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


Jersey College Preparatory School

Admissions Policy


    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 as one College, the admission procedures from JCP to JCG will be different from other Island feeder schools.  Children from JCP have the right of automatic transfer into JCG.

    Warning Indicators

    Should the Headteacher or Principal have concerns about the appropriateness of a place at JCG, a meeting with parents will be arranged.

    • 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.  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 (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 ‘Year 5 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 have the option to transfer to Victoria College Preparatory School (“VCP”) and the girls automatically 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

    Stage 1: Registration

    The first requirement for admission is to complete a registration form for your child A non-refundable registration fee of £75 is payable with the completed registration form. Registration forms can be found on the website www.jcp.sch.je

    Completed registration forms must only be sent to JCP within the registration timeframe indicated below:

    Registration Deadline” as detailed below.

    Birth Date Reception Entry Year Start Date for applications Deadline for Applications
    1 Sept 2015- 31 August 2016 2020 1 Jan 2018 30 Sept 2018
    1 Sept 2016- 31 August 2017 2021 1 Jan 2019 30 Sept 2019
    1 Sept 2017- 31 August 2018 2022 1 Jan 2020 30 Sept 2020
    1 Sept 2018- 31 August 2019 2023 1 Jan 2021 15 Sept 2021

    Please note that applications for registration after the deadline date will not be accepted. 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.

    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/November following the Registration deadline. Once an offer of a place is given, a non-refundable deposit of £400 is required to secure a place at JCP.  This deposit will subsequently be offset against the first term's fees or forfeited if the child does not start at JCP. The school fees for JCP are set annually by the Governing Body.

    Sibling Priority

    It is the responsibility of the registering parent (s) to inform JCP in writing (be email or letter) of any eligible sibling priority prior to registration deadline.

    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.

    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 temporarily closed after the Reception Registration Deadline for all children. The waiting lists are kept until the children in that year reach December in Year 2.

    Any subsequent applications will be placed on a waiting list.

    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. If a place is offered and not taken up by parents at that point in time, the child’s place will be withdrawn from the waiting list.


    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, the boys have the option to transfer to Victoria College Preparatory School (“VCP”) and the girls automatically transfer to Key Stage Two at JCP

    • 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 math’s. Students are expected to be achieving age related expectation or above. Registration for this process is advertised in the local press; the school website and social media 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 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 only be able to appeal with regard to a failure to follow procedure as 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

    Privacy Policy

    1. This Admissions Policy, details of current fees and application forms are available on this website.

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


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.

Child Protection Policy

Jersey College for Girls

Child Protection Policy


Authors: Emma Silvestri-Fox

Date: October 2018

To be reviewed: October 2019

College Aims

  • To provide a safe learning environment for all our students.
  • To identify students who are suffering or are likely to suffer significant harm and take appropriate action with the aim of making sure they are kept safe at home and at school.

All students should have the opportunity to excel in their learning and achievement. Outcomes that are key to students’ wellbeing are to:

  • Be healthy
  • Be safe
  • Achieve
  • Grow in a stimulating and nurturing environment
  • Be responsible and respected
  • Have a voice and be heard
  • Move confidently into adulthood
  • Have confidence, dignity and self-respect

To achieve these aims our policies, systems and procedures are designed to:

  • Promote safe practice.
  • Identify instances in which there are grounds for concern about a child’s welfare and initiate/take appropriate action to keep them safe.
  • Prevent unsuitable people working with our students.
  • Contribute to effective partnership working between all those involved with providing services for children and young people.

‘All staff working with children and young people are uniquely placed, as responsible adults outside a child’s family home, to be able to detect signs of child abuse. They have a positive role in child protection, being able to observe outward signs of abuse, changes of behaviour or failure to develop, because of their day-to-day contact with children. In addition, they are in a particularly good position to further the personal and social development of children and young people’.                                                                                 (Education Child Protection Policy 2009)

Underpinning principles taken from ED CP policy

  • The United Nations Convention on the Rights of the Child states that: the welfare of the child is paramount.
  • It is the responsibility of all adults to have a child-centred approach to safeguard and promote the welfare of all children and young people.

(Education Child Protection Policy 2016)

 At JCG we are working in partnership with States of Jersey Police and Children’s Services to identify and provide appropriate support to pupils who have experienced domestic violence/abuse in their household. This scheme is called Operation Encompass in the UK with Jersey developing a Domestic Abuse Protocol to mirror good practice.

In order to achieve this, the Jersey Multi-agency Safeguarding Hub (MASH) will share with the Designated Safeguarding Lead(s) in school police information of all domestic incidents where one of our pupils has been present. On receipt of any information, the Designated Safeguarding Lead will decide on the appropriate support the child requires. We record this information and store it securely.

Systems and Procedures

    1. Staff have a responsibility to familiarise themselves with the guidelines determined by Education. This is available as part of the Education Child Protection Policy located digitally here.
    2. Following our reporting procedure, it is essential that any information or concerns regarding Child Protection is communicated to the Designated Safeguarding Lead or the Principal. A referral form is available to facilitate this.  (Please see Appendix 2 Internal Referral Form.)
    3. Following our procedures for dealing with disclosure, when a student discloses information, members of staff must:
      • Ask open questions, not leading ones, to ascertain as much information as they need.
      • Tell students that they will keep them informed, but not make any promise offering confidentiality to the student.
      • Speak to the Safeguarding Lead or other designated person (See Appendix 4 – Emergency Contact List)
      • Log their conversation as soon after the event as possible and ensure that words used are recorded as accurately as possible.  (See Appendix 2 Internal Referral Form)
      • Provide a signed, dated copy of their disclosure to the designated Safeguarding Lead or other designated person. (See Appendix 3 Dealing with disclosure and confidentiality)
      • In the event of a serious disclosure where you may have concerns over the immediate safety of a child or student, refer immediately to Emergency Contact List (see Appendix 4).
    4. Staff should be aware of online safety procedures and positively communicate the importance of maintaining e-safety in the use of technology and the Internet.  (See Appendix 8 regarding online safety)
    5. Staff should be mindful of the Staff Guidelines for safe practice. (See Appendix 5 Staff Guidelines)
    6. Ensure Education Recruiting Procedures and policy for DBS checks are followed.

Child Protection Training

All new staff will be given guidelines and procedures during their induction period.  New staff will access one day Foundation Level CP training as soon as possible, organised centrally by the Education Department.

A rolling programme of child protection training aims to train all staff, volunteers and members of the governing body to Foundation level and provide a cycle of refresher training sessions.  Staff will complete an annual online refresher, coordinated by the Education Department. Certificates to be printed and forwarded to Designated Safeguarding Lead as proof of completion.

Heads of Key Stage will access training at minimum of Level 2.

NQTs will receive training from Education as part of their induction programme.

Where appropriate, individual staff may access further relevant training.

Students should be encouraged to take responsibility for:

  • Caring and supporting each other.
  • Communicating problems or concerns with a parent or member of staff.
  • Using the Internet safely and adhering to the ‘Acceptable Use Policy’ which they sign when they join the College.

All staff have responsibility for:

  • The safety and well-being of the students in their care.
  • Reading the guidelines in this policy and signing the form in appendix 6 to confirm that they have read the contents.
  • Taking a positive role in child protection by observing outward signs of abuse, changes in behaviour or learning difficulties through day-to-day interactions with students.
  • Following the correct procedures should a student disclose any harm, abuse or neglect.
  • Being sensitive and enabling privacy.
  • Reporting any concerns to the Safeguarding Lead.
  • Participating in appropriate training when requested.
  • Keeping themselves informed of current child protection policies and procedures.

The Designated Safeguarding Lead has responsibility for:

  • Sharing and evaluating concerns held by staff so that appropriate action to safeguard the welfare of students can be taken.
  • Managing and actioning child protection systems and procedures in line with Education’s Child Protection Policy and Guidance.
  • Supporting students who may be the subject of any child protection concerns or procedures.
  • Liaising with and supporting staff who are working with students who may be the subject of any Child Protection concerns or procedures.
  • Liaising with the Principal.
  • Liaising with external agencies.
  • Attending Child Protection conferences and strategy meetings or delegating attendance at these.
  • Allocating staff to the appropriate training.
  • Completing relevant courses at level 2 and 3 of the Child Protection Training Programme and having refresher training every 3 years.
  • Developing the College Child Protection Policy, reviewing and refining systems and structures.
  • Maintaining confidential records of meetings related to child protection procedures.
  • Attending Governors’ Safeguarding sub-committee meetings and reporting on Child Protection matters at the meetings, whilst maintaining anonymity and confidentiality.
  • Maintaining the profile of safeguarding students throughout the College.

SLT has responsibility for:

  • Ensuring that a member of the team assumes the responsibility of the Safeguarding Lead should they and the Principal be absent.

The Principal has responsibility for:

  • Overseeing the application of the Child Protection Policy by the Safeguarding Lead.
  • Supporting the Safeguarding Lead as appropriate.
  • Deputising for the Safeguarding Lead if s/he is not available.
  • Completing relevant courses at level 2 and 3 of the Child Protection Training Programme and having refresher training every 3 years.

Relationship to other policies

  1. External Policies and other useful documents:
  1. Internal Policies:
  • Safeguarding
  • Health and Safety
  • Individual Student Needs/SEN Policies and Procedures
  • Online safety (within Child Protection Policy)
  • Improving Behaviour Policy/Counter Bullying policy


Appendix 1    Threshold Criteria & Assessment Grids

Appendix 2    Internal Referral Form

Appendix 3    Dealing with Disclosure and Confidentiality

Appendix 4    Emergency Contact List

Appendix 5    Staff Guidelines

Appendix 6    Police Involvement in Schools Procedure

Appendix 7    Domestic Abuse Notification Protocol (extract)

Appendix 8    Online Safety Policy

Appendix 1 - The Assessment Framework (ED Child Protection Policy June 2016)      

The Assessment Framework will assist professionals in identifying those children with extra needs and enable them to make appropriate referrals to agencies on behalf of the child. Where possible this should be completed in consultation and partnership with the parent, carer and/or young person according to their capacity.

Appendix 3 - Dealing with Disclosure and Confidentiality

An allegation by a child or young person that they have been sexually, physically or emotionally abused must be listened to, taken seriously and heard in private. On no account should suggestions be made to children as to alternative explanations for their worries. A written, dated record should be made of the allegations as soon as practicable (certainly within 24 hours) and signed by the member of staff to whom the allegation was made, however this should in no way impede the need for immediate action, if a serious disclosure is made where that child or student may be in immediate danger. Members of staff should make it clear to children or young people who approach them asking for complete confidentiality that members of staff would be bound to pass on the information if the child/young person has suffered abuse or is at risk. Staff should take any further steps as may be necessary to ensure that the child is protected and refer the matter to their Safeguarding Lead or other designated person (See Appendix 4 – Emergency Contact List)

Supporting Principles


  • Listen to the student
  • Take what they say seriously


  • That the student has done the right thing talking about their worries
  • That only those people who need to know will be told, avoid promises of confidentiality
  • That the student will be involved in/ know what happens next


  • Elicit just as much information as you need in order to ascertain that there is a child protection issue which needs following up
  • Avoid leading questions, ask only open questions like: “is there anything else you would like to tell me?”
  • Feel confident to ask the student and parents (where appropriate) questions to find out the facts, whilst avoiding leading questions
  • Explain what you have to do next and to whom you have to talk (Safeguarding Lead)

Report and Record

  • Inform Safeguarding Lead or Principal
  • Log your conversation or observation using Internal Referral Form.  Report as soon after the event as possible. Ensure that the words used in the report are as accurate as possible.
  • Be objective in your recording, rather than making assumptions or interpretations
  • All reports will be securely stored
  • Agreement will be reached about the action to be taken and communicated to all concerned
  • Reports will be reviewed on an individual basis by the Safeguarding Lead / Principal/ Headteacher liaising between Prep and Senior School as appropriate
  • In the event of a serious disclosure where you may have concerns over the immediate safety of a child or student, refer immediately to Emergency Contact List (see Appendix 4).

Appendix 4 - Emergency Contact List

In the event of a serious disclosure from a child, the following is a list of people or agencies who must be contacted immediately regardless of meetings, etc. The immediate safety of a child or student is always our priority.

Name Position Contact numbers
Emma Silvestri-Fox Designated Safeguarding Lead Ext  216 516216 07797 818030
Carl Howarth Principal Ext  204 516204 07797 922662
Peter Marett Assistant Head Ext  261 516261 07797 745490
Toni Rollo Vice Principal Ext  214 516214 07797 788724
Andrew McGarva Assistant Head Ext  215 516215 07920 290642
Ruth Lea Assistant Head Ext 268 516268 07829 738340

If none of the above can be contacted

Contact the Multi Agency Strategy Hub (MASH) – 449213 - Words to the effect of …“As the result of a serious disclosure from a child at our school, we have concerns about that child’s safety.”

  • State how the child says they have been hurt / are at risk
  • State who the child said did it.
  • Assist with any other questions you can

If MASH cannot be contacted directly

(If you get the answerphone – state that you will be phoning the Police)

States of Jersey PoliceChild Protection Unit – 612612 or 999

Appendix 5 - Staff Guidelines

Staff Awareness

Staff have a duty to deal with any child protection issue that may arise and also to avoid any activity that may reasonably raise concerns as to their propriety. Examples might include students drinking alcohol with staff, being invited to their homes or allowing access to inappropriate materials or internet sites. Any member of staff who is aware of such activities should report them to a senior colleague or the child protection coordinator.

Any individual contact with students out of education settings should only be done with the prior knowledge of parents and senior colleagues. Staff should make every effort to avoid being in a situation where they are alone with a student in an isolated area, talking with a student in a closed room without others being aware of or being on their own with a student in a car or minibus.

Sexual harassment: This includes gender related comments about a student’s physical attributes; unwelcome or gratuitous physical contact; suggestive or offensive remarks or innuendos about students of a specific sex; propositions of physical intimacy; gender related verbal abuse; threats or taunting; bragging about sexual prowess; requests for dates or sexual favours; offensive jokes or comments of a sexual nature about a student; displays of sexually offensive pictures, graffiti or other materials; highly personal questions or discussions about sexual activities; rough and vulgar humour or language related to gender; repeated “compliments” regarding a student’s appearance, hair and clothes.

Inappropriate relationships: In common law, a member of staff is held to a higher standard of conduct than many other members of society. A member of staff’s sexual relationship with a student is regarded as professional misconduct. Any such relationship or conduct directed at establishing a relationship are prohibited.  Activities such as sending intimate letters or e-mails from a member of staff to a student, personal telephone calls, suggestive comments and dating are unacceptable. Staff receiving inappropriate communication from students should report the matter to a senior colleague who will investigate and deal with it appropriately.

Physical Restraint

Physical restraint of students is part of a range of strategies available to manage challenging behaviour and to protect the safety of children. The Education Restraint Policy is included in the Special Educational Needs Policy. A link to this policy can be found in the ‘Relationship to other Policies’ section of this document.

Restraint should only be used as a last resort after other strategies included in the school’s behaviour policy. Physical restraint always carries a risk that the child or staff may be damaged, physically or emotionally. Inappropriate or excessive use of restraint can lead to an allegation of assault.

Physical Contact and Intervention

Do Don’t
Have another person present Use restraint in anger
Defuse the situation – ‘talking down’ Adopt a threatening stance
Use physical restraint as a last resort Be confrontational
Be aware of gender and cultural issues Restrain by tying or binding
Use MINIMUM amount of reasonable force Search a student without appropriate advice
Continually offer the child the opportunity to regain self-control Hit or shake a student, pull hair, hold arms behind back or squeeze excessively
Ensure a written report is compiled following the use of any restraint  
Inform Safeguarding Lead after the incident  

Photography, Videos and Other Creative Arts

Many activities involve recording images. These may be undertaken as part of the curriculum, extra school activities, for publicity and to celebrate achievement. Staff need to be aware of the potential for these occasions to be misused for pornographic or “grooming” purposes. Careful consideration should be given as to how these activities are organised and undertaken. Using images of children for publicity purposes will require the consent of parents. Images should not be displayed on websites, in publications or in a public place without such consent. When using a photograph for publicity purposes the following guidance should be followed:

  • If the photograph is used avoid naming the child
  • If the pupil is named avoid using their photograph
  • Schools should establish whether the image will be retained for further use
  • Images should be securely stored and used only by those authorised to do so

Further advice is available in the Education ‘Policy and Guidance on Use of Images: photographs, videos, CCTV and web cams.’

E-Safety - Internet Use

The College has a clear procedure regarding access to and the use of the Internet and have regard to Education guidance.  Staff should also refer to the schools’ e-safety policy, including the Acceptable Use Agreement (AUA).

Under no circumstance should staff in Education settings access inappropriate images. Accessing child pornography or indecent images of children on the Internet and making, storing or disseminating such material is illegal.

Using Education equipment to access inappropriate or indecent material, including adult pornography, is unacceptable.

Education advises staff to exercise caution when communicating with children and young people using the Internet or mobile technology. Staff should only use official Education email accounts to talk to students online so that any communication is logged. It may be appropriate to set up a site to communicate in some circumstances, for example, to arrange sporting fixtures or for a particular curricular activity but staff should ensure their line manager or SLT is aware of this and that it is shared with other staff.

Staff should also only communicate on school matters as personal communication could be considered to be inappropriate.

Students might try to include staff in their ‘friends’ list on their online social network or get hold of a personal email address or mobile number. Staff should be cautious about this as there are inherent risks in staff using such sites to communicate with students in respect of the potential overlap between their personal and professional lives.

Appendix 6 - Police Involvement in Schools Procedure

The Education Department has a policy on Police Involvement in Schools.

A copy of the full policy is available at the link in the ‘Relationship to other policies’ section of this document.  Please see below a summary of key points:

Contacting the Police

Should an event occur which requires Police involvement, then please speak to a Senior Manager at school. The Senior Manager will decide whether the police should be contacted.

The Senior Manager will

In an EMERGENCY dial 999

For an incident which is not an emergency –dial 612612

Schools are encouraged to deal with minor incidents internally, using the Improving Behaviour Policy.

If an incident is deemed serious enough to contact the police, then all interviews with those suspected of being involved in the crime must stop until the Police arrive

Receiving a call from the Police/Social Services

General phone calls - When anyone calls and speaks to any member of JCG staff, saying that they are from the Police or Social Services


  • Ask a caller who they are and what agency they are from and take their telephone number. Tell them that someone will get back to them asap.
  • Tell a member of SLT about the call immediately, so that they get back in touch with the police/agency asap.
  • If in doubt what to do, do not speak to the person, just say that you will inform the person who is the best person to help them with their request.


  • Give out any details about a student unless you know that the person is their parent/carer.
  • Say whether a student is in school or give any personal details over the phone. The Police are required to produce a Data Protection request form, which they will show a member of the SLT, before we are obliged to give out any information or details about students.
  • Speak to anyone other than the parent of the child. If you are unsure they are the parent, then ask for their number and call them back later, after checking their telephone number on SIMS.

Appendix 7 - Domestic Abuse Notification Protocol (extract)

  1. Introduction 

This protocol sets out a joint-agency procedure to provide, by early intervention, appropriate support for children and young people who have experienced domestic abuse in their household.

Child/young person in this document refers to any child under the age of 18 years.

What is domestic abuse?

This definition was provided by the UK Home Office and was adopted in Jersey on 1st January 2013.

Any incident or pattern of incident of controlling, coercive or threatening behaviour, violence or abuse between those aged 16 or over who are or have been intimate partners or family members regardless of gender or sexuality. This can encompass, but is not limited to, the following types of abuse:

  • psychological
  • physical
  • sexual
  • financial
  • emotional
  • Controlling behaviour includes a range of acts designed to make a person subordinate and/or dependent by isolating them from sources of support, exploiting their resources and capacities for personal gain, depriving them of the means needed for independence, resistance and escape and regulating their everyday behaviour.
  • Coercive behaviour includes an act or a pattern of acts of assault, threats, humiliation and intimidation or other abuse that is used to harm, punish, or frighten their victim. 

Domestic Abuse is a safeguarding children issue: statistics show that the States of Jersey Police [SOJP] attend between 900 – 1100 domestic incidents a year and that around 45% of these involve children within the household or linked to the involved parents. It therefore follows that a number of these children will be ill-prepared to deal with school either the following day or on a Monday morning.

Witnessing domestic abuse is distressing for a child, who can often see the abuse, hear it from another room, see a parent’s injuries or distress afterwards or be physically hurt trying to stop the abuse.

The emotional responses of children who witness domestic abuse may include fear, guilt, shame, sleep disturbances, sadness, depression, and anger.

Research tells us that domestic abuse may have a long term psychological and emotional impact on children.

This protocol supports the implementation of working partnerships between the SOJP and the Education Department, in this case the Education MASH researcher. The protocol sets out how information will be shared between the SOJP and the Education MASH researcher who has links with every school in Jersey.

With an ethos based on ‘safeguarding children and promoting the welfare of children’, the SOJP will inform the Education MASH researcher about any domestic abuse incidents where a child has been present to allow the school to take appropriate steps to support the child during what could be an emotionally difficult day and ensure support as needed continues.

Schools can then ensure support mechanisms are in place for the child. In its simplest form, given some leeway, comfort and support. This makes a huge difference to children. It also allows children the opportunity to talk about their experience in the knowledge that a safe adult in school understands what is happening in their lives.

It is felt that the numbers of incidents can be managed through existing information sharing protocols, in this case from PPU to Education MASH researcher. The Education MASH researcher will then be expected to share information with relevant schools.

The information shared will only be what is required to safeguard the child or, and would include:

  • Date and time of incident
  • Brief circumstances
  • Police action if appropriate
  1. Aims

This Protocol does not replace or supersede existing protocols, or singularly address child welfare. The Protocol should always be followed in conjunction with the current safeguarding procedures and practitioner’s guidelines found here  and is in place to ensure the child’s welfare is safeguarded and promoted.

By sharing this information, children who are experiencing domestic abuse will have access to responsive support after a domestic abuse incident. Schools will receive information when:

  • Police have been called out to a domestic abuse incident
  • The child is present in the household at the time of the incident
  • If the child is not present there is evidence to show that domestic abuse has been occurring in the household where the child resides, for some time
  • The child is attending an Education Department educational setting.

This knowledge, given to the schools by the Education MASH researcher allows the provision of silent or overt support dependent upon the needs and wishes of the child.

  1. Legal Requirements


Professionals can only work together effectively to protect children if there is an exchange of relevant information between them. This has been recognised by the courts in Jersey (see X v Minister for Health and Social Services [2015] JRC252).

Any disclosure of personal information to others must always have regard to the Law. This Protocol sets out the legal position of PPU, Education MASH researcher and schools in relation to exchanging and sharing of information.

Law of Confidentiality

Personal information about individuals held by PPU is subject to the legal duty of confidence, and should not normally be disclosed without the consent of the subject. However, the law permits the disclosure of confidential information where a countervailing public interest can be identified. Such a public interest might relate to the proper administration of justice and to the prevention of wrongdoing. The court in R v Chief Constable of North Wales Police, ex parte Thorpe [1996] QB 396 Lord Bingham CJ considered that where a public body acquires information relating to a member of the public which is not generally available and is potentially damaging, the body ought not to disclose such information save for the purpose of and to the extent necessary for performance of its public duty or enabling some other public body to perform its public duty.

There is a public interest in the safeguarding of children. Both Jersey case law and the Data Protection (Jersey) Law 2005 recognise that it may be necessary for PPU to disclose confidential information to the Education MASH Researcher for the purposes of safeguarding children and young people who have experienced domestic abuse in their household. The information to be disclosed must be both relevant and necessary for the purposes of safeguarding.

It is acknowledged that the law on the disclosure of confidential information is complex. There are restrictions on the sharing of information between the parties under the Data Protection (Jersey) Law 2005 and the Human Rights (Jersey) Law 2000. However, the sharing of information is not necessarily contrary to these Laws.

Data Protection (Jersey) Law 2005

The Data Protection (Jersey) Law 2005 (the 2005 Law) requires that personal information is obtained and processed fairly and lawfully; only disclosed in appropriate circumstances; is accurate, relevant and not held longer than necessary; and is kept securely. The 2005 Law allows for disclosure without the consent of the subject in certain conditions, including for the purposes of the exercise of any functions conferred on any person by or under any enactment.

When disclosing personal information, many of the data protection issues surrounding disclosure can be avoided if the consent of the individual has been sought and obtained. Where consent of the individual is not sought, or is sought but withheld, there can be an exchange of information between the PPU and the Education MASH Researcher where there is an overriding public interest or justification for doing so.

The Data Protection (Sensitive Personal Data) (Jersey) Regulations 2005 contain further conditions for processing Sensitive Personal Data. Given the information to be shared relates to children and young people who have experienced domestic abuse in their household and is for the purpose of providing support to the child or young person, the PPU can share such information for a policing function (Regulation 11).

This means that the exchange of relevant information between PPU and the Education MASH Researcher in this Protocol is not restricted under the 2005 Law because it will nearly always be the case that the overriding public interest in favour of sharing the information will apply.

Children (Jersey) Law 2002

The Children (Jersey) Law 2002 is the law that governs what Jersey authorities adhere to with regards to children. In particular, Article 4 provides that a person who does not have parental responsibility for a particular child but has care of the child may (subject to the provisions of that Law) do what is reasonable in all the circumstances of the case for the purpose of safeguarding or promoting the child’s welfare.  This would include the sharing of information where it is necessary and in the public interest to do so.

European Convention on Human Rights 

The Human Rights (Jersey) Law 2000 gives effect to the rights and freedoms guaranteed under the European Convention on Human Rights. Article 8 protects the right to respect for private and family life, home and correspondence.  Article 8 is a "qualified" right which means that it can be interfered with where it is in the interests of national security, public safety or the economic well-being of the country, for the prevention of disorder or crime, for the protection of health or morals, or for the protection of the rights and freedoms of others.

The court will order disclosure of information where it is necessary for the protection of health or morals, for the protection of the rights and freedoms of others and for the prevention of disorder or crime (Article 8 (2)). Disclosure should be appropriate for the purpose and only to the extent necessary to achieve that purpose.

Information sharing

It is recognised that the handling of such confidential, sensitive information needs to be dealt with in a way that is proportionate and appropriate to the needs of each child or young person. To address this, the Education MASH researcher will only disclose information to ‘Key Adults’ from each school [The Designated Safeguarding Lead, Head Teacher or their Deputy]. The Education MASH researcher will be responsible for recording what information is given to the ‘Key Adults’ and to agreeing the secure storage of such information. Further dissemination within the school must be on a ‘Need to know’ basis.

Whilst consent may not be required good practice dictates that Police Officers ensure that children [age appropriate] and parents/carers are aware that information will be shared with the school and Education MASH researcher and for what purpose. This is with the usual considerations that this will not increase risk to the child or impact on the prevention or detection of crime.

Roles and Responsibilities Police

What will be disclosed?

Details collated with respect to the child will include their name, age, date of birth, home address and school attended. The school will be told the time/date/location of the incident, the parties involved in the incident [including their relationship with the child], and the child’s involvement in the incident.

How will it be disclosed and when?

Information will be disseminated from the Public Protection Unit [PPU] directly to the Education MASH researcher, in the Multi-Agency Safeguarding Hub. The Education MASH researcher will then be responsible for sharing the information once they have confirmed the school attended. A log will be kept by PPU as to what is disclosed and when as will the Education MASH researcher

Incidents occurring on Friday, Saturday or Sunday will be disclosed to the Education MASH researcher on the Monday morning.

There is no planned provision to share information on all incidents with the Education MASH researcher during school holiday periods, as the aim of this protocol is to provide support in the period immediately following the incident. (However significant incidents occurring during the school holidays will be considered for disclosure at the start of term)

A disclosure will be made in respect of all children attending Education Department Schools/Settings.

Education Department’s /School’s Responsibility

It is the responsibility of the Education Department Designated Safeguarding Officer [DSO] to ensure that the ‘Key Adults’ who receive this information are those who are suitably briefed around safeguarding and the handling of such sensitive information.

Any changes to the named ‘Key Adults’ would be managed between the school and the DSO and shared with the Education MASH researcher. Schools should ensure any change of DSL is notified to the Ed. Dept. DSO and both the DSL/ Head teacher and/or their deputy are aware of and able to implement their responsibilities in relation to this protocol. This means ensuring that key administrators/receptionists are aware of the importance and significance of contact from the Education MASH researcher so information can be shared in a timely manner.

Schools must record and retain the information that they receive from the Education MASH researcher and such information will be stored in the same way as child protection records. Schools need to be aware that in the event of any domestic murder or serious case review the documents may be required for disclosure purposes.

Data controllers

The PPU, Education MASH Researcher and the school, which either sends or receives data from the other in pursuance of this Protocol, and that processes that data, or any part of it, for their own purposes is a data controller for their version of the data. Data controllers are responsible for complying with their obligations under the 2005 Law in respect of any personal and sensitive personal data that they process. 

Data Retention

In line with the 5th Principle in Schedule 1 to the 2005 Law data controllers must ensure that all Personal data must not be kept longer than is necessary for the purposes for which they are processed. The PPU, the Education Department and schools agree to review their records retention policies and ensure that appropriate provision is made for the retention and destruction of Personal data obtained as part of this Protocol.

Data Security

In accordance with the 7th principle in Schedule 1 to the 2005 Law, data controllers must take appropriate technical and organisational measures against unauthorized or unlawful processing of personal data and against accidental loss or destruction of, or damage to, Personal data.

There are always data security risks when transferring and managing personal and sensitive personal data. Both the PPU and the Education Department agree to take action to mitigate these risks by adopting appropriate data security practices, including ensuring that they have robust procedures in place to protect against the loss or theft of data received pursuant to this Protocol. 

  1. Schools Responses

Once the school Designated Safeguarding Lead (DSL) receives information from the MASH Education Researcher they will inform relevant school staff so that additional support can be implemented during the school day. For primary school children this is likely to be the class teacher, for secondary school children it may be the form tutor, head of year or relevant subject teachers.

If the child already receives additional support, for example, the Social, Emotional, Mental Health and Inclusion Team (SEMHIT) may already be working with the child and family, the school ELSA and/or school counsellor, they should be informed on ‘a need to know’ basis as such information is likely to influence their approach and assessment of the child.

Being prepared for the unexpected

The child may be unusually upset and emotional, but equally, they may present as withdrawn and ‘not their usual self’. The identified school staff need to observe and monitor. There is a chance the child will disclose to an adult about what has happened, or share further information that raises further concern. Staff need to manage any disclosures in the usual way according to safeguarding children procedures.

For full policy and appendices please see full document at this link:

Q:Student SupportExternal Agency info2018 01 05 DA Notification Protocol.pdf

Appendix 8 - Online Safety Policy


The internet and constantly evolving technology continually changes the way that we all interact with the world.  Whilst advances in technology offer a plethora of excellent opportunities for teaching and learning this technology comes with some potential risks.

Online safety is not purely about technology.  Many of the issues arising from online activity are behavioural and consequently will be managed in the same way as any other inappropriate behaviour.

E-Safety messages such as ‘don’t post personal information online’ are now almost meaningless, as the whole point of social media for many young people is to share personal information.  Also the huge range of online applications now used means that locking information down via privacy settings is almost impossible.

Our key aim with respect to the use of technology is that there is no substitute for a strong established culture of safeguarding within the College, which prioritises the safety of both our students and staff, especially in relation to the use of online apps, social media and wireless technology.


To achieve these aims our policies, systems and procedures are designed to:

  • help students and staff to identify and manage risks when using technology.
  • use filtering and monitoring technologies to prevent students and members of staff from gaining either accidental or deliberate access to unacceptable online content whilst on the College’s premises or using College facilities.
  • encourage students and staff to report anything they encounter online which concerns them.
  • ensure, wherever possible, that students and staff do not engage in inappropriate activities when using technology whilst at school.
  • encourage students and staff to communicate appropriately, for example using only school email addresses to communicate with students.
  • regularly inform students, parents and staff about the latest potential online risks and concerns, also alerting them to related matters that include, online reputation, data protection and identity theft.

Systems and Procedures:


  1. have a responsibility to familiarise themselves with the most up to date Education Online Safety policy and procedures documentation.
  2. are required to sign the JCG Staff Acceptable Use Agreement and the JCG Child Protection Policy
  3. have a responsibility to follow the College Safeguarding reporting procedure and it is essential that any information or concerns regarding eSafety are communicated as soon as is reasonably possible to the Designated Safeguarding Lead. (See College Child Protection Policy)
  4. should be aware of online eSafety procedures and positively communicate the importance of maintaining Digital Safeguarding in the use of technology with their students
  5. should, when using social networking sites for their private use ensure that their privacy settings are appropriate, protecting their online reputation and they should not, for example, befriend students, and also be aware of potential risks associated with befriending ex-students
  6. have a responsibility to ensure that any online information, in either a personal or professional capacity, protects their professional integrity and does not bring their self, the College, the States of Jersey nor the teaching profession into disrepute
  7. should, when selecting websites/ online content for learning, review it to use with students, check their Terms & Conditions with regard to data protection compliance and the minimum age set for the websites to protect children from risk of harm or to comply with legal requirements
  8. should participate in appropriate eSafety  and child protection training when requested
  9. should keep themselves informed of current online eSafety issues
  10. have a responsibility to teach and support students to identify and manage risks associated with online behaviour and reputation
  11. have a responsibility to maintain and keep data secure, ensuring all sensitive data is stored on the Q (sensitive) network drive and is appropriately encrypted
  12. should never allow their network log-in to be used by a student
  13. who wish to use social networking sites for educational purposes must complete an  appropriate risk assessment and have approval from the eSafety officer.

 Online Safety Training for Staff:

  1. All new staff will be given guidelines and procedures during their induction period.
  2. The College will provide appropriate eSafety training.
  3. NQTs will receive training from the Education department as part of their induction programme.
  4. Where appropriate, individual staff may access further relevant training.

The eSafety Officer and the DSL have joint responsibility for:

  1. having a clear understanding of child protection, eSafety and data protection policies and procedures – and be able to determine the applicable policies/ procedures for different situations
  2. acquiring appropriate relevant training regarding new technologies and their impact on Online Safety
  3. attending eSafety / Online Safety conferences and strategy meetings
  4. identifying training needs for the Student Support Team
  5. being the primary point of contact between the College and the Education departments Head of Governance (Mel Pardoe)
  6. planning and delivering student and parent awareness programmes (e.g. information booklets, parent information evenings)
  7. sharing and evaluating concerns held by staff so that appropriate action to safeguard the welfare of students can be taken
  8. ensuring  members of staff are informed about lines of external support that are available to them, such as the Professionals’ Online Safety Helpline (helpline@saferinternet.org.uk) operated by the UK Safer Internet Centre http://www.saferinternet.org.uk/about
  9. monitoring and responding to Lightspeed (filtering) and alerts as appropriate
  10. ensuring eSafety / Online Safety signage and information is visible around the College and is regularly updated
  11. supporting students who may be the subject of any Online Safety concerns and referring to outside agencies if appropriate
  12. liaising with and supporting staff who have concerns about Online Safety
  13. maintaining confidential records of meetings and events relating to Online Safety issues
  14. making use of the 360 degree safe school self-review tools to inform the College Online Safety Policy
  15. maintaining a record of staff who are using social media with their students and ensuring that risk assessments where appropriate are updated for websites and Apps 

All Students should be encouraged to take responsibility for:

  1. their own online eSafety and, together with parents, sign and abide by the student AUA
  2. ensuring that their Online Profile is secure and does not make them vulnerable
  3. respecting personal privacy and keeping their own and other people’s personal information private, including photographs, passwords and any staff mobile phone numbers given out for the purposes of a school trip.
  4. realising that the need to respect each other is equally important online as it is face to face contacts
  5. reporting inappropriate use of technology immediately to a teacher
  6. engaging in lessons on eSafety awareness and Online Safety training
  7. behaving in a healthy and positive manner towards digital technologies and when engaging in online activities

Parents/guardians have responsibility for:

  1. discussing and supporting their child abide by the AUA
  2. discussing the need to be safe online with their child
  3. encouraging their daughters to report any concerns regarding online safety to them or to the school
  4. accessing support systems in school and via the Internet to develop an appropriate awareness of how to protect their child
  5. Contacting the College (eSsafety Co-ordinator or DSL) with any concerns regarding Online Safety
  6. respecting data protection issues when sharing images, videos and text, especially personal information about their child on social media networking sites
  7. respecting school passwords and encouraging their child never to attempt to obtain or to use another child’s or an adult’s password
  8. encouraging their child to read and respect (or to ask for advice or permission as appropriate) the Terms & Conditions of web services, especially with regard to the minimum age that some companies set for their websites in order to protect children from risk of harm or to comply with legal requirements 

The Principal has responsibility for:

  1. overseeing the application of the Online Safety Policy
  2. supporting the eSafety Officer as appropriate.
  3. ensuring that a member of the SLT team assumes the responsibility of the eSafety officer should the DSL or the designated eSafety Officer be absent.

Relationships to other policies

External policies to be found here.

  1. Child Protection ( ED )
  2. Online Safety Policy for Schools and Youth Projects (ED)
  3. Health and Safety (ED)
  4. Data Protection (ED)
  5. Education Department Online Safety Policy

Internal Policies:

To be found at: T drive College network and on the College website

  1. Child Protection
  2. Improving Behaviour Policy
  3. Counter bullying policy

Student Acceptable Use Agreement

Staff Acceptable Use Agreement


Complaints Policy

Jersey College for Girls


Jersey College Preparatory

Complaints Policy


Authors: Carl Howarth

Date: October 2018

To be reviewed: January 2021

Whole College Policy For dealing with Complaints from Parents / Guardians


We welcome suggestions for improving our work in College. Be assured that, no matter what you want to tell us, our support and respect for your child and their work will not be affected in any way. Please tell us of your concern as soon as possible. It is difficult for us to investigate an incident or problem properly if it took place some time ago. We do appreciate the assistance we receive from parents in addressing any problems that arise.

We receive very few complaints. Problems sometimes arise from misunderstandings which are easily addressed. Most concerns and complaints can be sorted out quickly by speaking with your child’s teacher, tutor or Head of Key Stage. When parents and teachers treat each other with mutual respect and support, this provides a very good role model for all our children.

If, having spoken to the teacher/member of staff, you still have concerns; you should see the Vice Principal for JCG or the Head Teacher for JCP. The Vice Principal / Head Teacher, or nominated senior teacher, will investigate the problem and discuss the findings with you so that we can find a way forward together which serves the best interest of both the College and your child. In the unlikely event of the problem remaining unresolved you can put your complaint in writing and, if necessary, could subsequently refer it to the Chair of Governors.

Introduction 1

1.1 Circulation: This policy is addressed to the College Executive Team; to all members of the teaching and support staff; and to parents.

1.2  If assistance is required with making a complaint, for example because of a disability, parents should contact the Vice Principal, JCG or the Head Teacher of JCP, who will be happy to make appropriate arrangements.

1.3 Policy status: The policy has been approved by the Principal and the Governing Body of Jersey College for Girls (the College). It provides guidelines for handling complaints. The policy applies to all sections of the College. Some of the procedures can only be carried out during term time.  It is drafted in accordance with Part 7 of the Education (Independent School Standards) Regulations 2014 (SI 2014/3283) and The Department for Education, States of Jersey, ‘Complaints / Concerns – Dealing with Public Concerns Policy’.

1.4 Application: Separate procedures apply in the event of a child protection issue (see the College’s Safeguarding policy published on the website), or if the Principal / Head Teacher requires the suspension of a student and the parents seek a Governors' Review of that decision (a copy of the Department for Education, States of Jersey, Suspension policy is available on request).

1.5 Parent(s) / You: Includes a current parent or legal guardian of a student currently on roll at the College, and may include a parent whose daughter / son has recently left the College but only if the complaint was initially raised when the student was still on roll at the College.

1.6 Four stages: This policy describes a four stage procedure:

  • Stage 1: informal raising of a complaint notified orally or in writing to a member of staff
  • Stage 2: a formal complaint in writing to the Vice Principal / Head Teacher
  • Stage 3: a reference to the Complaints Panel
  • Stage 4: a reference to the Department for Education, States of Jersey


We aim to resolve any complaints in a timely manner.

Timescales for each stage are set out below in the relevant paragraphs. When we refer to working days, we mean Monday to Friday, when the College is open during term time. The dates of terms are published on the College’s website.

Parents should immediately notify the Principal / Head Teacher to take urgent action if they have a concern about their child’s safety. Any concerns should be confirmed in writing to the Principal, JCG or Head Teacher, JCP.

  1. Policy aim and statement

2.1 Aim: Our College ethos promotes open communication with parents and encourages a continuing dialogue between home and school throughout a student’s education. The aim of this policy is to ensure that a complaint is managed sympathetically, efficiently and at the appropriate level, and resolved as soon as possible. We will try to resolve every complaint in a positive way with the aim of putting right a matter which may have gone wrong and, where necessary, reviewing our systems and procedures in light of the circumstances.

2.2 Policy statement: Any issues which arise are normally dealt with informally through discussion and parents are fully involved in key decisions which affect their child’s career. We publish contact details for student support and academic staff on the College website and further details are available from the College office. We encourage parents to use these channels should an issue arise as we need to know as soon as possible if there is any cause for dissatisfaction or concern. Complaints will always be dealt with in accordance with this policy. Parents and students should never feel (or be made to feel) that a complaint will be taken amiss or will adversely affect a student’s opportunities at this College.

3 Management of complaints

3.1 Complaints co-ordinator: The Vice Principal, JCG, and the Head Teacher, JCP, are responsible for the coordination and administration of the Complaints Procedure. If the Vice Principal, JCG, and the Head Teacher, JCP, are unavailable or are the subject of the complaint, their duties will be carried out by the Principal. If the subject of the complaint is the Principal, their duties will be carried out by the Complaints Panel as outlined in the Stage 3 procedures.

The main responsibilities of the Vice Principal, JCG, and the Head Teacher, JCP, are to:

  • be the first point of contact while the matter remains unresolved and keep records;
  • co-ordinate the complaints procedures in school;
  • arrange assistance for parents who require this, for example, because of a disability;
  • maintain an on-going training programme for all College employees in relation to complaints;
  • monitor the keeping, confidentiality and storage of records in relation to complaints;
  • report regularly to the Principal and Board of Governors with respect to complaints.

4 Stage 1: complaints and difficulties

4.1 We expect that most complaints, where a parent seeks intervention, reconsideration or some other action to be taken, can be resolved informally. Examples might include dissatisfaction about some aspect of teaching or student support, or about allocation of privileges or responsibilities, or about a timetable clash or some other aspect of the College’s systems or equipment, or a billing error. Complaints of discrimination, harassment or victimisation are taken very seriously and may need to be dealt with formally.

4.2 Notification: If appropriate, please raise the complaint initially as follows:

4.2.1 Education issues: if the matter relates to the classroom, the curriculum or special educational needs, parents are asked to speak or write to their child’s form tutor or relevant Head of Department as appropriate. If appropriate, the matter may be referred to the Assistant Head, Curriculum for JCG or the Head Teacher, JCP;

4.2.2 Student Support: for complaints relating to matters outside the classroom, parents are asked to speak or write to their child’s form tutor or Head of Key Stage. If appropriate the matter may be referred to the Assistant Head, Progress and Welfare, JCG or Head Teacher, JCP;

4.2.3 Disciplinary matters: a problem over any disciplinary action taken or a sanction imposed should be raised first of all with the member of staff who imposed it, and, if not resolved, with the Head of Key Stage. If appropriate the matter may be referred to the Vice Principal, JCG, or the Head Teacher, JCP;

4.2.4 Financial matters: a query relating to financial matters should be raised in the first instance with the College’s Finance office. If appropriate, the matter may be referred to the College Bursar.

4.3 Acknowledgement: We will acknowledge a written notification by telephone, e-mail or letter within five working days of receipt during term time. In the holidays the acknowledgement will be made as soon as is practicable and not later than five working days beyond the start of the next term or half term. Depending on the nature of the complaint, the appropriate member of staff will arrange to either speak with the parent over the phone or invite them to a meeting, within ten working days. Following the meeting, the member of staff will contact the parent within 15 working days to see if the matter has been resolved to their satisfaction.  The member of staff will send a record of this informal complaint to the Vice Principal JCG / Head Teacher JCP.

4.4 Unresolved complaints: A complaint which has not been resolved by informal means to the parent's satisfaction within 15 working days should be notified to the College in writing as a formal complaint.  This will be dealt with in accordance with Stage 2 below.

5 Stage 2: formal complaint

5.1 Notification: If a parent is dissatisfied with the response to the complaint under Stage 1 and feels the need to lodge a formal complaint, details should be set out in writing and addressed to the Vice Principal, JCG, or Head Teacher, JCP, stating explicitly the wish to invoke the formal complaints procedure and including full contact details. A formal complaint will be acknowledged by telephone, e-mail or letter within five working days during term time, as soon as is practicable in the holidays and not later than five working days beyond the start of the next term or half term, indicating the action that is being taken and the likely time scale.

5.2 Investigation: We will treat complaints in as confidential a manner as possible. Discussions of the case will be limited to the Vice Principal / Head Teacher, those that need to be consulted and a senior member of staff may be asked to act as Investigator and / or may involve one or more Governors. The Vice Principal / Head Teacher and/or Investigator[s] may request additional information from parents and will probably wish to speak to parents personally and to others who have knowledge of the circumstances. The outcome of the investigation will be reviewed by the Principal and come to a decision.  The Vice Principal / Head Teacher will then notify the parents by letter of the decision and the reasons for it. Written records will be kept of all meetings and interviews held in relation to the complaint.

5.3 Outcome: The Vice Principal / Head Teacher’s aim would be to inform any complainant of the outcome of an investigation and the resolution to the complaint within 25 working days from the receipt of the complaint. Please note that any complaint received within one month of the end of term or half term is likely to take longer to resolve due to school holidays and the unavailability of personnel. In these circumstances the resolution will be communicated within 25 working days of the start of the new term or half term.

  1. Stage 3: reference to the Complaints Panel

6.1 We hope that any parent will judge that their complaint has been fully and fairly considered. If a parent is not satisfied, they may request that their complaint be referred to the Complaints Panel. A Complaints Panel (Panel) hearing is a review of the decision taken by the Principal at Stage 2. The Panel is not able to consider any new areas of complaint which have not been previously raised as part of the complaints procedure.

6.2 The role of the Panel: The Panel's task is to establish the facts surrounding the complaints that have been made by considering:

  • the documents provided by both parties and
  • any representations made by the parents and the Principal / Head Teacher.

6.3 After establishing the facts, the Panel will consider whether to uphold the complaint, in whole or in part, or dismiss the complaint. They will make these decisions on the balance of probabilities.

6.4 It is not within the powers of the Panel to make any financial award, nor to impose sanctions on staff, students, or parents. The Panel may make recommendations on these or any other issues to the Principal / Head Teacher or to the full Governing body as appropriate.

6.5 Composition: We will constitute a Complaints Panel of at least three people who were not directly involved in the matters detailed in the complaint comprising College Governor members.  If appropriate we may involve an independent member who is independent of the governance, management and running of the College.

6.6 Notification: To request a hearing before the Complaints Panel parents should write to the Clerk to the Governors within five working days of receipt of the Principal / Head Teacher’s decision. Requests will usually only be considered if the procedures for an informal (Stage 1) and then a formal complaint (Stage 2) have been completed. A copy of all relevant documents and the parents’ full contact details should accompany the letter to the Clerk. The letter should also state all the grounds of the complaint and should include a list of the documents which the parents believe to be in the College’s possession and that they wish the Panel to see. The Clerk will acknowledge the request in writing within five working days. Requests received during half terms or school holidays will be responded to as soon as practicable and in any case within five working days of the start of the new term or half term. If assistance is required, for example, because of a disability, the Clerk will be happy to make appropriate arrangements.

6.7 Convening the Panel: The Clerk to the Governors will convene the Complaints Panel as soon as reasonably practicable and the Panel hearing will take place within fifteen working days of the receipt of the request. However, parents should note that the Panel will not normally sit during half terms or school holidays.

6.8 Notice of hearing: As soon as reasonably practical and in any event, at least seven working days before the hearing, the Clerk will send the parents written notification of the date, time and place of the hearing, together with brief details of the Panel members who will be present.

6.9 Attendance: Parents will be invited to attend the hearing and may be accompanied by one other person such as a relative or friend. The hearing is not legal proceedings and so legal representation is not necessary. Parents should inform the Clerk to the Governors at least five working days prior to the hearing if this person is legally qualified and should note that the Panel will wish to speak to the parents directly and this person will not be permitted to act as an advocate. Copies of additional documents that parents wish the Panel to consider should be sent to the Clerk at least five working days prior to the hearing. The Clerk will circulate a copy of the bundle of documents to be considered by the Complaints Panel to all parties at least three days prior to the hearing.

6.10 Chair: The hearing will be chaired by one member of the Panel (chosen by themselves) and will be conducted in an informal manner.

6.11 Hearing: All statements made at the hearing will be unsworn. All present will be entitled, should they wish to do so, to write their own notes for reference purposes. The Clerk will be asked to take a minute of the proceedings.

6.12 Evidence: The Chair of the Panel will conduct the hearing in such a way as to ensure that all those present have the opportunity of asking questions and making comments in an appropriate manner. The hearing is not a legal proceeding and the Panel shall be under no obligation to hear oral evidence from witnesses but may do so and / or may take written statements into account.

6.13 Conduct: All those attending the hearing are expected to show courtesy, restraint and good manners or, after due warning, the hearing may be adjourned or terminated at the discretion of the Chair. If terminated, the original decision will stand. Any person who is dissatisfied with any aspect of the way the hearing is conducted must say so before the proceedings go any further and his / her comment will be minuted.

6.14 Adjournment: The Chair may, at his / her discretion, adjourn the hearing for further investigation of any relevant issue. This may include an adjournment to take legal advice.

6.15 Decision: After due consideration of the matters discussed at the hearing, the Panel shall reach a decision unless there is an agreed position. The Panel's decision, findings and any recommendations shall be confirmed in writing to the complainant and where relevant the person complained about within seven working days of the hearing. The decisions, findings and any recommendations will be made available for inspection on the College premises by the Governing Body and the Principal. Reasons for the decision will be given. The decision may include recommendations that will be sent to the parents, the Chairman of the Governing Body, the Principal and, where relevant, any person about whom the complaint has been made.

6.16 Private proceeding: A hearing before the Complaints Panel is a private proceeding. No notes or other records or oral statements about any matter discussed in or arising from the proceeding shall be made available directly or indirectly to the press or other media.

6.17 The completion of Stage 3 represents the conclusion of the College's complaints procedure.

  1. Stage 4: Beyond the Governing Body

7.1 Complaints can be taken to the Department for Education on the grounds that a Governing Body is acting or proposing to act unreasonably or has failed to discharge its duties.

  1. Record keeping

8.1 A written record will be kept of all informal and formal complaints, of the action taken and of whether they are resolved at stage 2 or proceed to a panel hearing.

8.2 The number of complaints registered under the Stage 2 Formal complaint procedure during the preceding school year are published in the Annual Governors’ Report.

8.3 Correspondence, statements and records relating to individual complaints will be kept confidential except where the States of Jersey or a body conducting an inspection requests access to them.

8.4 In accordance with data protection principles, details of individual complaints will be kept only for as long as is considered to be reasonably necessary in the circumstances.

Availability of this policy

A copy of this policy may be downloaded from our website (jcg.sch.je) or is available on request from the College office, Jersey College for Girls, Mont Millais, St. Saviour, Jersey, JE2 7YB (tel: 01534 516200).

This policy can be made available in large print or other accessible format if required.

Disability Policy

Jersey College for Girls

Disability Policy

Author: Caroline David
Date: October 2018
Agreed by Staff: October 2018
To be reviewed: October 2020


JCG’s vision states that we aim to nurture students who will enjoy life to the full, value their friendships and achieve balance in their lives. Furthermore, we aim that students leave us with an excellent record of achievement. A student with a disability at JCG should have equal access to achieving this vision. JCG’s vision for a member of staff states that our staff should enjoy working in the exciting, vibrant JCG community, where colleagues and students possess a strong sense of belonging and we seek to ensure that a person with disability should have equal access to working in our community.


A person has a disability if they have physical or mental impairment that has substantial long term adverse effects on their ability to carry out every day activities. (Equality Act 2010 UK).

This person may have ‘limitations going beyond the normal differences in ability which may exist among people’.

‘Substantial’ means ‘more than minor or trivial’. Substantial adverse effects can be determined by looking at the effects on a person with the impairment, comparing those to a person without the impairment, to judge the difference between he two is more than minor or trivial.

‘Long term’ means the impairment has existed for at least 12 months, or is likely to do so.

Study and education is included in ‘every day activities’.

Factors that might reasonably be expected to have a substantial adverse effect include:

  • Persistent and significant difficulty in reading and understanding written material where this is in the person’s native language, for example because of a mental impairment, a learning difficulty or a sensory or multi-sensory impairment
  • Persistent distractibility or difficulty concentrating
  • Difficulty understanding or following simple verbal instructions
  • Physical impairment – for example, difficulty operating a computer because of physical restrictions in using a keyboard

(Adjustments for candidates with disabilities and learning difficulties, JCQ, 2018-2019)


  • To promote equal opportunities for all people with disabilities.
  • To eliminate discrimination and harassment related to disability.
  • To adhere to the States of Jersey Equality and Diversity Policy (April 2015).
  • To comply with The Education (Jersey) Law 1999.
  • To promote an ethos of positive attitudes towards people with a disability.
  • To encourage full participation, wherever possible, for students and adults with disabilities in the life of the College.
  • To take steps to meet the needs of people with disabilities.
  • To make reasonable adjustments to ensure that a student or member of staff with disabilities is not placed at a disadvantage.
  • To anticipate the needs of a student or member of staff with disabilities.
  • To scrutinise the methods of assessment used in the College and their impact on students with a disability.
  • To provide advice and guidance to staff and students regarding the implementation of this policy.
  • To endeavour to remove physical barriers so the College is accessible to people with disabilities.


Students should be encouraged to take responsibility for:

  • Informing a teacher should they have a disability to declare
  • Working with College staff and students in order to help meet the needs of people with a disability
  • Liaising with College staff to seek ways to accommodate their needs (should they have a disability)
  • Involving themselves with the implementation and review of the disability policy

Parents have responsibility for:

  • Informing the College if their daughter has a disability or they believe this might be the case and liaising with the College about how the student’s needs can be met
  • Supporting the College in promoting an inclusive and supportive attitude towards all people with a disability
  • Attending meetings to discuss the needs of their daughter should she have a disability
  • Informing the College should they have a disability which affects their access, as a parent, to College life

All staff have responsibility for:

  • Raising awareness of disability amongst all staff, students and visitors in the College
  • Encouraging any adults or students with a disability to seek appropriate assistance to be able to participate fully in the life of the College
  • Encouraging all to respond positively to the diversity and richness that people with disability can bring to the College community
  • Seeking the advice of the ENCO should they have any concerns about a student with a disability in the College
  • Respecting confidentiality should a student or adult disclose information about their disability, only communicating information without an individual’s permission should it be considered essential to prevent that person being at risk (refer to Child Protection Policy)

Class teachers have responsibility for:

  • Making reasonable adjustments in the form of teaching strategies, alternative assessments and support assistance for students with disabilities in all aspects of the curriculum
  • Ensuring they seek appropriate materials, equipment and facilities to meet the requirements of a student with a disability

Heads of Department have responsibility for:

  • Ensuring class teachers have the appropriate materials, equipment and facilities to meet the requirements of a student with a disability

Heads of School have responsibility for:

  • Liaising with feeder schools in order to ascertain if any students with disabilities are coming to the College
  • Liaising with the ENCO to ensure that the needs of a student with a disability are being met both academically and socially within the College

Facilities Manager has responsibility for:

  • Ensuring that the College campus is maintained and that it remains accessible to people with disabilities
  • Working with colleagues to overcome any physical obstacles that might prevent a person with a disability accessing aspects of College Life.

Examinations Officer has responsibility for:

  • Liaising with the ENCO to ensure that applications for reasonable adjustments are made to examinations boards in a timely manner
  • Making reasonable adjustments to the conduct of assessments for a disabled candidate
  • Ensuring that, where necessary to meet student accessibility needs, exam rooms are on the ground floor and are appropriately set up to comply with exam regulations. ​

ENCO has responsibility for:

  • Providing advice and guidance to colleagues on how to assist any student with a disability to access all aspects of life in the College, including the curriculum and assessment.
  • Holding a register of students with disability so that their needs can be met and their academic and social progress can be closely monitored
  • Gathering evidence on the needs of a student with a disability and giving evidence to show their normal way of working
  • Seeking permission should it be decided to disclose information about a person’s disability (for example to the examination board)
  • Liaising with external agencies to seek specialist advice in order to best support any students with a disability
  • Completing relevant documentation for a student with a disability who needs access arrangements in an examination
  • Liaising with the Examinations Officer regarding the needs of a student with a disability in assessments to ensure applications to examination boards are made for reasonable adjustments
  • Liaising with families to support and ensure provision to cater for the needs of a student with disabilities
  • Providing regular training to teaching and support staff on how to help each child to reach their maximum potential and gain as full access as possible to the curriculum and facilities in the College

Assistant Headteacher (Staffing) has responsibility for:

  • Ensuring that our recruitment process does not discriminate against adults with a disability and thus making appointments based on qualifications, experience and skills of the applicant, regardless of disability
  • Ensuring that any candidates with disabilities will have their additional needs met wherever possible and practical when called for interview
  • Organising adjustments in the working environment to meet the needs of a member of staff with a disability
  • Maintaining records of any members of staff with a disability to ensure that their needs are met

Principal has responsibility for:

  • Overseeing the application of the disability policy
  • Ensuring that the monitoring and evaluation of this policy is a continuous process carried out by all members of staff
  • Ensuring students are considered for a place at the College, regardless of disability, if they fulfil the criteria outlined in the Admissions Policy.

Relationship to other policies/guidance

  • ISN Policy
  • Education’s Policy, Guidance on Improving Behaviour and reducing exclusion
  • The College and Education’s Counter-Bullying Policies
  • Health and Safety Policy
  • Assessment/Tracking Policy
  • Examinations Policy
  • Safeguarding Policy
  • Admissions 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



  • 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.


  • 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;



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.

Improving Behaviour Policy

Jersey College for Girls

Improving Behaviour Policy


Authors: Emma Silvestri-Fox

Date: November 2018

To be reviewed: September 2020


JCG’s vision states that we aim to nurture students to be well mannered, thoughtful, open-minded and have a positive impact on their community and the world.

We expect all students to behave well at all times and uphold the values of the College. Where behaviour falls short, we aim to act quickly to support the student in addressing the issue.

The purpose of this policy is to support the values of the College and to set out clear guidelines about how we can support and improve learning, by rewarding students for hard work and good behaviour and also when required by sanctioning students for inappropriate behaviour.


  • To support the development of a calm environment in which focused learning takes place during lessons and students behave in a respectful and polite manner when in all areas of the College.
  • To encourage mutual respect between staff and students and to promote the ethos of the College.
  • To give clear policy and guidelines for praising good behaviour and dealing with inappropriate behaviour.
  • To ensure that staff are aware of their role regarding behaviour and provide appropriate support and training


Students should be encouraged to take responsibility for:

  • Behaving in a respectful manner to others and their belongings at all times
  • Signing the home/school agreement
  • Striving to attain a Learner Profile score of 1 in all subjects by the time they leave JCG (see Appendix 7)

Parents have responsibility for:

  • Supporting the College in its aims to promote good behaviour which helps learning
  • Signing the home/school agreement
  • Attending meetings which may be called should there be any concerns regarding behaviour
  • Parents have a responsibility to inform the College at the earliest opportunity of any concerns they have
  • Attending the College promptly should a serious incident take place
  • Contributing to and supporting any action plans which may be put in place
  • Monitoring and supporting their daughter’s progress should action be taken
  • Discussing the Learner Profile score with their daughter and encouraging her to improve

All staff have responsibility for:

  • Acting as a positive role model to students
  • Rewarding good behaviour appropriately (see suggestions for rewards in Appendix 1 & 2)
  • Challenging behaviour which is not acceptable, using sanctions as appropriate (see suggestions for sanctions in Appendix 3)
  • Assessing the severity/frequency of unacceptable behaviour and deciding whether to refer the matter to an appropriate colleague
  • Referring to guidance, procedures and strategies in related documents (see relationship to other policies/guidance)
  • Talking to each other about how to praise good behaviour and challenge unacceptable behaviour

Class teachers have responsibility for:

  • Using rewards (see Appendix 1 & 2) to recognise success and effort in their lessons
  • Using Learner Profiles effectively to highlight concerns or praise as appropriate in order to promote effortful learning
  • Ensuring learning is well planned, engaging and challenging for all students, so that students are motivated to learn in the lessons
  • Challenging unacceptable behaviour in their lessons and using sanctions (see Appendix 3 & 6) as appropriate in order to encourage improved behaviour
  • Recording behaviour related incidents on SIMS using behaviour events (see Appendix 8)
  • Assessing the severity/frequency of behaviour issues and referring their concerns to HoD /HoF should they feel that additional support would be beneficial
  • Discussing the Learner Profile score with students and suggesting strategies on how to improve

Tutors have responsibility for:

  • Using rewards (See Appendix 1 & 2) to recognise overall success and effort of students in their tutor groups, not only within the College but beyond
  • Promoting good behaviour during tutor time, delivering engaging tutor sessions following the tutorial programme
  • Ensuring attendance at tutor time, House or assemblies and challenging unacceptable behaviour by using appropriate sanctions (see Appendix 3 & 6)
  • Acting as a first point of contact for students, parents and colleagues should there be concerns regarding the behaviour of any students in their tutor group
  • Recording incidents and communication with parents as required (SIMS)
  • Communicating successes to the HoS (Head of School) in order for students to be praised appropriately
  • Referring concerns to the HoS if the behaviour issues cannot be dealt with effectively by the tutor
  • Discussing the Learner Profile score with students and suggesting strategies on how to improve

Heads of Department have responsibility for:

  • Encouraging the use of rewards within their department
  • Having a department policy on the use of rewards, particularly achievement marks
  • Having a department policy on sanctions to use within their department area
  • Supporting subject teachers should they have any concerns regarding behaviour in their classrooms
  • Applying sanctions to support the subject teacher
  • Referring concerns to the appropriate tutor and HoS if the situation is sufficiently serious or should they feel that additional support would be beneficial

Heads of Faculty have responsibility for:

  • Ensuring that students within their faculty display a high standard of behaviour
  • Supporting the Heads of Department and class teachers where behaviour is a concern
  • Ensuring each department within the faculty has a policy on rewards and sanctions
  • Monitoring the use of rewards within the faculty
  • Monitoring the application and effectiveness of sanctions within the faculty
  • Monitoring behaviour reports and supporting teachers in the Faculty in following up concerns

Heads of School / Sixth Form have responsibility for:

  • Encouraging tutors to use rewards to praise students
  • Monitoring SIMS reports on achievement and behaviour entries and following up as appropriate
  • Providing a tutorial programme to tutors which is engaging and challenging and promotes good behaviour
  • Supporting tutors in dealing with students whose behaviour is causing more serious concerns
  • Liaising with the tutor, parents, subject staff and informing SLT of action being taken. Referring most serious cases to SLT
  • Using sanctions as appropriate to support students, teaching staff and tutors and encourage improved behaviour
  • Discussing behaviour concerns with students and using report cards and other methods to help students to establish improved patterns of behaviour
  • Monitoring students where there are behaviour concerns and taking appropriate action
  • Referring behaviour concerns which may stem from an individual student’s needs to the ENCo in order to build a full picture
  • Referring serious concerns to SLT
  • In liaison with SLT, refer students for counselling with the School Counsellor or outside agencies as appropriate
  • Analysing the Learner Profile score of students and intervening where appropriate
  • Sharing behaviour reports weekly with tutors and supporting tutors in following up concerns

Head of House has responsibility for:

  • Awarding House merits to recognise participation in House events

Administration Manager has responsibility for:

  • Collating information on achievement marks and producing certificates
  • Collating information recording any incidents and providing them to staff as necessary
  • Ensuring the office team hold a timetable indicating which member of the SLT is on call

Senior Leadership Team has responsibility for:

  • Supporting Heads of Department and Heads of School / Sixth Form in dealing with students whose behaviour is causing serious concerns
  • Supervising students if they have been sent out of a lesson by a teacher or collecting students from a lesson should a teacher request help
  • Requesting a report should a student have been withdrawn from a lesson and investigating the situation further taking appropriate action in liaison with the teacher, tutor and HoS
  • Being ‘on call’ at times as agreed by the team and therefore ensuring the office team knows how to contact them

Principal has responsibility for:

  • Overseeing the application of this policy
  • Writing letters of praise or organising meetings to praise students
  • Dealing with serious behaviour incidents
  • Making decisions regarding the suspension of students (see Appendix 4) and following the Education Policy

 Relationship to other policies / guidance

  • Education Department Policy, Guidance on Improving Behaviour and reducing exclusion
  • The College and Education Department Counter-Bullying Policies
  • College and Education policies on Child Protection
  • Drugs Education Policy
  • Health and Safety Policy
  • ISN Policy
  • Acceptable Use Agreement
  • Tracking Policy
  • Safeguarding Policy

Appendix 1 - Rewards

Rewards should be given to recognise and celebrate academic and non-academic effort or success at College or in the wider community.

(i)  Suggestions for rewards:

  • Verbal praise
  • Showing students trust, asking them to lead a group or help other students
  • Giving a reward sticker
  • Giving an achievement mark
  • Written praise for marked work
  • Informing parents using a card, letter or phone call
  • Recognition in an assembly (Year (e.g. achievement marks), House, whole school)
  • Work displayed around the College (perhaps in other departments?)
  • Article in JCG Life
  • Prizes at College prize giving
  • Informing the media of success
  • Comment/meeting with the Principal
  • Letter from the Principal
  • Principal noting the success with the Board of Governors
  • Awarding House colours

Appendix 2 - College systems for rewards

  • Lower School Achievement Mark Awards

HoDs need to decide on the criteria for awarding achievement marks within their department.

To award an achievement mark, please follow guidance in Appendix 8.

Achievement marks are collated each term and achievement certificates are presented at a Year group Achievement Assembly.

Certificates are awarded for the following number of achievement marks:

Number of achievement marks Award
10 Bronze Certificate
20 Silver Certificate
30 Gold Certificate
40 Gold Certificate + star
50 Gold Certificate + two stars
60 Platinum Certificate
70 Platinum Certificate + star
80 Platinum Certificate + two stars
90 Book Voucher Awarded

Achievement marks will be cumulative.

(ii)     Upper School

In the Upper School students’ achievement marks will be rewarded by vouchers once they reach a certain milestone:

15 = Voucher for the canteen

20 = Letter home

25 = Voucher for the canteen

30 = Letter home

40 = Amazon voucher & letter home

  • Sixth Form

Many of the strategies used for KS3 and KS4 students, including verbal and written reward are also used for students in KS5. In addition, students are rewarded by gaining a place on the Student Leadership Team in recognition of their service to the College.

Please see appendix 8 for guidance on entering achievement marks into SIMS

(iv)    House Merits

House Merits are awarded by the Head of House and merits are added as points towards a student’s House. Students are able to collect House points by gaining House merits for participation in House events. These will cover a wide range of areas e.g. Sport, Drama and Music, fundraising and also charitable events. The total number of House points gained throughout the year lead to the top House being awarded the Cock House Trophy.

Appendix 3 – Sanctions

Sanctions should be used in a proportionate way to deal with unacceptable behaviour inside or outside the classroom and to encourage students to improve their behaviour.

Sanctions may include:

  • Reprimand the student in a way that does not humiliate or ridicule them
  • Meet student and inform them of what they have done wrong and the possible consequences of poor behaviour
  • Record behaviour entry on SIMS and inform the student – please see Appendix 8 for guidance on how to enter behaviour marks
  • Departmental sanctions (particularly related to not completing work)
  • Letter of concern sent home
  • Meeting with parent to discuss behaviour (record contact in SIMS)
  • Telephone call home (record contact on SIMS)
  • Removal to HoD’s classroom
  • Supervised session at a mutually convenient time
  • Standard uniform letter home
  • Request for verbal or written apology
  • Referral to a more senior member of staff
  • Level 1 report card (with focus areas)
  • Level 2 report card
  • Level 3 report card
  • Change of class (in consultation with tutor, HoS, SLT)
  • Contract
  • Contact SLT on call
  • Internal suspension - withdrawal from lessons and supervised learning during school day (imposed and directed by SLT)
  • Suspension (decision made by Principal, or in their absence, Vice Principal) (see Appendix 4)

Appendix 4 - Suspension

Alternatives to suspension will always be sought but depending on the severity of the inappropriate behaviour and the circumstances of the individual student, suspension may be the next step.

  • If an incident is considered to warrant suspension, the HoS or Assistant Headteacher will refer to the Principal or, if unavailable, the Vice-Principal
  • Principal can suspend for 5 days in one period or 15 days total per term, using the Education Suspension Policy tariff
  • A student will remain in College until the parent / guardian comes to the College to discuss the incident
  • The College will send the Education recommended letter to parents
  • The College will complete Education’s ‘Suspension from school’ form and return it to Education
  • Student can only begin period of suspension when they have received learning resources and instructions from the College
  • After the suspension period is complete, a ‘return to school meeting’ will take place with a senior manager, parent / guardian and the student
  • If parent / guardian have concerns about the suspension, they can discuss this with the Principal. If they remain concerned, they have the right to approach the governing body
  • If the suspension is for five days or less, the parent / guardian can approach the governing body to determine whether the suspension was justified or not
  • If the suspension is for more than five days, the parent / guardian can approach the governing body to request that their daughter is reinstated into the College
  • Where suspension occurs at the same time as a student’s public examinations, arrangements will be made for the student to sit these examinations in College

Appendix 5 - Procedures and Strategies Unique to Years 12 & 13


  • Students are in a non-compulsory stage of education and are therefore expected to work hard, take responsibility for their own learning, have a positive attitude towards their courses and the College, to have good attendance and punctuality and to learn and behave in a way that reflects their position as role models for younger students in the College
  • Students who have shown considerable commitment to the College and the wider aspects of College life are considered for a role on the Student Leadership Team
  • We will communicate with parent / guardian the support we give our students even though we are aware that, in some cases, it may be the view that, at post-16 level, the student should be solely responsible for their learning and behaviour

Year 12

  • Students not meeting the requirements on a Year 12 course will receive support in their work, will be set targets to try to achieve the required standards and their parents/guardians will be informed of the situation. If the student is then unable or unwilling to undertake the action required by the College they will be counselled to withdraw from the course and given advice and support by the College on the options available. Although a number of staff will be involved in the support of students, the Principal will have the authority to take the final decision.

Year 13

  • If evidence from Year 12 indicates that the student has struggled to meet the terms of the learning agreement, this may be an indicator that the significantly more challenging Year 13 course is not the most appropriate option for their needs. Where a judgement is made that it is extremely unlikely that the student will be successful on the Advanced Learning Programme then full careers and guidance support will be offered. In most cases, this will result in a negotiated withdrawal of the student from the Advanced Learning programme when all other options have been exhausted. Although a number of staff will be involved in the support of students, the Principal will have the authority to take the final decision.

Year 12 and Year 13 students displaying inappropriate behaviours

  • Students will be provided with support to assist them in changing their inappropriate behaviour, which will entail the provision of a graduated response to any disciplinary measures undertaken
  • Students will need to meet all deadlines and participate appropriately in lessons. If they do not meet these basic criteria, the teacher will follow up through behaviour events. Tutors will follow up in response to weekly behaviour event reports.  If there is no improvement tutors will refer to Heads of Sixth Form who will involve parents as appropriate
  • Should there be no improvement in the student’s commitment the student would then be placed on a contract. This would have specific conditions and usually be reviewed on a half termly basis. If the student were not to improve by the agreed deadline, they would forfeit their place at the College. This decision would be made by the Heads of Sixth Form and the Principal
  • For other offences, suspensions and exclusions would apply on the same basis as for the rest of the College. This decision would be finalised by the Principal
  • In all cases the Principal will have the right to exercise the withdrawal of a student from a course. Students and parents will be informed of their right to approach the Governing Body. Should they choose to do so, the Governing Body will act in accordance with their powers as defined in P1 of ‘Guidance on Improving Behaviour and reducing exclusion’ (2009) which applies to students of compulsory school age. The general exclusion tariff will apply

Sixth Form Dress Code

All sixth form students have an important role to play as ambassadors for the College and as role models for students from Reception to Year 11. In addition to this, we aim to create a positive collegiate atmosphere within the sixth form and to ensure that all students fully reach their academic potential in their A level examinations. Students having excellent attendance, adopting a scholarly approach to their learning, being fully involved in their College, local and global communities and being smartly dressed all contribute towards us achieving this aim. The sixth form dress code is as follows:

  • All students are expected to come to school in a suit and to have their jacket with them at all times – the suit may be trousers, a skirt or a dress with a matching jacket and should be either black or grey. The fabric may have a feint pinstripe or check. Leather/PVC, jersey material and denim are not permitted and skirts/dresses should be of an appropriate length.
  • Shirts/Tops and accessories should be black, grey, red or white. Tops with writing across the front and vest tops are not permitted.
  • Footwear should be smart and black, grey, red or white. Trainers, docs, flip-flops and over-the-knee boots are not permitted.
  • Students should not be wearing outdoor coats, scarves, gloves or hats around school.
  • Hair should be neat and a natural colour.
  • Sixth form students are permitted to wear jewellery, make-up and nail varnish, provided that they are still smartly presented. Facial piercings (including nose studs) and visible tattoos are not permitted.

We would strongly suggest that the students label their belongings (jackets in particular) in order to make them easily identifiable and so prevent loss.

Any sixth form student who does not meet our expectations with regard to attire will be asked to go home and change immediately. We do not wish for this to be necessary as we understand that this may have a detrimental effect on the student’s learning.

Appendix 6 - Guidelines for Sanctions

It is clear that some discretion is needed when applying sanctions but this guidance is designed to help us to be as consistent and proportionate as possible in our response to unacceptable behaviour.  We acknowledge that unacceptable behaviour can be an indicator of an underlying wellbeing issue for which the student would receive support.                                               

Behaviour Action to be taken by teacher
Late to lessons


  • One late – record as late and speak to student at end of lesson
  • Regularly late – meet with student, discuss concerns and inform of action if there is no improvement. Inform HoD & Tutor
  • Persistently late – Phone or write to parents. Record contact on SIMS. Keep student in to catch up on missed work. Inform tutor who will monitor. If problem is widespread, refer to Head of School who will use report card with focus on punctuality
  • Mark as late in SIMS if periods 2-5. If period 1, send to office.
Uniform / dress code
  • Years 7-11 – follow guidelines in Appendix 9.
  • Sixth formers to be challenged if not within dress code. Carry out check during period 1 and send students who are inappropriately dressed to Heads of Sixth Form. Tutors to be informed. If persistent, Heads of 6th Form or a member of SLT may send student home to change. Inform parent / guardian (record on e-portal)
Homework ·       Bring in by 8.25 the next day and teacher enters late submission in SMHW

·       If not, teacher may conduct a supervised session at a mutually convenient time

·       HoS will download non-submission on a weekly basis.  If a student appears on the report for not having submitted 2 or more pieces of homework for 3 consecutive weeks this will automatically trigger the student being placed on homework report, monitored daily by the tutor.  If non-submission of work continues for a further week the HoS will monitor the daily homework report.  If there is no improvement the student will be placed on a Stage 2 general report.

·       HoS will download a monthly SMHW report on Late Submissions; if a student appears on the report for 3 or more late homework submissions in that month they will automatically receive behaviour mark(s,) as appropriate, for organisation; these will be entered into SIMS by the HoS

·       Please see Appendix 5 for procedure for Sixth Form students

·       Referral to SLT

Ill equipped for lesson
  • Enter event in SIMS (See Appendix 8)
  • When reports are generated weekly, this will be followed up by the tutor and Head of Key Stage if it is a persistent concern.
Mobile electronic devices in  lessons
  • If used inappropriately, confiscate the device and take it to the office. Student is then allowed to collect the device at 3.30pm
  • If this happens on more than one occasion, the parent should be called by the teacher and asked to collect the device
Low level disruption in lessons
  • Teacher asks student for it to stop and gives a warning
  • If it is repeated, teacher takes the student outside and speaks to them
  • If it is repeated once more, student is removed to HoD’s classroom and a behaviour event is entered in SIMS (Appendix 8)
Failure to follow instructions/disruptive behaviour
  • Reprimand. If there is no improvement, make behaviour entry in SIMS (Appendix 8). Student should be expected to make up lesson time in session at lunch or after school. If it is persistent or more serious, student should be referred to a senior colleague. If considered sufficiently serious or urgent, contact SLT on call.
Intentional damage to property or damage to property through negligence
  • Request the intervention of the HoS or SLT. Where damage has occurred, a member of SLT will contact parents to outline the incident and to request remuneration for the damage caused. Student will be expected to write letter of apology.
Unacceptable language
  • Give a warning (preferably outside the classroom). Enter behaviour event on SIMS (Appendix 8) and reinforce the inappropriateness of the language. Inform tutor/HoD.
  • If the language can be classified as bullying or discriminatory, refer to counter-bullying policy
  • If language was directed at a member of staff (or visitor), the student should report to SLT on call at the College office. The teacher should send a report of the circumstances to SLT
  • If the language was indirect (heard but not meant for the member of staff), student should be spoken to, a behaviour event entered in SIMS (Appendix 8) and asked to write an apology
Bullying behaviour including use of discriminatory language
  • Refer to counter-bullying policy
  • Refer to Acceptable Use Agreement regarding use of technology (Appendix 12)
Aggressive behaviour or physical violence towards another student or member of staff


  • Request intervention of SLT on call followed by an investigation into the incident
  • If considered to be a serious disciplinary matter, this will normally invoke a suspension using the Education suspension tariff (see Appendix 4). Police may be involved at the discretion of the Principal or Vice Principal
Possessing alcohol/cigarettes on the College premises
  • This is a serious disciplinary matter
  • Send note to the office requesting the intervention of a member of SLT on call
  • Parent / Guardian to be informed
  • Principal / Vice Principal to decide sanctions and involve police as appropriate
  • Suspension procedure may be followed (see Appendix 4)
Distributing or selling alcohol/cigarettes on the College premises
  • This is a serious disciplinary matter
  • Send note to the office requesting the intervention of a member of SLT on call
  • Parent / Guardian to be informed
  • Principal / Vice Principal to decide to involve police as appropriate
  • Suspension procedure to be followed (see Appendix 4)
Being under the influence of alcohol on the College premises
  • This is a serious disciplinary matter
  • Send note to the office requesting the intervention of a member of SLT on call
  • SLT member may need to ask for first aid / medical assistance
  • Parent / Guardian to be informed. Student may need to go home to recover.
  • Principal / Vice Principal to decide sanctions and involve police as appropriate
  • Suspension procedure may be followed (see Appendix 4)
  • Student may be referred to appropriate outside agencies
Possessing, distributing or selling illegal drugs on the College premises
  • This is a serious disciplinary matter
  • Send note to the office requesting the intervention of a member of SLT on call
  • Parent / Guardian to be informed
  • Principal / Vice Principal to decide to involve police as appropriate
  • Suspension procedure to be followed (see Appendix 4)
Being under the influence of illegal drugs on the College premises
  • This is a serious disciplinary matter
  • Send note to the office requesting the intervention of a member of SLT on call
  • SLT member may need to ask for first aid / medical assistance
  • Parent / Guardian to be informed.
  • Principal / Vice Principal to decide sanctions and involve police as appropriate
  • Suspension procedure may be followed (see Appendix 4)
  • Student may be referred to appropriate outside agencies
Possession of a weapon on College premises


  • Possession of a weapon on College premises is a serious disciplinary matter that will invoke a suspension using the Education suspension tariff (see Appendix 4). In this case the Principal or, in their absence, the Vice Principal will inform the police
  • May inform the police or involve outside agencies when appropriate
  • May choose to suspend a student.

Appendix 7 - Learner Profile Descriptors

LP descriptors 2018

1 Exceptional learner who is enthusiastic, committed and absorbed in their learning.  An independent, rigorous and resourceful thinker.  A resilient and reflective student who thinks strategically about their learning.  Collaborative and empathetic when working with others, contributing to the learning of the class.
2 A well-motivated, well-prepared learner who works hard, perseveres and takes responsibility for their own progress.  Shows an interest in the subject, is reflective, asks questions to further their learning and involves themselves in lessons; helpful and empathetic towards others and is a positive presence in the class.
3 Consistent approach to learning.  Generally completes tasks and meets deadlines.  Mostly attentive in class and participates when prompted.  Usually prepared for learning.
4 Inconsistent commitment to learning.  May lack focus and struggle to manage distractions in class.  May disrupt the learning of others at times. Homework is often late and does not reflect good effort.  Needs to reflect on their approach to learning.
5 Rarely motivated to learn and rarely completes tasks or meets deadlines.  Distracts others and is inattentive.  Commitment to learning is a serious cause for concern.  Improvement in approach to learning needed.

The teacher needs to select the level which best fits the student in their classes.

When a teacher enters a 4 or a 5 on SIMS, they will be requested to select the behaviour(s) which need to be improved:

H Homework
F Focus
C Commitment
O Organisation
H/F Homework / focus
H/C Homework / commitment
H/O Homework / organisation
F/C Focus / commitment
F/O Focus / organisation
C/O Commitment / organisation


Appendix 8 – Adding a Behaviour or Achievement detail on SIMS


Please note these screen shots apply to behaviour but it is very similar for entering an achievement.

You can do this from your register or like this:


Scroll down to add the student






Safe Guarding

Jersey College for Girls

Safeguarding Policy (Students)


Authors: Emma Silvestri-Fox

Date: March 2018

To be reviewed: March 2019


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.


  • 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


  • 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.