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JCG Policy Downloads

Below you will find a list of our current policies. If you are searching for the student code of conduct, please note that this information is now covered in the ‘Improving Behaviour Policy’ and the ‘Counter Bullying Policy’. In both policies, there are sections relating to the responsibilities of students.

Should you not be able to locate any information, please contact the school office on 01534 516200.

Personal Property

1. Responsibility and Storage

May we remind you that all students are responsible for the security and safe keeping of their personal belongings, including all electronic devices and equipment. The College provides each student with a locker and they must ensure that a padlock is fitted and the lockers are used.

2. Damage to personal property

The College does not accept any liability for the loss or damage to personal items of property. However in the event of an incident where damage is caused, a Senior Teacher will conduct a full investigation to ascertain responsibility and inform parents accordingly. In the case of wilful damage or negligence, students will be expected to contribute part or all of the costs of repair/replacement.

3. Protective cover

It is recommended that your daughter’s personal belongings are covered for by your home insurance.

School Policies

Admissions Policy

Jersey College for Girls

and

Jersey College Preparatory School

Admissions Policy

  1. AGREED PRINCIPLES AND CRITERIA 

Decisions regarding admissions to Jersey College for Girls (“JCG”) rest solely with the Principal of JCG who is tasked with administering this policy. Decisions regarding admissions to Jersey College Preparatory School (“JCP”) rest solely with the Headteacher of JCP who is tasked with administering this policy.

  1. JCG Admissions Criteria
  • For Sixth Form:

Normally 5A*- B or Grade 9-6 passes at GCSE, which must include English and Maths at Grade C/5 or above, with Bs or 6s in subjects (or related subjects) that students wish to study at A Level.

  • For Occasional Vacancies in Years 8-11:

Applicants will be placed on a short waiting list for testing.  When a place becomes available, they will be contacted and invited to sit the entry tests.

The criteria for entry is:

  • Strong performance in Maths and English which indicates the candidate’s ability would be similar to the average ability of the year group into which she is applying.
  • A positive school report indicating participation in a broad range of extra-curricular activities.
  • A minimum of 100+ mean score in Year 7/9 CATs (if CATs testing has been completed).

Places will be awarded on merit.  If a candidate performs well enough to be awarded a place but none is available, they will be kept on a waiting list and will be offered the next available place.

If applicants are in the UK or based abroad, arrangements can be put in place for them to sit the entrance papers at their current school under exam conditions.

  • Admission Procedure for entry to JCG from JCP

Due to the close relationship between the two schools, admission procedures from JCP to JCG will be different from other Island feeder schools.  Children from JCP will not be in competition with applicants from other schools but must meet certain criteria.  These criteria are:

  • Assessed at 4S (Age Related Expectation) or above in English and Mathematics at end of Year 4.
  • Assessed at 5S (Age Related Expectation) or above in English and Mathematics at end of Year 5.
  • Predicted Level 6S (Age Related Expectation) or above in English and Mathematics at the end of Year 6.
  • Display a conscientious, positive attitude towards learning
  • A positive school report indicating participation in a broad range of extra-curricular activities.

It is expected that students achieve in excess of the minimum criteria.

Warning Indicators

The following categories are used as indications that the student may not reach the required standards for admission to JCG:

  • 4D or below (below Age Related Expectation) in English and Mathematics at the end of Year 4.
  • 5D or below (below Age Related Expectation) in English and Mathematics at the end of Year 5.
  • Unlikely to reach Level 6S in English and Mathematics at the end of KS 2 as demonstrated by ongoing class work and assessments at JCP.
  • Inconsistent level of engagement in their learning.

Consideration of the appropriateness of a place at JCG will be given to any student who is predicted to achieve attainment at the minimum criteria.  This will include the student demonstrating a consistent, unaided level of achievement over time and continued wellbeing and self-esteem within the context of a high performing academically able cohort.  Should the Headteacher and Principal have concerns about the appropriateness of a place at JCG, a meeting with parents will be arranged and the option of the student taking the entrance exam will be given in addition to advice regarding seeking alternative secondary school provision.

Following discussion between the Principal and Headteacher, a letter will be sent in the Autumn Term of Year 5 stating whether a student is on track to meet the entrance criteria.

The final decision of the Principal and Headteacher will be confirmed in writing in the Autumn Term of Year 6.

Should a student not gain a place at JCG, parents will be advised to seek alternative secondary education.

Parents retain the right to enter their child in the JCG Entrance Assessment.

Payment of Fees

To secure Year 7 places at JCG, any outstanding fees to JCP should be paid in full by 1st June during the Summer Term in which the student is in Year 6.  Any outstanding fees after that date will result in the place at JCG being relinquished.

  • Admission to JCG from other Island schools

Applicants from Island schools are in competition for the places that remain following the allocation of places to students from JCP who have met the minimum standard.  The admission criteria which relate to these applicants are as follows:-

  • Performance in the November entrance examination in English, Maths and Verbal Reasoning to be sat in November of the year preceding entry.
  • Achieved 5S (5 Secure Age Related Expectation) or above in Teacher Assessments in English and Mathematics for the end of Year 5
  • Predicted 6S (6 Secure Age Related Expectation) or above in Teacher Assessments in English and Mathematics for the end of Year 6
  • A positive school report indicating strong commitment to learning and participation in a broad range of extra-curricular activities.

Places will be allocated according to rank order, taking account of all the of the assessment criteria.

An optimum time for parents to register their daughter to sit the Year 7 entrance assessment is when they are in Year 5 at primary school; they will then receive an invite to attend the College’s Open Evening, which takes place early in October each year, and to put their name down to attend a ‘taster day’ at JCG in advance of the entrance assessment.  A non-refundable registration fee of £75 is payable with the completed registration form.

If applicants are in the UK or based abroad, arrangements can be put in place for them to sit the entrance papers at their current school under exam conditions.

  1. JCP Admissions criteria
  • Background

JCP teaches both boys and girls in Reception (also known as “Foundation Stage”) and in Years 1 and 2 (together known as “Key Stage One”).

JCP teaches girls only in Years 3, 4, 5 & 6 (together known as “Key Stage Two”).

JCP takes 33 girls and 33 boys in Reception each year.  These children are organized into 3 classes of 11 girls and 11 boys each.

At the end of Key Stage One, the boys usually transfer to Victoria College Preparatory School (“VCP”) and the girls usually transfer to Key Stage Two at JCP.

At the beginning of Key Stage Two, 11 additional places are usually available to girls, to make year groups of 44 girls, organized into 2 classes of 22 girls each.

  • For Entry at Reception (Age 4+): Admission Procedure

Applicable for children born from September 2012 onwards for entry into Reception from 2017

(Please note: Parents of children applying for a place in Reception, Year 1 or Year 2 born BEFORE September 2012 should contact Mrs Kate Robertson, the College Registrar, by telephone (Tel: 516200).

Stage 1: Registration

The first requirement for admission is to complete a registration form for your child.

Completed registration forms may be sent to JCP at any time from the birth of your child up to the 30th September of the academic year (i.e. 1st September to 31st August) in which your child will be three years old (the “Registration Deadline”) as detailed below.

Birth Date:                                Reception Entry Year           Registration Deadline

1 Sept 2012 - 31 August 2013             2017                            30 Sept 2015

1 Sept 2013 - 31 August 2014             2018                            30 Sept 2016

1 Sept 2014 - 31 August 2015             2019                            30 Sept 2017

1 Sept 2015 - 31 August 2016             2020                            30 Sept 2018

A non-refundable registration fee of £75 is payable with the completed registration form.

Following the Registration Deadline and prior to the relevant draw, JCP will write to all registered parents to establish whether the registered child has any claim to sibling priority (as defined below).  If no response to this request is received then the registered child will be deemed to have no sibling priority.

It is the responsibility of the registering parent(s) to inform JCP in writing (by email or by letter) of any subsequent change in contact details.  Where JCP is not able to contact a registered parent the registration will become invalid and the registration fee of £75 will be forfeited.

Stage 2: The Draw

The children are not assessed academically for Reception entry, other than JCP contacting the child’s parents and nursery, as detailed below.

JCP gives priority to siblings, as detailed below.

Subject to sibling priority, selection for the 33 girl and 33 boy places in Reception is by a draw of the registered girls and by a draw of the registered boys respectively.

The 2 draws take place in the October following the Registration deadline. Each registered child is assigned a number and numbers are then drawn randomly to allocate school places to children. This process is witnessed by the Headteacher, a Parent Governor and a member of staff. A representative from the Department for Education is also invited to attend the draws.

A deposit of half a term’s fees is payable on the offer of a place and this will be offset against the first term's fees or forfeited if the child does not start at JCP. Payment of this deposit denotes acceptance of a place. The school fees for JCP are set annually by the Governing Body.

Sibling Priority

Siblings are taken as children with 1 parent in common.

Sibling priority is given to siblings of children in JCP or VCP or those with confirmed places for either of these schools (each a “student”).

Sibling priority is assessed on the Registration Deadline only and sibling priority will close on that date.

The sibling of any student will only gain sibling priority if the draw for their year group has not yet taken place. If the relevant draw has taken place, the sibling will be put on the relevant waiting list without priority in the next available space, notwithstanding that the relevant Registration Deadline for that sibling has passed and the waiting list would otherwise be closed.

If there are more girl or boy siblings than available girl or boy places in any one year, confirmed places will be allocated by draw of girl or boy siblings as the case may be.

Twins: When a draw takes place, if the 33rd child drawn has a twin, the twin will also be offered a confirmed place and the relevant waiting list will start at number 2.

Waiting List

Once all the available places have been allocated by the draws, two waiting lists (one for the boys and one for the girls) are set up and all remaining registered children are drawn randomly to allocate a position on the respective waiting lists.

Waiting lists are closed after the Registration Deadline for all children save for siblings as detailed above. The waiting lists are kept until the children in that year reach December in Year 2.  A new waiting list is made after the 7+ assessment.

There is no guarantee that a child on the waiting list will be offered a place at JCP. If, however, a space becomes available, then it will be offered to the child at the top of the relevant waiting list.

Stage 3: Informal Assessment

In the November prior to the Reception entry, JCP will contact the nursery and parents to discuss the child's development and progress. If at the end of that discussion, the Headteacher decides that the school would not be suitable for the child, it will be within the Headteacher’s discretion to withdraw the offer of a place and to refund the deposit of a half term’s fees. If, however, the child is accepted for a place but does not take it up for the parent’s own reasons, then the deposit will be forfeited.

NOTES:

Following registration, it is the responsibility of the registering parent(s) to inform JCP in writing (by email or by letter) of any change in address or prolonged periods of absence from the Island. Failure to make such notification may result in the loss of registration, the loss of a confirmed place or the loss of a waiting list place.

At the end of Key Stage One, boys usually transfer to Key Stage 2 at VCP and girls usually transfer to Key Stage 2 at JCP. However, acceptance into Reception does not guarantee transfer to Key Stage 2 at VCP for boys or Key Stage 2 at JCP for girls.  Such transfer is within the discretion of the respective Headteachers.

  • For Entry at Key Stage 2 to JCP from other primary schools (age 7+)

JCP usually offers 11 additional places for girls to start at the beginning of Key Stage 2 each year. There is no sibling priority at 7+.

Places are gained through an assessment process which includes teacher assessment information from the girls’ current schools in reading, writing and maths. Students are expected to be achieving age related expectation or above. Registration for this process is advertised in the local press and on the school's website in the November preceding Year 3 and the assessment process itself takes place in the January preceding Year 3.

  1. Transgender students

In accordance with the Education Department’s Transgender policy for admissions to single sex provided schools, JCG and JCP at KS2 will consider at the admissions stage the gender of the prospective student in accordance with the Gender Recognition (Jersey) Law 2010.  Admissions applications for students pursuing gender transition will be considered by the school with support from the Education Department, and viewed on a case-by-case basis.  In such situations advice will be sought from the Education Department’s Principal Educational Psychologist who will seek the views of professionals actively involved as well as the wishes of the student and the views of their parents.

For further information please see the Education Department’s Transgender policy for admissions to single sex provided schools.

  1. Appeals

Parents applying to JCG and JCP will be only able to appeal with regard to a failure to follow process outlined in the policy correctly.  Appeals should be made in writing to the Chair of Governors.

  1. Notice of intention to withdraw a student from JCG or JCP

The school year is divided into three terms (the Autumn Term, the Spring Term and the Summer Term) and the dates of these terms can be found on the website www.gov.je.

In accordance with the College’s Fees Policy, a full term’s notice of the intention to withdraw a pupil from the school must be given in writing to the Headteacher.  Accordingly, if a student is to be withdrawn from school:

(i)      notice must be given on or before the last day of the Summer Term to withdraw a pupil at the end of the following Autumn Term;

(ii)     notice must be given on or before the last day of the Autumn Term to withdraw a pupil at the end of the following Spring Term; or

(iii)    notice must be given on or before the last day of the Spring Term to withdraw a pupil at the end of the following Summer term.

In default of such notice being given, school fees for the full term which follows the date of withdrawal of the pupil shall be payable in full.

  1. Reference to other policies:

Disability Policy

  1. This Admissions Policy, details of current fees and application forms are available on the following websites:

www.jcg.sch.je

www.jcp.sch.je

Please contact the College Registrar, Mrs Kate Robertson, for further information at k.robertson@jcg.sch.je

Updated - Jan 2018

Please click here to download a copy of the JCG Admissions Policy.

CCTV

The purpose of this policy is to regulate the management and operation of the Closed Circuit Television (CCTV) System at Jersey College for Girls (the School). It also serves as a notice and a guide to data subjects (including pupils, parents, staff, volunteers, visitors to the School and members of the public) regarding their rights in relation to personal data recorded via the CCTV system (the System).

The System is administered and managed by the School, who act as the Data Controller. This policy will be subject to review from time to time, and should be read with reference to the School's Privacy Policy (accessible here [link]).

All fixed cameras are in plain sight on the School premises and the School does not routinely use CCTV for covert monitoring or monitoring of private property outside the School grounds.

The cameras are listed as follows:

  1. JADAT East – over VCJ field
  2. JADAT West – over VCJ field
  3. Roberts North – over fire exit
  4. Barton South over stairs to Roberts
  5. Roberts North – over carpark
  6. Circular wall JADAT – over memorial garden
  7. JADAT South – over underpass
  8. Chesshire ground floor – over external ground
  9. Chesshire ground South – over external ground
  10. JADAT South corner college field – over Langford walkway
  11. North Roberts – over Claremont rd side walk South
  12. North Roberts – over Claremont rd side walk North
  13. North Barton – over Roberts and netball court area
  14. South college house – over patio
  15. College house kitchen – over carpark
  16. College house – over main entrance
  17. College house granite entrance – over entrance
  18. North Chesshire – over North Chesshire entrance

The School's purposes of using the CCTV system are set out below and, having fully considered the privacy rights of individuals, the School believes these purposes are all in its legitimate interests. Data captured for the purposes below will not be used for any commercial purpose.

  1. Objectives of the System
    • To protect pupils, staff, volunteers, visitors and members of the public with regard to their personal safety.
    • To protect the School buildings and equipment, and the personal property of pupils, staff, volunteers, visitors and members of the public.
    • To support the police and community in preventing and detecting crime, and assist in the identification and apprehension of offenders.
    • To monitor the security and integrity of the School site and deliveries and arrivals.
    • To monitor staff and contractors when carrying out work duties.
    • To monitor wellbeing among pupils in line with the policy, which are available to parents and pupils on jerseycollegeforgirls.com .
  2. Positioning
    • Locations have been selected, both inside and out, that the School reasonably believes require monitoring to address the stated objectives.
    • Adequate signage has been placed in prominent positions to inform staff and pupils that they are entering a monitored area, identifying the School as the Data Controller and giving contact details for further information regarding the system.
    • No images will be captured from areas in which individuals would have a heightened expectation of privacy, including changing and washroom facilities.
    • No images of public spaces will be captured except to a limited extent at site entrances.
  3. Maintenance
    • The CCTV System will be operational 24 hours a day, every day of the year.
    • The System Manager (defined below) will check and confirm that the System is properly recording and that cameras are functioning correctly, on a regular basis.
    • The System will be checked and (to the extent necessary) serviced no less than annually.
  4. Supervision of the System
    • Staff authorised by the School to conduct routine supervision of the System may include Caretakers and relevant staff on duty.
    • Images will be viewed and/or monitored in a suitably secure and private area to minimise the likelihood of or opportunity for access to unauthorised persons.
  5. Storage of Data
    • The day-to-day management of images will be the responsibility of the Site Manager who will act as the System Manager, or such suitable person as the System Manager shall appoint in his or her absence.
    • Images will be stored for 2-3 weeks], and automatically over-written unless the School considers it reasonably necessary for the pursuit of the objectives outlined above, or if lawfully required by an appropriate third party such as the police or local authority.
    • Where such data is retained, it will be retained in accordance with the Act and our Data Protection Policy. Information including the date, time and length of the recording, as well as the locations covered and groups or individuals recorded, will be recorded in the system log book.
  6. Access to Images
    • Access to stored CCTV images will only be given to authorised persons, under the supervision of the System Manager, in pursuance of the above objectives (or if there is some other overriding and lawful reason to grant such access).
    • Individuals also have the right to access personal data the School holds on them (please see the Privacy Policy), including information held on the System, if it has been kept. The School will require specific details including at least to time, date and camera location before it can properly respond to any such requests. This right is subject to certain exemptions from access, including in some circumstances where others are identifiable.
    • The System Manager must satisfy themselves of the identity of any person wishing to view stored images or access the system and the legitimacy of the request. The following are examples when the System Manager may authorise access to CCTV images:
      • Where required to do so by the Head, the Police or some relevant statutory authority;
      • To make a report regarding suspected criminal behaviour;
      • To enable the Designated Safeguarding Lead or his/her appointed deputy to examine behaviour which may give rise to any reasonable safeguarding concern;
      • To assist the School in establishing facts in cases of unacceptable pupil behaviour, in which case, the parents/guardian will be informed as part of the School’s management of a particular incident;
      • To data subjects (or their legal representatives) pursuant to an access request under the Act and on the basis set out in 6.2 above;
      • To the insurance company, managed by the Education Department, where required in order to pursue a claim for damage done to insured property; or
      • In any other circumstances required under law or regulation.
    • Where images are disclosed under 6.3 above a record will be made in the system log book including the person viewing the images, the time of access, the reason for viewing the images, the details of images viewed and a crime incident number (if applicable).
  7. Other CCTV systems
    • The School does not own or manage third party CCTV systems, but may be provided by third parties with images of incidents where this in line with the objectives of the School's own CCTV policy and/or its Wellbeing Policy.
    • Many pupils travel to School on coaches provided by third party contractors and a number of these coaches are equipped with CCTV systems. The School may use these in establishing facts in cases of unacceptable pupil behaviour, in which case the parents/guardian will be informed as part of the School’s management of a particular incident.
  8. Complaints and queries
    • Any queries in relation to the School's CCTV system, or its use of CCTV, or requests for copies, should be referred to the Site Manager.

Download CCTV Request Form

Please click here to download a copy of the JCG CCTV Policy.

Home Learning

Jersey College for Girls

JCG Home Learning Policy (Years 7 to 11)

 

Author:                        Toni Rollo

Date:                            May 2018

Agreed by Staff:           June 2018

To be reviewed:           May 2020

 

“… the use of homework was associated with advancing students’ achievement by approximately one year or by improving the rate of learning by 15%.”

                                                            John Hattie Visible Learning for Teachers

 

Principles

  • Home learning is any learning that takes place outside of lesson time.
  • All students benefit from completing regular, purposeful home learning tasks.
  • Home learning is an essential and integral part of the teaching and learning process.
  • All students should be encouraged to produce their best work, both at school and at home.
  • Home learning helps students develop good learning habits.
  • Purposeful home learning tasks and quality timely feedback can help students develop a growth mindset.
  • Home learning offers an important and valuable opportunity for parents to participate in their daughter’s learning.
  • A strong partnership between parents and the College will encourage students to establish good home learning routines.

Aims

  • To ensure home learning is an intrinsic part of the teaching and learning process, focused on complementing and/or developing lesson learning objectives.
  • To ensure high quality and purposeful home learning tasks are set which engage and challenge students.
  • To ensure quality developmental and timely feedback is given.
  • To support student learning through the promotion of an effective partnership and good communication between the College and home.
  • To set all home learning in a timely fashion using the ShowMyHomework (SMHW) platform.
  • To fully explain all home learning tasks, including their purpose, during the lesson.

Why we set home learning

Home learning fulfils an important function in contributing to our overall curriculum aims.  We set home learning (tasks):

  • to consolidate learning;
  • to develop perseverance and resilience and the ability to organise time and meet deadlines;
  • to retrieve learning from class;
  • to revise, practise and memorise;
  • to prepare for or review new learning;
  • to apply learning in new contexts and to new problems;
  • to investigate own interests stemming from core learning;
  • to foster the development of independent study habits;

Procedures

ROLES AND RESPONSIBILITIES

Students should be encouraged to take responsibility for:

  • Ensuring that they understand each home learning task and how best to complete it.
  • Ensuring that their home learning is their best work, reflecting a high degree of effort.
  • Proof reading their work and checking its quality before submission.
  • Communicating any issues associated with completing set tasks to teachers in advance of the deadline.
  • Meeting the deadlines set by teachers for specific pieces of work.
  • Reviewing, reflecting and acting upon feedback to inform future work.
  • Accessing and managing all home learning through SMHW and alerting the teacher when this is not possible.

Subject Teachers have responsibility for:

  • Communicating home learning tasks, assessment criteria and purpose clearly to students during the lesson.
  • Recording all home learning on SMHW in a timely fashion, explicitly stating the purpose.
  • Use SMHW to record submission/non-submission of home learning tasks.
  • Ensuring that they do not set home learning that spans a holiday period (Years 7 to 10).
  • Allowing students sufficient time to complete home learning tasks, with at least 4 days between setting and taking in all home learning.
  • Setting and developing quality home learning tasks according to the Scheme of Learning (SOL).
  • Following the procedure outlined in the Improving Behaviour Policy when home learning is not completed.
  • Asking students to repeat a task if it is not completed to an expected standard.
  • Contacting parents if the completion of home learning is a concern.
  • Marking home learning tasks as appropriate and providing feedback within a maximum of two weeks of submission.
  • Ensuring students reflect on and respond to feedback by allowing time in class.
  • Setting the correct quantity of home learning as per the home learning structure in Appendix 1.

Heads of Department have responsibility for:

  • Leading the department by monitoring and evaluating the frequency, quantity and quality of home learning in line with the teaching and learning policy, e.g. through SMHW reports and book scrutiny.
  • Ensuring that quality and timely feedback is given and that students respond to the feedback.
  • Ensuring that home learning tasks are integral to the Scheme of Learning and appropriately challenging for all students.
  • Ensuring consistency across the department in the amount of home learning set to each teaching group, in line with Appendix 1.
  • Ensuring that the department follows procedures in the Improving Behaviour Policy relating to the non-completion of home learning tasks.
  • Including evaluative comments regarding home learning in the DSEF.

Heads of Faculty have responsibility for:

  • Ensuring the home learning policy is applied within the Faculty and supporting HoDs with the implementation of their responsibilities.
  • Supporting faculty members in applying the procedures outlined in the Improving Behaviour Policy when home learning is not completed.
  • Leading faculty discussions on the purpose and impact of home learning tasks and feedback.
  • Auditing and monitoring the quality of home learning tasks, marking and feedback, and being aware of their impact on student learning, through discussion with Heads of Department, using lesson observations, work scrutiny and student interviews as evidence and through discussion at HOF meetings.
  • Including evaluative comments regarding home learning in FSEF and including (when appropriate) in Departmental appraisal action.

Form tutors have responsibility for:

  • Monitoring submission/non-submission of home learning tasks recorded on weekly reports from HOKS and discussing with students, supporting as appropriate.
  • Monitoring that home learning is set regularly and that the home learning load is reasonable and follows the home learning timetable (and discussing any concerns with Heads of KS).
  • Assisting tutees with time management and organisational issues.
  • Communicating with HODs and/or HOKS as appropriate with any concerns raised by students regarding the quality or quantity of home learning.

Heads of Key Stage have responsibility for:

  • Providing a report of submission/non-submission of home learning tasks to HOFs and tutors.
  • Monitoring that tutors check submission/non-submission of home learning tasks.
  • Liaising with HoD and or HoF regarding issues associated with the setting of tasks raised by tutors.
  • Monitoring that home learning is set regularly and that the quantity is reasonable and is in line with the timings in Appendix 1.
  • Liaising with HOFs and Assistant Head Teacher for Student Progress and Welfare regarding any concerns relating to home learning.
  • Liaising with Assistant Head Teacher for Curriculum and Learning regarding the preparation of a schedule for the setting of home learning each academic year.
  • Supporting tutors with the implementation of their responsibilities.

Parents and Carers will: 

  • Support their daughter to ensure that home learning is completed.
  • Regularly access SMHW to monitor their daughter’s home learning.
  • Provide a suitable environment for the completion of home learning.
  • Assist their daughter with time management and scheduling of tasks.
  • Communicate any concerns regarding home learning to the tutor and subject teacher.

Assistant Head teacher for Student Progress and Welfare has responsibility for:

  • Supporting the HOKS in fulfilling their responsibilities as outlined in the Home Learning policy.
  • Reviewing the monitoring data collated by HOKS and liaising with AHT for Curriculum and Learning to discuss any concerns.

Assistant Head teacher Curriculum and Learning has responsibility for:

  • Supporting the HoF in fulfilling their responsibilities as outlined in the Home Learning policy.
  • Monitoring the quality of home learning tasks and marking, and being aware of their impact on student learning by liaising with Assistant Head teacher for Student Progress and Welfare and HOFs.
  • Liaising with Assistant Head teacher for Student Progress and HOFs to ensure that a suitable schedule for the setting of home learning is prepared each academic year and that this is published to students and staff.

Relationship to other policies

Internal Policies:

  • Curriculum Policy
  • Home School Agreement
  • Improving Behaviour policy
  • Learning and Teaching policy

Appendix 1 - Allocation of Home Learning Tasks (Years 7 to 11) 2018 - 2019

Year 7

September 2018

Only 30 minutes reading per day and one 30 minute Maths homework per week. In addition to this year 7 students should complete their ‘Induction passport'.

1st October onwards:-

 Creativity Preparation of resources, plus one extended home learning task of 45 minutes per subject each half term.​
English 20 minutes reading per day (monitored by English teachers) and 20 mins SPAG or preview/review per week
Humanities 15 minutes per Humanities subject per week = 45 mins
Languages 30 mins per week (vocab learning)
Mathematics 30 minutes weekly to practise and consolidate topics covered in class
Performance No homework in year 7
Science 15 minutes per Science subject per week = 45 mins

Year 8

Creativity Preparation of resources or ingredients, plus one extended home learning task of 45 minutes per subject each half term.​
English 30 minutes reading per day (monitored by English teachers) and 30 mins SPAG or preview/review per week
Humanities 20 minutes per Humanities subject per week = 60 mins
Languages 45 minutes weekly to practise and consolidate topics covered in class per subject
Mathematics 30 minutes weekly to practise and consolidate topics covered in class
Performance One 45 minute homework for Drama per term (learning lines or a written task) + organisation of props/costumes.
Science 20 minutes per Science subject per week = 60 mins

Year 9

Creativity Preparation of resources, plus one extended home learning task of 45 minutes per subject each half term.​
English 30 minutes per week and 30 minutes of reading per day
Humanities 30 minutes per week per subject
Languages 30 minutes per week per subject
Mathematics 30 minutes per week per subject
Performance One 45 minute homework for Drama per term (learning lines or a written task) + organisation of props/costumes.
Science 30 minutes per week per subject

Year 10 and 11

All subjects will set 45 minutes home learning per week. Therefore Year 10 home learning should be approximately 7 hours 30 minutes. This might increase during revision and examination preparation periods.

All students

Please note: If you have an access arrangement in place for your normal way of working, you should also use it for home learning tasks. For example, if you have 25% extra time then you should expect to apply this to home learning tasks.

Please click here to download a copy of the JCG Home Learning Policy.

Safe Guarding

Jersey College for Girls

Safeguarding Policy (Students)

 

Authors: Emma Silvestri-Fox

Date: March 2018

To be reviewed: March 2019

Principles:

We are all responsible for Safeguarding students at JCG. Safeguarding is defined by the UK Government as ‘the process of protecting children from abuse or neglect, preventing impairment of their health and development, and ensuring they are growing up in circumstances consistent with the provision of safe and effective care that enables children to have optimum life chances and enter adulthood successfully’.

At JCG, we believe that it is our responsibility to ensure that students are protected from maltreatment and that there should be no impairment to their health or development. We should ensure that students are provided with safe, effective care and thus able to excel and belong to make a positive contribution to the whole College and prepare for independence.

In Jersey ‘The Children and Young People’s strategic framework’ identified 6 outcomes for local children, which would enable them to ‘grow up in a safe, supportive Island community in which they achieve their potential and lead happy, healthy lives.’ The outcomes are summarised as wanting children to:

  • be healthy
  • be safe
  • achieve and do
  • grow confidently
  • be responsible and respected
  • have a voice and be heard

The definition of Safeguarding taken from The Safeguarding Partnership Board’s MOU (2018) is:

  1. Safeguarding and promoting the welfare of children and adults is the responsibility of everyone who comes into contact with them and their families/carers. The purpose of this Memorandum of Understanding (“MOU”) is to set out expectations on organisations with regard to the need to safeguard and promote the welfare of children and adults and co-operate with the Safeguarding Children Partnership Board and the Safeguarding Adults Partnership Board.
  2. “Safeguarding”, both for adults and children, means protecting them from harm. In relation to children, this may include 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 life chances. In relation to adults, their circumstances may be such that they may be deemed to be ‘at risk’ of abuse or neglect and to require safeguarding from that risk. For example, adults requiring extra support, because of frailty, a learning disability, physical disability, sensory impairment or mental health problem which makes them unable to protect themselves against harm and abuse, may need to be safeguarded.

Aims

  • To give clear direction to staff, governors, volunteers, visitors and parents about expected behaviour and our legal responsibility to safeguard and promote the welfare of all students at our College.
  • To ensure we promote an ethos of prevention, protection and support.
  • Our policy applies to all pupils, staff, parents, governors, volunteers and visitors.
  • To exist as an ‘umbrella policy’ to the following whole College policies:
    • Child Protection Policy
    • Counter-bullying Policy
    • Health & Safety Policy
    • Attendance Policy
    • Online safety / Acceptable Use Agreement
    • Improving Behaviour Policy
    • Privacy Policy
    • Educational Visits Policy
    • Critical Incident Management Plan
  • To exist in conjunction with the Individual Student Needs Policy.
  • To exist in conjunction with Education policies/guidelines on the following:
    • Information about Safeguarding young people
    • Child Protection
    • Safe recruitment
    • Data Protection
    • First Aid
    • Looked after Children
    • Safe Working Practice
    • Online safety
    • Self-Harm
    • Transgender Guidelines
    • Health and Safety
    • Dealing with allegations against Education employees
    • Photography and images
    • Partnerships with parents, carers and others
    • Staff induction and training
    • Bullying
    • Children missing from school and education
    • Off-site visits
    • School environment

Link to Education Department policies

Objectives

  • To ensure that everyone knows that Safeguarding is everyone’s business and responsibility. Everyone is vigilant. Everyone is responsible.
  • To ensure that we all are committed to keeping students safe, and where necessary, take the appropriate action and precaution to ensure that they are safe in College, and as far as staff can know, safe at home. This includes physical, psychological and social safety.

Roles and responsibilities

Students should be encouraged to take responsibility for:

  • Involving themselves in the formation of policies on Safeguarding where appropriate
  • Analysing risks and developing their own risk assessments for activities where appropriate
  • Reporting concerns to an adult member of staff or volunteer
  • Helping to create an environment where others are respected and valued in the school community and the community in general
  • Raising any concerns they may have for their own or peer’s welfare with a trusted adult

Parents have responsibility for:

  • Familiarising themselves with the College’s policies and procedures regarding Safeguarding
  • Being aware how to make a complaint or raise a concern regarding child protection
  • Supporting the College to help maintain the safety of all students

All staff have responsibility for:

  • Fostering a secure, safe and positive learning environment where students can excel
  • Promoting student understanding of the importance of Safeguarding through their curriculum
  • Familiarising themselves with and following the policies and procedures relating to Safeguarding
  • Attending appropriate training on Safeguarding
  • Referring, immediately, to their line manager should they have any concerns or queries relating to Safeguarding
  • Reading, understanding and following the Child Protection Policy
  • Ensuring that children are aware of their right to be safe and have the opportunity to raise any concerns
  • Engendering an environment where students treat all members of the school community with respect

Heads of Faculty and Heads of Department have responsibility for:

  • Ensuring that the curriculum provides some opportunities for students to consider risk situations and explore strategies for keeping safe
  • Ensuring that the policies and procedures relating to Safeguarding are followed within their departments or faculties
  • Supporting teachers in their Faculty or subject area in matters relating to Safeguarding

Tutors have responsibility for:

  • Fostering a secure, safe and happy environment for their tutor group in which students feel they belong
  • Delivering the tutorial programme, including the discussion of Safeguarding issues
  • Ensuring that any Safeguarding issues which their students may bring up are dealt with in accordance with the appropriate College policy and procedures

Heads of Key Stage and other members of the Student Support Team have responsibility for:

  • Ensuring that aspects of Safeguarding are discussed as part of the tutorial programme
  • Assisting the Assistant Headteacher Student Progress and Welfare in ensuring that Safeguarding is given a high priority in assemblies and at Parent Information Evenings
  • Ensuring that parents of new students are informed that we have a Safeguarding policy and either informed how to access it on the College’s website or given a copy should they request it
  • Liaising with the Assistant Headteacher Student Progress and Welfare regarding concerns related to Safeguarding
  • Ensuring that children have details of external support and receive equal protection and information if they have additional and individual needs

 Assistant Headteacher Student Progress and Welfare has responsibility for:

  • Keeping up to date with the latest guidance regarding Safeguarding in schools
  • Attending appropriate training to ensure high levels of expertise in Safeguarding issues
  • Ensuring new staff, volunteers or regular visitors are informed of the Safeguarding arrangements in place, giving them access to this policy and informing them of who is our Senior Designated Lead for Safeguarding
  • Assisting the Principal in reporting to the Board of Governors on Safeguarding issues, including an update on training
  • Liaising with Education regarding Safeguarding matters, seeking advice and clarification when necessary
  • Raising parental awareness of MASH and other agencies who may become involved in the safeguarding of their child

The Site Manager has responsibility for:

  • Chairing the Health and Safety Committee
  • Implementing the Education Department’s corporate Health and Safety policies and procedures
  • Auditing and reviewing the College’s Health and Safety management systems
  • Reviewing and investigating reported accidents
  • Training and development of staff relating to Health and Safety

Principal has responsibility for:

  • Supporting all staff and volunteers to meet their Safeguarding responsibilities
  • Reporting twice yearly on Safeguarding issues to the Board of Governors
  • Ensuring that safe-recruitment guidelines are followed
  • Managing any allegations made.
  • Ensuring that appropriate site security arrangements are in place

Governing Body has responsibility for:

  • Ensuring that they have dedicated members of their body to represent them on the Safeguarding sub-committee
  • Undertaking appropriate training to ensure they are able to carry out their duty to safeguard all of the students at our College

The Wellbeing Sub-Committee has responsibility:

  • to agree and monitor a policy (Health and Safety policy) which meets any provisions determined by the States of Jersey to ensure health, safety and welfare of students, staff and others
  • to assist the Principal of JCG in the implementation of the Health and Safety Policy
  • to receive reports in relation to Health and Safety issues
  • to agree and monitor the Child Protection Policy and Counter Bullying Policy
  • to agree and monitor the Attendance Policy
  • to approve a clear policy (Improving Behaviour Policy) on the standards of behaviour that are expected of students, how to provide these standards and how to tackle unacceptable behaviour
  • to agree and review the Home School Agreement
  • to receive report of any suspensions and exclusions of students, ensure that they are in accordance with the Education (Jersey) Law (Article 36(2) and to determine any appeals made in respect of the same; and
  • to monitor the pastoral care of students and review any policies in relation thereto
  • to review and monitor polices and initiatives relating to technology, including online safety
  • to ensure compliance with directives from the States of Jersey relating to data protection
  • to periodically review the Terms of Reference for the Safeguarding Sub-Committee

Appendix 1 Support and guidance for staff

Named staff with designated responsibility for safeguarding at JCG

Principal Designated Safeguarding Lead Deputy Safeguarding Lead
Carl Howarth Emma Silvestri-Fox Peter Marett
Tel: 516208 Tel: 516216 Tel: 516261

Please see JCG Child Protection Policy for further information on procedures to follow if there is a concern for a child’s safety.

In an emergency, if you are unable to contact any of the designated safeguarding staff, please contact the MASH team on tel: 449213.  Out of hours please contact the duty social worker via the Public Protection Unit at SOJP headquarters on tel: 612612.

Please click here to download a copy of the JCG Safeguarding Policy.