Key Information Booklet 2022 - 23 V1

Welcome to
Royal Docks Academy
Key Information Booklet

2022 - 2023

1

CONTENTS

Page Contents

3 School Mission & Aims
4 Term Dates
5 The School Day

Information for staff
o Absence Procedures
o Registration
o Staff Room
o Trade Unions

6 o Leaving the site
o Office
o Car Park
o Smoking
o Induction
o Local Governing Board
o School Policies
o School Uniform
o Staff Dress Code

11 Educational Trips and Visits
12 Classroom expectations
13 Senior Leadership Team Responsibilities
16 Performance Management
17 Teaching Staff List
19 Support Staff List
21 Telephone Extensions
23 Tutor Groups
25 Meeting Structure and Cycle
26 Child Protection / Safeguarding
27 Special Education Needs

2

School Mission and Aims

ASPIRE - LEARN - CO-OPERATE - ACHIEVE
Aspire
Our students aspire to a future in which they play a significant, influential, powerful and
satisfying part.
Learn
Our students learn through developing knowledge, skills, understanding and creativity
- effective and high-quality learning from effective and high-quality teaching will make
their aspirations a reality.
Co-operate
Our students co-operate with each other and all members of the school community
through mutual respect, regard and understanding.
Achieve
Our students achieve academic success, emotional maturity, creativity, cultural and
sporting excellence, social confidence and responsibility.

3

Term Dates

Please read in conjunction with the academic calendar
Autumn Term 2022

Starts: 1st September 2022
Ends: 16th December 2022
Half Term: 24th – 28th October 2022
Christmas Break: 19th December 2021 to 3rd January 2023
INSET Day: 1st and 2nd September 2022

Spring Term 2023

Starts: 4th January 2023
Ends: 31st March 2023
Half Term: 13th - 18th February 2023
Easter Break: 3rd – 14th April 2023
INSET Day: 4th January 2023

Summer Term 2023

Starts: 17th April 2023
Ends: 14th July 2023
Half Term: 29th May – 2nd June 2023
INSET Day: 17th and 18th July 2023

4

The School Day

Time Lesson/Break
8:00 Building open to students
8:30 Registration/Reading Time
9:00
10:40 Lesson 1
11:00 Break
12:40
13:20 Lesson 2
15:00 Lunch
15:00 - 16:00
Lesson 3
End of school day
Enrichment / Study Club

5

Information for All Staff

Unforeseen Absence – (sickness and other)
In cases of unforeseen absence, all staff are expected to contact the cover manager
by telephone between 7am and 7.30am.

The telephone number is 020 7540 2749 or 07814 075559 Please note reporting of
absence via text or email is not acceptable and would be deemed as breach of
procedure. Only in exceptional circumstances (hospitalisation, bereavement)
may a family member or friend make contact to report the absence.

The following information must be given; if it is not, the cover manager will need to ask
as detailed information must be recorded and HR/Office Manager informed in line with
policy.

● Brief description of the absence (unwell, sick, poorly, ill are not sufficient) *
● An indication re the length of absence, if known*
● Any other relevant information re the absence.

All staff should provide to their faculty:
● Details of any cover work.
● Any meetings/clubs/visitors that need to be covered or cancelled.
● Any urgent work deadlines.

Compiling with the above is crucial to ensure the effective and efficient organisation of
the school.

Lateness
Lateness must also be reported to the cover manager and if arrival time is unknown
where possible, contact made with the school to give updates. Please let the cover
manager know when you have arrived.

Returning to Work
All staff must contact the cover manager (and, if appropriate your line manager)
between 7am – 7.30am on the day of your return. On your return to work you should
report to HR/Office manager for a return to work interview and to complete your self-
certificate form.

You can self-certificate for 1 week (5 working days, 7 calendar days) after that you will
need to produce a medical certificate from your doctor which must be sent to the school
as soon as possible.

In the cases of long term medical certificated sickness of 2 weeks or more please
contact the Office Manager/HR to arrange a meeting to discuss your return to work.
You must keep in regular contact with the school to keep us updated with your
progress, and certificates must be sent to the school as soon as possible. **Please
note certificates must run concurrently and this includes school holidays.

6

Emergency/ Planned Leave of Absence

All leave of absence (excluding maternity, paternity and adoption leave) is at the
discretion of the Head Teacher.

Planned LOA
A leave of absence form must be completed at least five days before (unless in an
emergency). The form must be signed by you and your line manager, and evidence
must be attached before passing this onto the cover manager. Please do not assume
this has been approved until you receive the blue copy back.

For all planned leave of absence cover must be left as per procedure with the cover
manager before you leave the day before.

Unforeseen/unplanned absence
A leave of absence form will be placed in your pigeon hole which must be completed
on your return. The form must be signed by you and your line manager, and evidence
must be attached before passing this onto the cover manager.

All staff should provide to their faculty:
● Details of any cover work.
● Any meetings/clubs/visitors that need to be covered or cancelled.
● Any urgent work deadlines.

Payment for emergency/planned leave of absence is at the discretion of the Head
Teacher and all cases will be looked at individually.

Registration Procedures

General
● All registers should be taken within 5 minutes of registration.
● The register must be sent, but may remain open for latecomers.
● All lateness should be recorded.
● During registration teachers should be checking uniform.

Students out of class
➢ If a student is withdrawn from a SIMs timetabled lesson, it is the responsibility
of the member of staff, who has withdrawn the student, to mark the student
present with an ‘A’.
➢ If a member of staff is taking an educational visit, a register should be handed
in to the front desk and the EWO admin officer before leaving the building.
➢ If the timetable is disbanded for a special occasion e.g. exams, it is the
responsibility of the person organising the event to complete registers and
hand them into the EWO admin officer and inform the front desk
➢ If a student has changed groups/classes, it is the responsibility of the Head of
Faculty to ensure that the names are changed on the register by Stella Shirt.

7

Staff Room
All staff are welcome to use the staff room, at break, lunch time or for carrying out non-
contact work. Staff who have a pigeon hole in the staff room should check/empty it
regularly.

Trade unions
Royal Docks Academy supports and recognises union membership and the Associate
Head Teachers work proactively with the internal union reps:

● NASUWT- Amoba Brown-Acquaye
● NUT- Spencer Russell and Trish Molloy
● GMB- Merline Odisla
● Unison- Vacancy

Leaving the Site
All staff leaving the school site are required to sign out at the front reception office and
sign in again on returning.

Office
The office staff will take telephone messages and place school related post in your
pigeon holes. All outgoing post will be sent second class unless specifically asked to
send first class.

Staff Car Parking
Parking is available in the school grounds at the front of the school predominantly for
senior and administrative staff and in the car park at the rear of the school for the rest
of the staff. Bikes can be left at the front of the building in the bike stands. Staff will
need their fobs to activate the school gates.

Smoking
There is a no smoking policy in school. Smoking is prohibited on the school site.

Induction
Angela Hillan is responsible for the induction of newly qualified teaching staff. Our aim
at Royal Docks Academy is to give high quality induction to all new staff. Subject
Leaders play a key role in supporting new staff and ensuring that appropriate induction
is provided within the faculty.

Local Governing Board
Governors’ details are published on the school website. Staff who are members of the
local governing board:

● John Blaney
● Pinar Taze
● Robert Potterton

School Policies
All polices are on the school website and/or BMAT website – this is not an exhaustive
list.

8

School Uniform

• Black blazer with school logo
• Plain white formal shirt
• School tie showing 7 blue stripes
• Black trousers, formal/regular in type - not leggings, jeggings or jeans. No

zipped pockets or denim style; straight leg and not stretch material
• Black skirt – below knee length- with school logo. No other skirt is

permitted
• Blue jumper with school logo
• Plain black, white or navy socks (no trainer socks)
• No patterned tights (only plain black or flesh-tone)
• Flat black leather look shoes*
• Religious headwear must be plain black or navy
• One small stud earring in each ear – no other piercings
• No make-up, no nail varnish, false nails or French tips.
• Extreme, coloured or patterned hairstyles are not permitted.
• No flowers, bandanas, coloured headbands or large hair decorations. No

gold, silver or metal coils or other threaded materials in hair
• No cuts in eyebrows
• The only jewellery permitted is one small stud in each ear, a watch and one

ring
• Royal Docks school bag with school logo
• No hats / No caps / No hoodies
• No facial piercings of any sort
• No choker necklaces or bracelets
• No fizzy/energy drinks

*Shoes must be plain, smart and business like: they must not look like trainers. Shoes
should not be suede, have any coloured stitching or have any embellishments. Shoes
which could be classed as boots are not to be worn with a skirt. The school has the
final decision on whether a shoe is in line with the policy.

Equipment
All students are expected to bring their equipment to the school each day. Students
must bring the items below every day without fail:

• Student Planner • Pencil case
• Ruler – marked in cm • 2 black pens
• Eraser • Green and red pen
• Pencils • Sharpener
• Scientific calculator • Protractor
• Reading book • A pair of compasses
• Highlighters

9

Staff Dress code
A person's dress and appearance are matters of personal choice, self-expression,
religious and cultural customs. However, employees must maintain an appropriate
standard of dress and personal appearance at work which promotes a positive and
professional image. Clothing and footwear must be safe and clean and take account
of health and safety considerations. Adults must ensure they are dressed in ways
which are appropriate to their role and not likely to be viewed as offensive, revealing
or sexually provocative and specifically should not distract, cause embarrassment or
give rise to misunderstanding, should be religious and culturally sensitive and free of
any political or otherwise contentious slogans, and not considered to be
discriminatory. Adults who dress or appear in a manner which may be considered as
inappropriate could render themselves vulnerable to criticism or, where the adult is an
employee, allegations of misconduct that may lead to action under BMAT’s Disciplinary
Procedure.

The BMAT’s minimum standard of dress should reflect the following guidance:

• Professional dress should be such that it is not offensive, revealing, or
sexually provocative, could distract, cause embarrassment, should not
promote any political views, contain contentious slogans, or be considered
discriminatory, culturally insensitive or lead to misunderstandings or
interpretation.

• Staff should take into consideration the cultural sensitivities of members of
the Academies.

• Specific dress is required for certain roles undertaken by colleagues, such
as PE, Performing Arts, Technology, Science, EYFS, Catering and Site.

• All health and safety guidance in relation to protective clothing which is
required for staff to carry out specific tasks and responsibilities.

• Take into consideration religious requirements, and that the code should not
be unreasonably restrictive towards one gender.

• Footwear should be appropriate for busy working environments and should
be such that accidental damage is avoided. No open toed or backless shoes
such as sandals or flip flops.

• Shoes and clothing which are suitable for the beach are not suitable for
professional environments. This includes shorts, flip flops.

• Facial piercings including tongue piercings are not appropriate.
• Body art and tattoos should be discreet or covered.
• In general, standards of dress should be smart, professional, fit for purpose

and portray a favourable impression of BMAT.

It must be pointed out that any employee who is unacceptably dressed on a consistent
basis can be subject to disciplinary action. A dress code should reflect the culture and
image of the Trust. The Assistant CEO, Head Teacher and delegated person is
entitled to apply their discretion in determining the image of BMAT, including the
personal presentation of staff, especially if they are in a position of authority, projecting
an appropriate image to students, parents and members of the public. There may be
different rules for out of BMAT activities (non-student days, summer fairs etc.) but in
any case, dress code should adhere to the above stated standards.

10

Educational Trips and Visits

Before any trip is organised, at least four weeks (three months for International trips)
prior to the event, a Trip Proposal Form with details of the trip/visit must be submitted
to the office. Dates should be selected so as to cause minimum disruption to the
operation of the school. Every effort must be made to use staff economically. In
addition, once a trip is approved the list of students attending must be submitted to the
Head of Year, SENDCO and EWO before final approval is given to the students. A trip
letter must be sent to Gary Davison and Sandra McLaughlin for approval before it is
sent out to parents.

Once your trip has been agreed:
• Review trip checklist (Found in the shared area detailed below). Ensure relevant
steps have been taken.
• Complete a risk assessment for your trip.
• Confirm travel arrangements (free public transport must be booked at least 14
days in advance. If you are requesting a coach, Finance should be informed
immediately.
• All reply slips must go directly to the office.

For paid trips you must ensure:
• Arrangements have been made to subsidise the total cost of the trip.
• Parents have been informed of details of cost and any payment plans.
• Parent pay is set up (deadline for payment will always be 10 working days prior
to the trip date).
• The school may subsidise trips for some student premium students. Requests
for funding must be made clear in the trip proposal and requires confirmation
from the school finance officer.
• On the day of the trip you must ensure:
• An up to date register is handed into the office.
• All staff on the trip have reviewed the risk assessment for the trip.
• You have care plans along with any medication required for students.
• You have your student list with medical issues and emergency contacts.
• Your phone is fully charged and you have the relevant numbers stored.
• You have collected a first aid kit.

All forms can be found in the shared area: Staff Shared (T:) – Trips and Visits – Trips
whole school

11

The learning objective(s) for the unit of work.

12

John Blaney - Assistant CEO SLT Roles and respo

Pinar Taze –

Overall Responsibilities Overall R
• Quality of Educatio
• The Internal Organisation, Management and Control • Curriculum
of the school. • Inclusion, Intervent

• The Implementation of Policies & Procedures School including St
Approved by the LGB. • Schemes of Work.
• Behaviour Manage
• Liaison with the LGB. • Safeguarding, Child
• Curriculum Provision and the Quality of Education • Whole School Atten
• Strategic Planning. • Performance Mana
• Financial Management. • Admissions.
• Data Management & Data. Protection - GDPR • Transition.
• Progress Tracking
Strategy. • Development and u
• Annual Calendar.
• Monitoring of the school Improvement Plan.
• School Self Evaluation. Line M
• Admissions. Oliver Brown, Gary Davison,
• Exclusions.
• Recruitment.
• Performance Management, Appraisal & Pay

Progression.

• Communication with LA, DfE and Ofsted (inc
Census/Data Returns)
Facilities Hire.
Line Management

Pinar Taze, Justin Hopgood, Zama Shozi, Debra McFarlane

onsibilities 2022/2023 Oliver Brown - Deputy Headteacher

– Head of School

Responsibilities Overall Responsibilities
on across the school. • Quality of Education across the school
• Development of Teaching & Learning across the
tion & Achievement across the
trategies for PP. School.
• Training and Professional Development of Staff.
ement Systems. • Quality Assurance and Development of Marking,
d Protection and Prevent Duty.
ndance & Punctuality. Feedback & Assessment.
agement. • Development & Monitoring of Work Scrutiny

& Support of In-Year Admissions. Programmes.
upkeep of the School Website. • Teaching Staff Support Programmes.
• Heads of Faculty.
• Lead Practitioners
• Whole School Literacy/Reading Strategy.
• On Call & Climate Walk Rotas.
• Best Practice Lessons.
• Progress Tracking and Support of EAL students.
• SLT Link for Year 10.

Management Line Management

Maths Faculty,Humanities Faculty Caroline Tinsley (HoY 10), MFL Faculty, English Faculty

13

Gary Davison - Assistant Headteacher Michala Aylward –

Overall Responsibility Overall R
• HR for teaching sta
• Safeguarding, Child Protection and Prevent Duty • Performance Mana
(Designated Senior Person). • Teaching Staff Ret
• Rewards and Cons
• Rewards and Consequences. • Development of Stu
• Heads of Year
• Raising Attainment & Progress in Year 11. and Student Voice.
• Intervention & Support Strategies in Year 11. • Transition
• Organisation of Op
• Educational Trips and Visits. • SLT Link for Year 7
• Oversight of Student Behaviour
• Organisation of Annual Achievement Evening. Line M
Creative Arts Faculty, Robert
• Careers and Post-16 Guidance.
Line Management

Conor Walsh (Head of Year 11 & Careers Director)
Esi Ayensu (EWO), PE Faculty

– Assistant Headteacher Sandhya Mittal - Assistant Headteacher

Responsibilities Overall Responsibilities
aff • Saturday & Holiday School.
agement • Cover Management.
turn to Work Interviews. • Staff Duties, On Call & School Detention Rotas.
sequences • SLT Link for Year 9.
udent Leaders, Debating Groups
. Line Management
Laura Shams (Joint Head of Year 9)
pen Evening. PE Faculty
7.
·
Management
t Potterton (Head of Year 7)

14

Sandra Reeks- Assistant Headteacher Zama Shozi – A

Overall Responsibilities Overall R
• Development of Teaching & Learning across the
• Leadership of PML
School. • Inclusion
• Training and Professional Development of Staff. • Oversight of Specia
• Teaching Staff Support Programmes
• SLT Link for Year 9 (SEND), and Medic
across the School.

Line Management Line M
Karen Kioi (Joint Head of Year 9) Ellie McGoldrick (SENCO)
Science Faculty

Assistant Headteacher Rouf Miah – Assistant Headteacher

Responsibilities Overall Responsibilities
LD Provision
al Educational Needs, Disability • Whole school timetable
cal Needs Provision & Strategy • The implementation of the Bromcom System
• Construction of the curriculum
Management
• Staffing Structures
• Upper School Options Process
• Qualifications on offer

• Exams and Assessment
• Development of a Whole School Extra-Curricular /

Enrichment Programme.

• SLT Link for Year 8
Line Management

Katie Coltelli (Head of Year 8)

15

PERFORMANCE MANAGEMENT STRUCTURE 2022-2023

Assistant CEO-John Blaney
Pinar Taze/ Justin Hopgood / Zama Shozi

Acting Deputy Headteacher-Oliver Brown Acting Deputy H
Michala Aylward / Sandra Reeks / Spencer Russell Gina Sandhya

Antoniou / Angela Hillan / Caroline Tinsley Conor Wal

Assistant Headteacher – Michala Aylward Assistant Hea
Robert Potterton / John O’Donnell Karen Kioi / Irum

Head of Maths- Paul Lissowski Assistant Head
Noel Spence / Zuber Dasu / Jolanta Radziuk Natalie Maderov
Rebecca Omole / Ellie
Zora Ahmed / Stuart Wilson
Acting Head of Eng
Janet Ayerma
Ikram Hoque /

Head of Humanities - Patricia Molloy Head of Creative Ar
Eric Berkeley / Stephen Watkins / Nicola Osborne / Nadia Kitouni /

Fredrica Bailey / Zoie Dwyer Christine McGowan / Sa

Head of CMFL - Spencer Russell Head of PE - Tom
Emmanuel Salloum Wendy N

CEO - Helena Mills
John Blaney

Head of School-Pinar Taze
Oliver Brown / Gary Davison / Patricia Molloy / Paul Lissowski

Headteacher-Gary Davison Assistant Headteacher-Sandhya Mittal
a Mittal / Rouf Miah Laura Shams
lsh / Tom Woolsgrove

adteacher- Sandra Reeks Assistant Headteacher- Rouf Miah
m Ahmed / Arfan Hussain Katie Coltelli

dteacher – Zama Shozi
va / Amoba B-Acquaye
e McGoldrick / Mercy Cabey

glish - Gina Antoniou Head of Science - Irum Ahmed
an / Maya Iyer/ Kate Cameron / Emily Sumner
/ Roryann Bailey Khalid Abdul-Khaliq / Bridget Shu

rts – John O’Donnell Senior Lead Practitioner - Angela Hillan
/ Noor Ahmed Callum Drummond / Althea Hall
arah Thorne / Leila Jedir Sam Winter / ECTs

m Woolsgrove SENDCo – Elizabeth McGoldrick
Newman Ebun Mosuro 16

TEACHING STAFF LIST

Surname Forename Post Subject
Abdul-Khaliq Khalid Teacher Science
Ahmed Irum Head of Science Science
Ahmed Noor Teacher AD&T
Ahmed Zora Teacher Maths
Antoniou Georgina Acting Head of English English

Ayerman Janet Teacher English
Aylward Michala Assistant Headteacher English
Bailey Fredrica Teacher Geography
Bailey Roryann Teacher English
Berkley Eric 2nd i/c Humanities Geography
Blaney John Executive Headteacher / Assistant CEO History

Brown Oliver Acting Deputy Headteacher English
Brown-Acquaye Amoba Teacher PMLD
Bull Peter Teacher PMLD
Cabey Mercy Teacher PMLD

Cameron Kate Teacher Science
Coltelli Katie Teacher / Head of Year 8 PE
Dasu Zuber Teacher Computing
Davison Gary Acting Deputy Headteacher / DSL PE

Drummond Callum Lead Practitioner English
Dwyer Zoie Teacher History/Geography
Hall Althea Lead Practitioner Maths
Hillan Angela Senior Lead Practitioner - MFCL MFCL
Hopgood Justin Trust - Data and Assessment Maths
Hoque Ikramul Teacher English
Huertas Paola ECT Teacher Maths
Hussain Arfan Teacher RE
Ismail Mohamed ECT History
Iyer Maya 2nd i/c English English
Jedir Leila Teacher Music
Kioi Karen Teacher / Joint Head of Year 9 Maths
Kitouni Nadia Teacher AD&T
Lissowski Paul Head of Maths Maths
Mbatha Zama Head of PMLD / Assistant Headteacher PMLD

McGowan Christine ECT Teacher English
McGoldrick Elizabeth SENDCO English
Miah Rouf Assistant Headteacher Science
Mittal Sandhya Assistant Headteacher Maths
Molloy Patricia Head of Humanities History
Mosuro Ebun Assistant SENDCO Science

17

Newman Wendy Teacher PE
O'Donnell John Head Creative Arts Creative Arts
Omole Rebecca Teacher PMLD
Osborne Nicola Teacher History
Potterton Robert Teacher / Head of Year 7 Geography

Radziuk Jolanta Teacher Maths
Reeks Sandra Assistant Headteacher Geography
Russell Spencer Head of MFCL MFCL

Salloum Emmanuel Teacher MFCL
Shams Laura Teacher / Joint Head of Year 9 English
Shu Bridget 2nd i/c Science Science
Spence Noel Teacher Maths
Sumner Emily Teacher Science

Taze Pinar Head of School Maths
Tinsley Caroline Teacher / Head of Year 10 Citizenship

Walsh Conor Teacher / Head of Year 11 Humanities
Watkins Stephen Teacher History
Wilson Stuart 2nd i/c Maths Maths
Winter Samantha Teacher MFL
Woolsgrove Tom Head of PE PE

18

Support Staff List

Classroom Based Support Staff

Olaide Adekoya Teaching Assistant
Teaching Assistant
Olu Adesanya Teaching Assistant
Teaching Assistant
Hajra Akram Teaching Assistant
Teaching Assistant
Humayra Anjum Teaching Assistant
Teaching Assistant
Yasmin Begum Personal Care Assistant
Personal Care Assistant
Krice Erice Teaching Assistant
Teaching Assistant
Carly Francis Teaching Assistant
Teaching Assistant
Stella Fred Teaching Assistant
Teaching Assistant
Denise Hazel Teaching Assistant
Teaching Assistant
Sabina Ismail Teaching Assistant
Natalie John–Baptiste Teaching Assistant
Teaching Assistant
Trudi Landa Teaching Assistant
Teaching Assistant
Ruchi Kulshreshtha Casual Teaching Assistant
Teaching Assistant
Xiu Lin Teaching Assistant
Teaching Assistant
Andre Maize Teaching Assistant
Teaching Assistant
Katy Newley
Education Welfare Officer / DSL
Merline Odisla Personal Carer / Student Welfare
Pastoral Officer
Salvador Omoyeni Corridor Support
Attendance / Admissions Officer
Sandra Osadolar Librarian

Louise Parker Exams Officer
Admin / Facilities Officer
Mashuda Patel PA to Head of School / Trust - Governance & HR Admin
HR Cluster Lead / Office Manager
Sabana Patel SEN Admin
Trust - Finance Officer
Mujidat Pedro
19
Mirela Sariyska

Rosamma Scaria

Conor Thorne

Gary Thorne

Linzy Wallovits

Roraigh Yearwood

Student Support Staff

Esi Ayensu

Stephanie Bigg

Saba Jaleel

Brian Joseph

Anita McCain

Kay Taylor

Administrative Staff

Valerie Butler

Sharon Edwards

Janice Faldo

Debra McFarlane

Shannon Peters Carter

Lisa Watkins

Technicians

Vu Vo ICT Technician
ICT Technician
Nelson Komani DT Technician
Lesley O’Callaghan Reprographics Manager
Senior Science Technician
Michelle Paul Senior D&T Technician
Art Technician and Display
Yvonne Rodney
Site Supervisor
Peter Shaw Casual Site Supervisor
Premises Manager
Sarah Thorne Site Supervisor

Premises Staff

Brian Joseph

Eton Lam

Mark Marchant

Jordan Nourrice

20

TELEPHONE EXTENSIONS

SENIOR LEADERSHIP TEAM

Michala Aylward 2522 Assistant Headteacher
John Blaney 2518 Assistant CEO
Oliver Brown 2559 Assistant Headteacher
Gary Davison 2523 Assistant Headteacher
Justin Hopgood 2521 Trust
Rouf Miah 2546 Assistant Headteacher
Sandhya Mittal 2548/2549 Assistant Headteacher
Sandra Reeks 2560 Assistant Headteacher
Zama Shozi 2531 Head of PMLD
Pinar Taze 2520 Head of School
ABSENCE

Sandhya Mittal 2549 Absence
MAIN OFFICE

Reception Butler 2501 Reception
Valerie Edwards 2505 Exams
Sharon 2506 Events
Faldo PA to Head of School / Trust -
Janice Peters-Carter 2517 Governance & HR Admin
Shannon McCain 2502 SEN Admin
Anita McFarlane 2511 Attendance
Debra 2507 Office Manager
FINANCE

Lisa Watkins 2514 Finance Officer

MEDICAL / EDUCATION WELFARE OFFICER / PASTORAL

Esi Ayensu 2512 EWO / DDSL

Stephanie Bigg 2537 Welfare / Medical Office

Saba Jaleel 2529 KS3 Pastoral

School Counsellors 2599

LIBRARY / REPROGRAPHICS

Kay Taylor 2539 Library
Michelle Paul 2540 Reprographics
PMLD / SEN

Elizabeth McGoldrick 2536 SENDCO
Zama Shozi 2531 PMLD Manager
SEN 2532 SEN AREA

21

HEAD OF YEAR

Robert Potterton 2550 HOY 7
Katie Coltelli 2557 HOY 8
Karen Kioi 2530 HOY 9
Laura Shams 2527 HOY 9
Caroline Tinsley 2526 HOY 10
Conor Walsh 2528 HOY 11

Staff Room STAFF ROOM / PREMISES
Mark
Marchant 2555
ART 2525 Site Supervisor
D&T
D&T FACULTIES
D&T
English 2544 Food Room
Humanities 2543 Wood Room
ICT 2542 Office
Maths 2541
MFL 2553
Music office 2552
PE 2547
PHSE / RE 2548
Science Prep 2545
2551
2554
2550
2546

22

Tutor Teams

Head of Year – Robert Potterton

FORM ROOM FORM TUTOR Additional Staff
7A
7E Roryann Bailey Nicola Osborne
7G Angela Hillan
7S Nadia Kitouni
7T
7V Eric Berkeley

FORM Kate Cameron
8A
8E Christine McGowan
8G
8S Mohamed Ismail
8T Head of Year – Katie Coltelli
8V
ROOM FORM TUTOR Additional Staff
FORM Zoie Dwyer
9A Emmanuel Salloum
9E
9G Paola Huertas
9S
9T Laila Jedir
9V
Wendy Newman
FORM
10A Ikramul Hoque
10E
10G Bridget Shu
10S Head of Year – Karen Kioi/Laura Shams
10T
10V ROOM FORM TUTOR Additional Staff
Fredrica Bailey
Khalid Abdul-Khaliq

Zuber Dasu

Noor Ahmed

Emily Sumner

Janet Ayerman

Tom Woolsgrove
Head of Year – Caroline Tinsley

ROOM FORM TUTOR Additional Staff
Arfan Hussain John O’Donnell
Spencer Russell
Patricia Molloy
Ebun Mosuro
Stephen Watkins
Jolanta Radziuk

23

Head of Year – Conor Walsh

FORM ROOM FORM TUTOR Additional Staff
Noel Spence
11A Georgina Antoniou Zora Ahmed
11E Maya Iyer Irum Ahmed
11G
11S Callum Drummond
11T Stuart Wilson
11V Althea Hall
Paul Lissowski

24

Meetings Structure & Cycle

Leadership Team Meeting

Attendees: Assistant CEO, Head of School, Deputy Head Teacher, Assistant

Head Teachers, Business Manager and invited staff

Frequency: Wednesday after school – Week A

Key Functions: To ensure the School Development Plan is being implemented and

bringing about good progress. Strategic direction of the school,

monitoring and evaluation of standards.

Middle Leaders Meeting

Attendees: SLT / Subject Leaders / Pastoral Leaders

Frequency: As per Academic Calendar

Key Functions: To develop priorities/share good practice on Teaching & Learning

and raising standards. To share and develop effective practice in

relation to long, medium- and short-term planning, classroom

management, assessment and recording. To disseminate

information and monitor progress. To consult about whole school

issues. To ensure effective management of the subject.

Faculty Meetings All subject faculty staff who teach the majority of their timetable in
Attendees: the subject
Every Thursday
Frequency: To plan for teaching & learning in subject. To develop strategies to
Key Functions: raise standards and increase progress. To revise schemes of work. To
share good practice.

Year Team Meetings

Attendees: All tutors in the year

Frequency: As per Academic Calendar

Key Functions: To monitor student progress. To celebrate successes; to identify

underachievers; to plan tutor activities.

Whole Staff Meetings

Attendees: All staff

Frequency: As per Academic Calendar

Key Functions: To share information and sustain clear guidance and communication

Pastoral Briefings

Attendees: SLT / Year Heads / SENDCO / ASSISTANT SENDCO / EWO

Frequency: As per Academic Calendar

Key Functions: To share information and sustain clear guidance and communication

Staff Briefings All staff
Attendees: Monday 8.15am
Frequency: To share information and sustain clear guidance and communication
Key Functions:

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Child Protection/Safeguarding

All members of staff have a responsibility to protect students from neglect, emotional,
physical or sexual abuse. This is best done through working as a team with the school’s
designated staff for child protection. Please be vigilant for any signs that a child may
be at risk. This may include, but is not limited to, physical abuse/threats of physical
abuse, sexual abuse, sexual activity, emotional abuse, grooming by an older person
or neglect. Please make sure you have read and fully understand the Safeguarding
Policy and the most recent version of Keeping Children Safe in Education. Both
documents are available to read and sign electronically in the My Concern software
programme. The Child Protection designated staff are Gary Davison (DSL), Esi
Ayensu (DDSL) Ellie McGoldrick (SEN/LAC), and Zama Shozi (PMLD).
If you have suspicions about neglect or abuse, these should be raised immediately
with the DSL as well as the relevant Head of Year. Discussions with the child should
be documented using the My Concern Software. The CP team will decide whether to
refer the matter to Social Services. Under no circumstance should any teacher
make direct contact about any suspected abuse with the family concerned. If a
student reveals abuse to a member of staff, they should report the matter immediately
to the DSL following the procedures above. However, if you feel there is an urgent risk
please tell the DSL directly and as soon as possible. It is not appropriate to promise
any kind of secrecy to the student and students need to be clear that, if they do
reveal abuse to you it is your clear responsibility to pass on the information. It
is also imperative that you do not probe or question, just take the concern and
pass it on to a designated CP staff member. Safeguarding training will take place
for every member of staff every year. It is compulsory for staff to attend this training,
complete the safeguarding quiz and read the related policies and information shared.

My Concern Software can be accessed via the internet by searching

Click on the link that appears above and the following screen will appear. New staff will
receive a link with instructions. Once you have logged into the programme click the
Report a concern tab. An email will be sent to the Safeguarding team. If you feel that
the concern is such that the child would not be safe to go home make sure that you
have spoken to a member of the team before the end of the school day.

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Special Educational Needs Disability Information

SEND CODE OF PRACTICE
High quality teaching that is differentiated and personalised will meet the individual
needs of the majority of children and young people. Some children and young people
need educational provision that is additional to or different from this. This is special
educational provision under Section 21 of the Children and Families Act 2014. Schools
and colleges must use their best endeavours to ensure that such provision is made for
those who need it. Special educational provision is underpinned by high quality
teaching and is compromised by anything less. The revised Code of Practice (2014)
gives more responsibility to class teachers to ensure that they are responsible for the
progress of all students in the class, including those with SEN. There is a stronger
focus on high aspirations and on improving outcomes for children and young people.
The role of the Special Needs Coordinator (SENDCO) has changed slightly with the
COP, in as much as it is now the role of the subject teacher to identify children with
special needs and organise any extra support required under the advice of the
SENDCO. Subject teacher’s planning should be flexible so as to recognise the needs
of all students as individuals and to ensure progression, relevance and differentiation.

Every teacher is a teacher of SEND students
It is the responsibility of all teachers to ensure they have read and acted on the
information in the Student Strategy document for each SEND student they teach. It is
also essential that all teachers are aware of the targets set in the One Plans and act
upon these during lessons. You can find access to all Student Strategy documents,
One Plans & EHCPs on Edukey. It is also the responsibility of all teachers to provide
information when requested, to the SEN team, about students that they teach

KS3 Nurture Groups
The Nurture groups have been established to allow students to receive academic and
emotional support within a much smaller setting. Students are placed within the group
due to a variety of reasons: prior awareness of needs during the transition process,
SEND needs or identification that students are struggling in the mainstream once
starting at RDA. The timetable has been specifically designed to allow for some
students to access the Nurture group for core subjects only whilst remaining in
mainstream lessons for all other subjects. Students enjoy all aspects of the curriculum
including more traditional subjects such as Maths, English and Science but also
subjects including Spanish, Art and Performance Studies. Any questions you have
regarding the Nurture group should be directed to Ellie McGoldrick & Ebun Mosuro.

Concerns
If you have a concern about a student please email the SENDCO to begin the referral
process.

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Indicators of SEND
When a class teacher or the SENDCO identifies a child with SEND the class teacher
should provide interventions that are additional to or different from those provided as
part of the school’s usual differentiated curriculum offer and strategies. The triggers
for intervention could be the teacher’s or others’ concern, underpinned by evidence,
about a child who despite receiving differentiated learning opportunities is not making
progress. Failure to make adequate progress over a period of time despite ‘quality first
teaching’ may be an indicator of a Student with SEND. Adequate progress is defined
as that expected of most children in a key stage, irrespective of start point. There are
four broad areas of need in which a student may need additional support as listed
below:

Cognition and learning
Support for learning difficulties may be required when children and young
people learn at a slower pace than their peers, even with appropriate
differentiation. Learning difficulties cover a wide range of needs, including
moderate learning difficulties (MLD), severe learning difficulties (SLD), where
children are likely to need support in all areas of the curriculum and associated
difficulties with mobility and communication, through to profound and multiple
learning difficulties (PMLD), where children are likely to have severe and
complex learning difficulties as well as a physical disability or sensory
impairment. Specific learning difficulties (SpLD), affect one or more specific
aspects of learning. This encompasses a range of conditions such as dyslexia,
dyscalculia and dyspraxia.

Communication and interaction
Children and young people with speech, language and communication needs
(SLCN) have difficulty in communicating with others. This may be because they
have difficulty saying what they want to, understanding what is being said to
them or they do not understand or use social rules of communication. The One
Plan for every child with SLCN is different and their needs may change over
time. They may have difficulty with one, some or all of the different aspects of
speech, language or social communication at different times of their lives.
Children and young people with ASD, including Asperger’s Syndrome and
Autism, are likely to have particular difficulties with social interaction. They may
also experience difficulties with language, communication and imagination,
which can impact on how they relate to others.

Sensory and/or physical needs
Some children and young people require special educational provision because
they have a disability which prevents or hinders them from making use of the
educational facilities generally provided. These difficulties can be age related
and may fluctuate over time. Many children and young people with vision
impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI)
will require specialist support and/or equipment to access their
learning. Children and young people with an MSI have a combination of vision
and hearing difficulties.

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Social, emotional and mental health difficulties
Children and young people may experience a wide range of social and
emotional difficulties which manifest themselves in many ways. These may
include becoming withdrawn or isolated, as well as displaying challenging,
disruptive or disturbing behaviour. These behaviours may reflect underlying
mental health difficulties such as anxiety or depression, self-harming, substance
misuse, eating disorders or physical symptoms that are medically unexplained.
Other children and young people may have disorders such as attention deficit.

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