are admitted into the main school in the September of the year following the pupil’s fourth birthday. This ensures three full years at infant school.

Woodlands Infant & Nursery School provides for the admission of all children in the September following their fourth birthday.
The school’s planned admission number is 60.

In accordance with legislation the allocation of places for children with the following will take place first; Statement of Special Educational Needs (Education Act 1996) or Education, Health and Care Plan (Children and Families Act 2014) where the school is named. Remaining places will be allocated in accordance with this policy.

In the event that there are more children seeking admission to the school than there are places available, then the school will allocate places utilising the following criteria. It is stressed, however, that pupils at the nursery do not have automatic entry to the main school simply by being at the nursery. Application must be made on behalf of any child intending to enter the school in September of any year, regardless of whether or not the child is already at the nursery.

The admission criteria in order of priority are as follows:

  1. Children who are “looked after” (i.e. children who are accommodated by a
    local authority or who are the subject of a full or interim Care Order).
  2. Children who live in Lincoln City Council Birchwood Ward.
  3. Children for whom there is a clear medical reason for attendance at Woodlands Infant & Nursery School. The school will accept that there is such a medical reason in the event of there being a letter of recommendation from a qualified medical practitioner.
  4. Children who have a brother or sister already attending the school at the time the place is needed. For this purpose a brother or sister who lives in the same household as the applicant child and who is the child of any adult normally resident as part of that household. This does not account for brothers or sisters who have since left the school.
  5. The proximity of the child’s home to the school as measured in straight line distance (measured electronically between the post office address point of the home and the post office address point of the school), with those living nearer receiving higher priority.

Reserve Lists

For admission into Reception the governors will keep a waiting list which we call a reserve list. If you were not offered a place and you named us as a higher preference, your child is automatically put on the reserve list above the one you were offered. This list is in the order of the over subscription criteria. Names can move down the list if someone moves into the area and is higher placed on the over subscription criteria. The list is kept by the Schools Admission Team until the end of August. After this we keep the reserve list until the end of the current academic year.

We are not required to keep any lists for any other year groups. If you wish your child to join the school at other times, please contact us direct. The time you have been on the list is not taken into account.

Definition of Children in Public Care

A ‘looked after child’ is a child who is (a) in the care of a local authority, or (b) being provided with accommodation by a local authority in the exercise of their social services functions (see the definition in Section 22(1) of the Children Act 1989) at the time of making an application to a school.

Previously looked after children are children who were looked after, but ceased to be so because they were adopted (or became subject to a child arrangements order or special guardianship order).

This includes children who were adopted under the Adoption Act 1976 (see section 12 adoption orders) and children who were adopted under the Adoption and Childrens Act 2002 (see section 46 adoption orders).

Child arrangements orders are defined in s.8 of the Children Act 1989, as amended by s.12 of the Children and Families Act 2014. Child arrangements orders replace residence orders and any residence order in force prior to 22 April 2014 is deemed to be a child arrangements order.

Section 14A of the Children Act 1989 defines a ‘special guardianship order’ as an order appointing one or more individuals to be a child’s special guardian (or special guardians).

As an admission authority we have the right to investigate any concerns we may have about your application and to withdraw the offer of a place if we consider there is evidence that you have made a fraudulent claim or provided misleading information, for example a false address was given which denied a place to a child with a stronger claim.

We reserve the right to check any address and other information provided so we can apply the over subscription criteria accurately and fairly.

Twins and other siblings from a multiple birth:

In these cases all the children will be considered together as one application. If one or more can be admitted within the published admission number, the school will be allowed to go above its admission number as necessary to admit all the children, unless this would make the class too large. The Government’s school admissions code makes an exception to the infant class limit in this situation.

Brothers and sisters in the same year group

Where there is only one place available in the school the children will be considered together as one application. The school will be allowed to go above its admission number as necessary to admit all the children except in cases where infant class regulations prevent this from happening. If this happens we can only legally offer one place because the government’s school admissions code makes no exception to the infant class size limit for siblings in the same year group. We will offer the parent one place for one child and a different school for the other child or children.

Nursery admissions

Admission into nursery is governed by the school and not the Local Authority. Children entering Nursery should be 3 years of age rising 4. For children to start Nursery after their 3rd birthday they should be 3 before the 31st August. If there are available spaces in Nursery after the September intake then a January intake will take children who turn 3 between the dates of 1st September and the 31st December. If there are still available spaces after a January intake we can also accommodate an Easter intake. Children will need to be 3 between the dates of 1st January and the 31st March.

Upon the initial offer of a place for their child, parents will be asked for their session preference. There is no guarantee that a place will be offered in the preferred session slot.

We have a 52 place nursery with options of part time sessions. Within this number we have allocated 8 30 hours sessions which will be allocated on a first come first served basis. A reserve list will be implemented.

Over subscription criteria for Nursery

  1. A child in the care of the local authority is provided with accommodation by them in accordance with section 22 of the Children’s Act 1989, at the time of application. A looked after child or a child with a statement of educational needs.
  2. The nearest address to the school is found by measuring the distance from your address to the school by driving distance along public highways. We do not measure to any other schools. We measure electronically along public highways using the post office address point of the home to the post office address point of the school.
  3. Brother or sister. A full brother or sister, whether or not resident in the same household. Another child normally living for the majority of term time in the same household, where an adult in the household has parental responsibility as defined by the Children Act 1989. Or any child in the household where an adult in the household is defined as a parent for the purposes of Section 576 of the Education Act 1996.
  4. The oldest child by date of birth on entry forms handed into school office.

Upon the initial offer of a place for their child, parents will be asked for their session preference. There is no guarantee that a place will be offered in the preferred session slot.

In the event that one session (eg mornings) has more applicants than places, a ballot will take place. This gives each and every child an equal chance of being allocated a place for the session that they requested. All applicant names will be placed in a box and will be drawn out and recorded one by one until all 52 session places have been filled. Twins will be treated as one application for the purposes of the ballot to ensure they can attend the same session times. The ballot committee will consist of the Head teacher, School Business Manager and a member of the Governing Body.

Fair Access Protocols

Local Authorities are required to have Fair Access Protocols in order to make sure that unplaced children who live in the home local authority, especially the most vulnerable, are offered a place at a suitable school as quickly as possible. This includes admitting children above the published admissions number to schools that are already full.

Mid Year Admissions

The governors will accept admissions into other year groups unless this would cause an infant class to be unlawfully large or prejudice to the provision of efficient education or the efficient use of resources. If there are more applications than places then the over subscription criteria will be used to decide who should be offered the place. If there are no places then you will be told of the independent appeal system. Parents can apply online at

Children will be inspired to find out more, and ask questions with the self-belief and confidence that they have the knowledge, understanding and skills to lead an active and positive role in society.

The Governors of Woodlands Infant and Nursery School are committed to providing a safe learning environment in which the pupils are encouraged to treat each other with respect and kindness in every aspect of their lives. The principle aim of this policy is to ensure that good behaviour assists the school to develop the potential of all pupils.

Woodlands Behaviour Reward and Discipline Policy 2018 - 2019


All education during school hours is free. We do not charge for any activity undertaken as part of the National Curriculum.

Voluntary contributions for activities as part of the Curriculum

When organising school trips, visits or workshop activities which enrich the curriculum and educational experience of the children, the school invites parents to contribute to the cost of the activity. All contributions are voluntary. If we do not receive sufficient voluntary contributions, we may cancel the activity. If a parent wishes their child to take part in a school trip or event, but is unwilling or unable to make a voluntary contribution, the child is still allowed to participate fully in the trip or activity as long as parental consent has been given. If appropriate and funds allow, the school may pay a proportion of the costs in order to support a visit. Parents have a right to know how each trip is funded and the school will provide this information on request.

Examples of activities for which a voluntary contribution may be requested:

  • Theatre trips
  • School visits
  • Museum visits

Optional Extra Activities (Activities which take place wholly or mainly outside school hours and are not required in order to fulfil statutory duties relating to the National Curriculum or to Religious Education)

It is the governors’ policy to charge for such activities organised by the school. The basis for calculating the charge will be proportionate for each participating pupil for travel, board & lodging, materials, books, equipment, entrance fees and insurance. The following is a list of additional activities organised by the school, which require voluntary contributions from parents. This list is not exhaustive:

  • sporting activities which require transport expenses
  • after school clubs and activities which will include refreshments of a snack and a drink
  • outdoor adventure activities
  • visits to the theatre/ musical events
  • school trips

After School Activities

Charges may be levied for additional activities provided mainly outside school hours. The charging for these optional activities will be dependent upon the costs incurred and will be at the discretion of the Governing Body, through the Headteacher. The charge to any one pupil will not exceed the actual total cost of the activity, divided by the number of pupils taking part.

Activities not run by the school or Lincolnshire County Council

When an organisation acting independently of the school or Lincolnshire County Council arranges an activity to take place during school hours and parents want their children to join the activity, such organisation may charge parents.

Residential visits

If the school organises a residential visit in school time, or mainly in school time, which is to provide education directly related to the National Curriculum, we do not make any charge for the education element. However, parents are obliged to at least pay for the residential expenses of such trips, and we also ask parents to contribute to the full cost of the travel and activity expenses as these are beyond the scope of our main school budget. A savings scheme will operate to allow parents to spread the cost of such trips over a longer period of time.

Charging in Kind

The cost of ingredients, materials, equipment etc. needed for practical subjects such as cooking or DT is budgeted for and purchased by the school. However, the school may charge for or require the supply of ingredients and materials if the product is to be owned and taken home by the child afterwards e.g. food products, models containing electrical equipment or batteries. The school will inform parents prior to activities, giving them the choice to pay for materials or purchase their own materials for the activity.

Breakages & Fines

The Governors reserve the right to ask parents to pay for the cost of replacing any item such as broken windows, defaced, damaged or lost text books, replacement reading or homework diaries, IT equipment or any item damaged as a result of unsatisfactory pupil behaviour. Each incident will be dealt with on its own merit.

Charges for the Academic Year 2018/19

Cooked lunches at Woodlands Infant and Nursery School are charged at a daily rate of £2.20 (increase from April 2016), this includes a main meal and dessert. A charge does not apply to children entitled to Universal Free School Meals or those parents/carers that are in receipt of certain benefits entitling the children to free school meals.

Additional In-School Charges

Income from Sales
Some goods will be sold through the school with the intention of making a small profit and this often takes the form of commission. Goods include: Book Fair Sales and school photographs. Income from this is recorded in the School Fund account.

Income from Donations
Occasionally, the school will seek voluntary donations from events such as non-uniform days, sponsorships etc. The purpose for which the donation will be used is explained clearly to parents and visitors. Income from this is recorded in the School Fund account.

Income from Lettings
The Governing Body review annually and set charges for the use of school premises. The School does not charge FOWIS for the use of the school for fund raising activities.


In order to remove financial barriers from disadvantaged pupils, those parents in receipt of certain benefits may be offered assistance in paying for trips/activities. Alternatively, a longer period of instalments will be made available to enable their child to access the activity.


This policy will be reviewed by the governing body every year, or earlier if considered necessary.

To be reviewed November 2019.

1 Scope and Purpose

Our school aims to meet its statutory obligations when responding to complaints from parents of pupils at the school, and others.

When responding to complaints, we aim to:

  • Be impartial and non-adversarial
  • Facilitate a full and fair investigation by an independent person or panel, where necessary
  • Address all the points at issue and provide an effective and prompt response
  • Respect complainants’ desire for confidentiality
  • Treat complainants with respect
  • Keep complainants informed of the progress of the complaints process
  • Consider how the complaint can feed into school improvement evaluation processes

We try to resolve concerns or complaints by informal means wherever possible. Where this is not possible, formal procedures will be followed.

The school will aim to give the complainant the opportunity to complete the complaints procedure in full.

To support this, we will ensure we publicise the existence of this policy and make it available here.

2 Legislation and guidance

This document meets the requirements of section 29 of the Education Act 2002, which states that schools must have and make available a procedure to deal with all complaints relating to their school and to any community facilities or services that the school provides.

It is also based on guidance for schools on complaints procedures from the Department for Education (DfE).

3 Stages of complaint (not complaints against the Executive Headteacher or a Governor)

Stage 1: informal

The school will take informal concerns seriously and make every effort to resolve the matter quickly. It may be the case that the provision or clarification of information will resolve the issue.

The complainant should raise the complaint as soon as possible with the relevant member of staff or the Executive Headteacher/Deputy Headteacher as appropriate, either in person or by letter, telephone or email. If the complainant is unclear who to contact or how to contact them, they should contact the school office.

The school will acknowledge informal complaints within 2 days, and investigate and provide a response within 5 days.

The informal stage will involve a meeting between the complainant and the Deputy Headteacher or senior member of staff as appropriate.

If the complaint is not resolved informally, it will be escalated to a formal complaint.

Stage 2: formal

Inform the Executive Headteacher in writing

This letter should provide details such as relevant dates, times, and the names of witnesses of events, alongside copies of any relevant documents. The complainant should also state what they feel would resolve the complaint. The Executive Headteacher (or designated member of the senior leadership team) will call a meeting to clarify concerns, and seek a resolution. The complainant may be accompanied to this meeting, and should inform the school of the identity of their companion in advance.

In certain circumstances, the school may need to refuse a request for a particular individual to attend any such meeting – for example, if there is a conflict of interest. If this is the case, the school will notify the complainant as soon as they are aware, so that the complainant has the opportunity to arrange alternative accompaniment.

The Executive Headteacher (or other person appointed by the Executive Headteacher for this purpose) will then conduct their own investigation. The written conclusion of this investigation will be sent to the complainant within 5 days.

If the complainant wishes to proceed to the next stage of the procedure, they should inform the chair of governors in writing within 5 days.

Inform the chair of governors in writing

This letter should set out the details of the complaint including evidence as set out above. The complainant should also specify what they feel would resolve the complaint, and how they feel the previous stage of the procedure has not addressed their complaint sufficiently.

The written conclusion of this investigation will be sent to the complainant within 10 days.

If the complainant wishes to proceed to the next stage of the procedure, they should inform the chair of governors in writing within 10 days.

Stage 3: submit the complaint to the review panel

The review panel consists of members of the governing board. These individuals will have access to the existing record of the complaint’s progress. The complainant must have reasonable notice of the date of the review panel; however, the review panel reserves the right to convene at their convenience rather than that of the complainant. At the review panel meeting, the complainant and representatives from the school, as appropriate, will be present. Each will have an opportunity to set out written or oral submissions prior to the meeting.

The complainant must be allowed to attend the panel hearing and be accompanied by a suitable companion if they wish.

At the meeting, each individual will have the opportunity to give statements and present their evidence, and witnesses will be called as appropriate to present their evidence.

The panel, the complainant and the school representative will be given the chance to ask and reply to questions. Once the complainant and school representatives have completed presenting their cases, they will be asked to leave and evidence will then be considered.

The panel must then put together its findings and recommendations from the case. The panel will also provide a copy of the findings and recommendations to the complainant and, where relevant, the subject of the complaint, and make a copy of the findings and recommendations available for inspection by the Executive Headteacher.

The school will inform those involved of the decision in writing within 5 days.

4 Complaints against the Executive Headteacher, Head of School or a governor

Complaints made against the Executive Headteacher should be directed to the chair of governors.

Where a complaint is against the chair of governors or any member of the governing board, it should be made in writing to the clerk to the governing board in the first instance.

5 Referring complaints on completion of the school’s procedure

If the complainant is unsatisfied with the outcome of the school’s complaints procedure, they can refer their complaint to the School Complaints Unit (SCU), which investigates complaints relating to maintained schools on behalf of the secretary of state.

The SCU will not re-investigate the matter of the complaint. It will look at whether the school’s complaints policy and any other relevant statutory policies that the school holds were adhered to. The SCU also looks at whether the school’s statutory policies adhere to education legislation. It may direct the school to re-investigate the complaint where it is clear the school has acted unlawfully or unreasonably.

For more information or to refer a complaint, CLICK HERE.

6 Persistent complaints

Where a complainant tries to re-open the issue with the school after the complaints procedure has been fully exhausted and the school has done everything it reasonably can in response to the complaint, the chair of governors (or other appropriate person in the case of a complaint about the chair) will inform the complainant that the matter is closed.

If the complainant subsequently contacts the school again about the same issue, the school can choose not to respond. The normal circumstance in which we will not respond is if:

  • The school has taken every reasonable step to address the complainant’s needs, and
  • The complainant has been given a clear statement of the school’s position and their options (if any), and
  • The complainant is contacting the school repeatedly but making substantially the same points each time

However, this list is not intended to be exhaustive.

The school will be most likely to choose not to respond if:

  • We have reason to believe the individual is contacting the school with the intention of causing disruption or inconvenience, and/or
  • The individual’s letters/emails/telephone calls are often or always abusive or aggressive, and/or
  • The individual makes insulting personal comments about, or threats towards, school staff

Unreasonable behaviour which is abusive, offensive or threatening may constitute an unreasonably persistent complaint.

Once the school has decided that it is appropriate to stop responding, the complainant will be informed in writing, either by letter or email.

The school will ensure when making this decision that complainants making any new complaint are heard, and that the school acts reasonably.

7 Record-keeping

The school will record the progress of all complaints, including information about actions taken at all stages, the stage at which the complaint was resolved, and the final outcome. The records will also include copies of letters and emails, and notes relating to meetings and phone calls.

This material will be treated as confidential and held centrally, and will be viewed only by those involved in investigating the complaint or on the review panel.

This is except where the secretary of state (or someone acting on their behalf) or the complainant requests access to records of a complaint through a freedom of information (FOI) request or under the terms of the Data Protection Act, or where the material must be made available during a school inspection.

8 Links with other policies

Policies dealing with other forms of complaints include:

  • Child protection and safeguarding policy and procedures
  • Admissions policy
  • Exclusions policy
  • Staff grievance procedures
  • Staff disciplinary procedures
  • SEN policy and information report

June 2017

1. Introduction

  • This policy sets out how pupils at Woodlands Nursery and Infant School with medical conditions will be properly supported so that they have access to education.
  • It reflects the consensus of opinion of the teaching staff and has the full agreement of the staff and Governors.

2. Aims

  • To ensure that all pupils with medical conditions, in terms of both physical and mental health, are properly supported in school so that they can play a full and active role in school life, remain healthy and achieve their academic potential.
  • To ensure that pupils with medical conditions access and enjoy the same opportunities as any other child in school.
  • Recognise that children’s health needs may change over time in ways that cannot always be predicted, sometimes resulting in extended absences.
  • In making decisions about the support which we provide, we will establish relationships with relevant health services to help. We will ensure that we as a school work together with the LA, health professionals and other support services to ensure children with medical conditions receive a full education.
  • We will aim to receive and consider advice from health care professionals and listen to and value the views of parents and pupils.
  • In making any arrangements we will ensure that the focus is on the needs of each individual child and how their medical condition impacts on their school life.
  • Arrangements in place not only show an understanding of how medical conditions impact on a child’s ability to learn but also aim to increase their confidence and promote self care.
  • We will ensure that staff are properly trained to provide the support each child needs.

3. Implementation

  • The Headteacher is responsible for ensuring that sufficient numbers of staff are suitably trained (in her absence this duty falls to the DHT).
  • All relevant staff will be made aware of a child’s condition.
  • The class teacher is responsible for briefing a supply teacher on a child’s medical condition. If this cannot take place due to long term absence then this role falls to the Inclusion Leader or in her absence the HT.
  • The Group Leader is responsible for compiling a risk assessment for school visits and other school activities outside the normal timetable, liaising with the CT. The EVC is responsible for monitoring the risk assessment.
  • The Inclusion Leader is responsible for monitoring any Individual Healthcare Plans.

4. Procedures when notified a pupil has a medical condition

  • When a pupil leaves school their records will be passed to the next school and the Inclusion Leader will contact the relevant professional at the new school to discuss the child’s medical condition.
  • The Inclusion Leader will work with the HT and other health care professionals in ensuring a suitable reintegration plan is in place after periods of absence. This will also be carried out in consultation with the parents and if possible the pupil.
  • For children starting a new school, arrangements should be in place in time for the start of the relevant school term.
  • If there is a new diagnosis or the child is moving to a new school mid term, every effort should be made to ensure arrangements are in place within 2 weeks of their arrival at school.

5. Individual Healthcare Plans (IHCP)

  • The Inclusion Leader is responsible for developing an IHCP in supporting pupils with medical conditions.
  • The school, healthcare professionals and parents should agree, based on evidence, when a healthcare plan would be inappropriate or disproportionate. If consensus cannot be reached then the Headteacher has the final decision.
  • The IHCP will be drawn up in partnership between the school, parents and relevant healthcare professional. Pupils can also be involved whenever appropriate. The responsibility for ensuring the plan is finalised and implemented rests with the school.
  • The Governing Body should ensure that plans are reviewed at least annually or earlier if evidence is presented that the child’s needs have changed. They should be developed with the child’s best interests in mind and ensure that the school assesses and manages risks to the child’s education, health and social wellbeing and minimises disruption.

6. Roles and Responsibilities

  • Governing Body – Must make arrangements to support pupils with medical conditions in school. They must ensure that sufficient staff have received suitable training and are competent before they take responsibility to support children with medical conditions.
  • Headteacher – Must ensure that the policy is developed and effectively implemented with partners. Also that all staff who need to know are aware of a child’s condition.
    Ensure sufficient trained members of staff are available to implement the policy and deliver against IHCPs.
  • School Staff – Any member of school staff may be asked to support pupils with medical conditions, including the administration of medicines, although they cannot be required to do so. Although administering medicines is not part of teachers’ professional duties they should take into account the needs of pupils with medical needs that they teach.
    School staff should receive sufficient and suitable training and achieve the necessary level of competency before they take on responsibility to support children wit medical conditions.
  • School Nurse- Responsible for notifying the school when a child had been identified as having a medical condition which will require the support of the school. They may support staff on implementing a child’s IHCP and provide advice and liaison.
  • Other Healthcare professionals – Responsible for notifying the school nurse when a child had been identified as having a medical condition which will require the support of the school.
    They may be able to provide advice on developing IHCP and providing support for children with particular conditions (eg asthma, diabetes).
  • Pupils – Pupils with medical conditions will often be best placed to provide information about how their condition affects them. They should be fully involved in discussions about their medical support needs and contribute as much as possible to the development of, and comply with, their individual healthcare plan. Other pupils will often be sensitive to the needs of those with medical conditions.
  • Parents– should provide the school with sufficient and up-to-date information about their child’s medical needs. They may in some cases be the first to notify the school that their child has a medical condition. Parents are key partners and should be involved in the development and review of their child’s individual healthcare plan, and may be involved in its drafting. They should carry out any action they have agreed to as part of its implementation, eg provide medicines and equipment and ensure they or another nominated adult are contactable at all times.
  • Providers of health services – should co-operate with schools that are supporting children with a medical condition, including appropriate communication, liaison with school nurses and other healthcare professionals such as specialist and children’s community nurses, as well as participation in locally developed outreach and training. Health services can provide valuable support, information, advice and guidance to schools, and their staff, to support children with medical conditions at school.

7. Staff Training and Support

  • Any member of school staff providing support to a pupil with medical needs should have received suitable training.
  • The relevant healthcare professional would normally lead on identifying and agreeing with the school the type and level of training required and how this can be obtained.
  • Staff must not give prescription medicines or undertake health care procedures without appropriate training.
  • All school staff will be made aware of this policy and their role in implementing it. Any new members of staff will have this policy included in induction arrangements. Parents will be asked for their views and to provide relevant information to school staff as to how their child’s needs can be met.
  • After discussions with parents, children who are competent should be encouraged to take responsibility for managing their own medicine and procedures.
  • Wherever possible children are allowed to carry their own medicine and relevant devices or should be able to access their medicines for self-medication quickly and easily. Children who can take medicines themselves or manage procedures may require an appropriate level of supervision.
  • If a child refuses to take a medicine or carry out necessary procedure, staff should not force them to do so, but follow the procedure agreed in the IHCP. Parents should be informed so that alternative options can be considered.

8. Managing Medicines on School Premises

  • Medicines should only be administered at school when it would be detrimental to a child’s health or school attendance not to do so.
  • No child under 16 should be given prescription or non-prescription medicines without their parent’s written consent – except in exceptional circumstances where the medicine has been prescribed to the child without the knowledge of the parents. In such cases, every effort should be made to encourage the child or young person to involve their parents while respecting their right to confidentiality. Schools should set out the circumstances in which non-prescription medicines may be administered. See Appendix 1 – Parents agreement for our staff to administer Medicine. It only requires one parent to agree or request that medicines be administered.
  • A child under 16 should never be given medicine containing aspirin unless prescribed by a doctor. Medication, eg for pain relief, should never be administered without first checking maximum dosages and when the previous dose was taken. Parents should be informed.
  • Where clinically possible, medicines should be prescribed in dose frequencies which enable them to be taken outside school hours.
  • Schools should only accept prescribed medicines that are in-date, labelled, provided in the original container as dispensed by a pharmacist and include instructions for administration, dosage and storage. The exception to this is insulin which must still be in date, but will generally be available to schools inside an insulin pen or a pump, rather than in its original container.
  • All medicines should be stored safely. Children should know where their medicines are at all times and be able to access them immediately. All non-emergency medicines will be kept in the school office. Medicines and devices such as asthma inhalers, blood glucose testing meters and adrenaline pens should be always readily available to children and not locked away. These would usually be kept in the classroom in a container. This is particularly important to consider when outside of school premises eg on school trips. Any medicines kept in the refrigerator will be kept in a lockable fridge in the office, clearly labelled and in an airtight container.
  • A child who has been prescribed a controlled drug may legally have it in their possession if they are competent to do so, but passing it to another child for use is an offence. Monitoring arrangements may be necessary. Schools should otherwise keep controlled drugs that have been prescribed for a pupil securely stored in a non-portable container and only named staff should have access. Controlled drugs should be easily accessible in an emergency. A record should be kept of any doses used and the amount of the controlled drug held in school.
  • School staff may administer a controlled drug to the child for whom it has been prescribed. Staff administering medicines should do so in accordance with the prescriber’s instructions. Schools should keep a record of all medicines administered to individual children, stating what, how and how much was administered, when and by whom. Any side effects of the medication to be administered at school should be noted.
  • When no longer required, medicines should be returned to the parent to arrange for safe disposal. Sharps boxes should always be used for the disposal of needles and other sharps.

9. Record keeping

  • Governing bodies should ensure that written records are kept of all medicines administered to children. Records offer protection to staff and children and provide evidence that agreed procedures have been followed. Parents should be informed if their child has been unwell at school.

10. Emergency Procedures

  • Where a child has an individual healthcare plan, this should clearly define what constitutes an emergency and explain what to do, including ensuring that all relevant staff are aware of emergency symptoms and procedures. Other pupils in the school should know what to do in general terms, such as informing a teacher immediately if they think help is needed.
  • If a child needs to be taken to hospital, staff should stay with the child until the parent arrives, or accompany a child taken to hospital by ambulance. Schools need to ensure they understand the local emergency services cover arrangements and that the correct information is provided for navigation systems.

11. Unacceptable Practice

  • Although school staff should use their discretion and judge each case on its merits with reference to the child’s individual healthcare plan, it is not generally acceptable practice to:
    – prevent children from easily accessing their inhalers and medication and administering their medication when and where necessary;
    – Assume that every child with the same condition requires the same treatment;
    – Ignore the views of the child or their parents; or ignore medical evidence or opinion, (although this may be challenged);
    – Send children with medical conditions home frequently or prevent them from staying for normal school activities, including lunch, unless this is specified in their individual healthcare plans;
    – If the child becomes ill, send them to the school office or medical room unaccompanied or with someone unsuitable;
    – Penalise children for their attendance record if their absences are related to their medical condition eg hospital appointments;
    – Prevent pupils from drinking, eating or taking toilet or other breaks whenever they need to in order to manage their medical condition effectively;
    – Require parents, or otherwise make them feel obliged, to attend school to administer medication or provide medical support to their child, including with toileting issues. No parent should have to give up working because the school is failing to support their child’s medical needs; or
    – Prevent children from participating, or create unnecessary barriers to children participating in any aspect of school life, including school trips, eg by requiring parents to accompany the child.

12. Complaints

  • Should parents or pupils be dissatisfied with the support provided they should discuss their concerns directly with the school. If for whatever reason this does not resolve the issue, they may make a formal complaint via the school’s complaints procedure.
    Making a formal complaint to the Department for Education should only occur if it comes within scope of section 496/497 of the Education Act 1996 and after other attempts at resolution have been exhausted.

Our school aims to:

  • Have robust processes in place to ensure the online safety of pupils, staff, volunteers and governors
  • Deliver an effective approach to online safety, which empowers us to protect and educate the whole school community in its use of technology
  • Establish clear mechanisms to identify, intervene and escalate an incident, where appropriate
Woodlands Online Safety Policy March 2018

Our school aims to ensure that all personal data collected about staff, pupils, parents, governors, visitors and other individuals is collected, stored and processed in accordance with the General Data Protection Regulation (GDPR) and the expected provisions of the Data Protection Act 2018 (DPA 2018) as set out in the Data Protection Bill.

This policy applies to all personal data, regardless of whether it is in paper or electronic format.

Safeguarding and promoting the welfare of children is defined for the purposes of this policy as:

  • Protecting children from maltreatment;
  • Preventing impairment of children’s health or development;
  • Ensuring that children grow up in circumstances consistent with the provision of safe and effective care; and
  • Taking action to enable all children to have the best outcomes
Woodlands Infants Child Protection and Safeguarding Policy 2018

Printed copies

If you require a printed copy of any of the above polices, please contact the school. Printed copies are available free of charge.