Key Information booklet 2020-2021

Welcome to
Royal Docks Academy
Key Information Booklet

2020 - 2021

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
o Leaving the site

6 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
18 Teaching Staff List
20 Support Staff List
22 Telephone Extensions
24 Tutor Groups
26 Arrangements for first half of autumn term
27 Map of Tutor Groups for first half of autumn term
28 Meeting Structure and Cycle
29 Child Protection / Safeguarding
31 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

Autumn Term 2020

Starts: 3rd September 2020
Ends: 15th December 2020
Half Term: 26th - 30th October 2020
Christmas Break: 16th December 2020 to 1st January 2021
INSET Days: 1st and 2nd September 2020

Spring Term 2021

Starts: 5th January 2021
Ends: 2rd April 2021
Half Term: 15th – 19th February 2021
Easter Break: 2nd – 16th April 202
INSET Day: 4th January 2021

Summer Term 2021

Starts: 19th April 2021
Ends: 16th July 2021
Half Term: 31st May – 4th June 2021

4

The School Day

Year 7 and 8

Time Lesson/Break
7:30am Buildings open to students
Registration
8:30am – 8:50am Period 1
08:50am – 09:40am Period 2
09:40am – 10:30am Break
10:30am – 11.00am Period 3
11.00am – 11:50am Period 4
11:40pm – 12:40pm Lunch
12:40pm – 1:20pm Period 5
Period 6
1:20pm – 2:10pm End of school day for students
2:10pm – 3:00pm Enrichment

3:00pm
3:00pm – 4:00pm

Year 9, 10 and 11

Time Year 9, 10 and 11 School Day
7:30am Buildings open to students
Registration/Reading Time
8:30am – 8:50am Session 1
8:50am – 10:30am Break
10:30am – 11.00am Session 2
11.00am – 12:40pm Lunch
12:40pm – 1:20pm Session 3
1:20pm – 3:00pm End of school day for students
Study Club/Revision
3:00pm
3:00pm – 4.00pm

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 07763 837308 or 0207540 2700 ext 2510. 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 to 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 Associate Head Teachers.

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
Associate Head Teachers 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 – Assistant CEO and Pinar Taze & Matt Carter Associate Headteachers

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, Associate Head Teachers 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, SENCO 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

Matt Carter - As

Overall Responsibilities Overall R
• Curriculum.
• The Internal Organisation, Management and Control • Timetable & Option
of the school. • Development of a W

• The Implementation of Policies & Procedures Enrichment Progra
Approved by the LGB. Liaison with the LGB. • Oversight of Specia

• Curriculum Provision and the Quality of T&L. (SEND), and Medic
• Strategic Planning. across the School.
• Financial Management. • Inclusion, Intervent
School including St
• Data Management & Data. Protection - GDPR • Heads of Faculty.
Strategy. Monitoring of the school Improvement Plan. • Schemes of Work.
• Qualifications on of
• School Self Evaluation. • Development and u

• Admissions. Line M
• Exclusions. · Justin Hopgood
• Recruitment. · Sandhya Mittal
· John O’Donnell
• Performance Management, Appraisal & Pay · Ray Coe (SENCO)
Progression. Communication with LA, DfE and · PE Faculty
Ofsted (inc Census/Data Returns)

• Facilities Hire.
Line Management

· Matt Carter
· Pinar Taze
· Finance Lead
· Zama Shozi - Head of PMLD
· Headteacher’s PA
· Debra McFarlane HR/Office Manager

onsibilities 2020/2021 Pinar Taze - Associate Headteacher

ssociate Headteacher

Responsibilities Overall Responsibilities
• Teaching and Learning across the school.
ns models. • Behaviour Management Systems.
Whole School Extra-Curricular / • Safeguarding, Child Protection and Prevent Duty.
amme. • Whole School Attendance & Punctuality.
al Educational Needs, Disability • Performance Management.
cal Needs Provision & Strategy • Heads of Year.
• Admissions.
tion & Achievement across the • Transition.
trategies for PP. • Progress Tracking & Support of In-Year Admissions.
• Annual Calendar.
ffer.
upkeep of the School Website.

Management Line Management
) · Michala Aylward
· Oliver Brown
· Gary Davison
· Angela Hillan
· Humanities Faculty

13

Michala Aylward - Assistant Headteacher Oliver Brown - A

Overall Responsibilities Overall R
• Safeguarding, Child Protection and Prevent Duty • Leadership of Engl
• Development of Te
(Designated Senior Person).
• Transition. School.
• Teaching Staff Return to Work Interviews. • Training and Profes
• Development of Student Leaders, Debating Groups • Quality Assurance

and Student Voice. Feedback & Asses
• Progress Tracking and Support of WBR students. • Development & Mo
• Rewards and Consequences.
• Organisation of Open Evening. Programmes.
• Homework & Independent Learning. • Teaching Staff Sup
• SLT Link for Year 7. • Whole School Liter
• On Call & Climate W
Line Management • Best Practice Less
· Karen Kioi (Head of Year 7) • Progress Tracking
· MFCL Faculty • SLT Link for Year 8
· Esi Ayensu (DSL & EWO)
Line M
• Nicola Osborne (As
• Caroline Tinsley (H
• Crina Petrescu (EA

Assistant Headteacher Gary Davison - Assistant Headteacher

Responsibilities Overall Responsibility
lish Faculty. • Raising Attainment & Progress in Year 11.
eaching & Learning across the • Intervention & Support Strategies in Year 11.
• Educational Trips and Visits.
ssional Development of Staff. • Progress Tracking and Support of PP Students.
and Development of Marking, • Oversight of Student Behaviour.
ssment. • Deputy DSL.
onitoring of Work Scrutiny • Saturday & Holiday School.
• Organisation of Annual Achievement Evening.
pport Programmes. • Careers and Post-16 Guidance.
racy/Reading Strategy.
Walk Rotas. Line Management
sons. · Sarah Newman (Head of Year 11)
and Support of EAL students. · Science Faculty
8. · Bilal Abdul Khaliq (Careers Director)
Management
ssistant SENCO)
Head of Year 8)
AL Co)

14

Sandhya Mittal - Assistant Head Teacher John O’Donnell - Act

Overall Responsibilities Overall R
• Leadership of Maths Faculty. • Leadership of Crea
• Upper School Options Process.
• Enrichment & Extra Curricular Activities. Music, ADT)
• Whole School Numeracy Strategy. • Progress Tracking
• Progress Tracking and Support of G & T Students. • SLT Link for Year 1
• SLT Link for Year 9.
Line M
Line Management · Laura Shams (Head of Yea
· Wendy Newman (Head of Year 9)
· Zac Roach-Williams

ting Assistant Headteacher Justin Hopgood -Trust Data Manager

Responsibilities Overall Responsibility
ative Arts Faculty (Art, Drama,
and Support of FSM students. • Exams (Internal & External).
10. • Assessment & Target Setting.
• Reporting to parents.
Management • FFT/4Matrix Analysis.
ar 10) • Timetable inc. Day-to-Day.
• Cover Management.
• Staff Duties, On Call & School Detention Rotas.

15

PERFORMANCE MANAGEMENT

Surname Forename Post Faculty Area Appraiser
Abdul-Khaliq Bilal Lead Practitioner in Science/Director Science
of Careers IAD
Abdul-Khaliq Khalid Teacher Science RMH
Ahmed Noor Teacher AD&T JOD
Ahmed Irum Joint Head of Science Science GD
Ahmed Zora Teacher Maths AHL
Ahmed Redhwan Teacher Science ISL
Antoniou Georgina Teacher English AHI
EMK
Ayerman Janet Teacher English PTE
Aylward Michala Assistant Headteacher English SRS
Berkley Eric Teacher Geography
Blaney John Assistant CEO Helena Mills - CEO PTE
Brown Oliver English ZSI
Brown-Acquaye Amoba Assistant Headteacher PMLD EMC
Cabey Mercy Teacher SEN/English IAD
Cameron Kate Teacher Science JBY
Carter Matt Maths MA
Coe Raymond Teacher RE TW
Coltelli Katie Associate Headteacher PE AHL
Dasu Zuber SENCO ICT PTE
Davison Gary PE KIR
Drummond Callum Teacher English PMY
Gavin Siofra Teacher Geography KIR
Gruppetta John Assistant Headteacher English SM
Hall Althea Maths JOD
Harper Jane Teacher AD&T SR
Hillan Angela 2nd i/c Humanities MFCL MCR
Hopgood Justin Teacher Maths SRS
Hussain Arfan 2nd i/c Maths RE AHI
Iyer Maya Director of ADT English SM
Kioi Karen Lead Practitioner - MFCL Maths JOD
Kitouni Nadia Trust Data Manager AD&T AHL
Lissowski Paul Teacher Maths ZSI
Maderova Natalie Leader Practitioner - English PMLD JBY
Mbatha Zama Teacher/Head of Year 7 PMLD RCE
McGoldrick Elizabeth Teacher English AHI
McKie Fitzroy Lead Practitioner Music OBN
Miah Rouf Teacher Science MCR
Mittal Sandhya Head of PMLD provision Maths OBN
Molloy Patricia History
Teacher/Nurture group coordinator
Teacher
Joint Head of Science
Assistant Headteacher
Head of Humanities

16

Mosuro Ebun Teacher Science IAD
Newman Sarah Teacher/Head of Year 11 History GD
Newman Wendy Teacher/Head of Year 9 PE SM
O'Donnell John Acting Assistant Headteacher Creative Arts MCR
ZSI
Omole Rebecca Teacher PMLD RCE
Osborne Nicola Assistant SENCO English ISL
Petrescu Crina Teacher English ZAD
PMY
Radziuk Jolanta Teacher Maths MA
Reeks Sandra Teacher Geography SR
Russell Spencer Head of MFCL MFCL GD
RMH
Salloum Emmanuel Teacher MFCL SR
Shams Laura Teacher/Head of Year 10 English RMH
Shu Bridget Teacher Science JBY
Sobol Irmina 2nd i/c MFCL CMFL GD
Sumner Emily Teacher Science KIR
PMY
Taze Pinar Associate Headteacher Maths MA
Tinsley Caroline Teacher/Head of Year 8 Citizenship

Tomlinson Paige Teacher English
Watkins Stephen Teacher History
Woolsgrove Tom Head of PE PE

17

TEACHING STAFF LIST

Surname Forename Post Faculty Area
Abdul-Khaliq Bilal Lead Practitioner in Science/Director of Careers Science
Abdul-Khaliq Khalid Teacher Science
Ahmed Noor Teacher AD&T
Ahmed Irum Joint Head of Science Science
Ahmed Zora Teacher Maths
Ahmed Redhwan Teacher Science
Antoniou Georgina Teacher English

Ayerman Janet Teacher English
Aylward Michala Assistant Headteacher English
Berkley Eric Teacher Geography
Blaney John Assistant CEO History

Brown Oliver Director of English / Assistant Headteacher English
Brown-Acquaye Amoba Teacher PMLD
Cabey Mercy Teacher SEN/English

Cameron Kate Teacher Science
Carter Matt Associate Headteacher Maths
Coe Raymond SENCO RE

Coltelli Katie Teacher PE
Dasu Zuber Teacher ICT
Davison Gary Assistant Headteacher PE

Drummond Callum Teacher English
Evans Jordan Unqualified Teacher PMLD
Gavin Siofra 2nd i/c Humanities Geography
Gruppetta John Teacher English
Hall Althea 2nd i/c Maths Maths
Harper Jane Director of ADT AD&T
Hillan Angela Lead Practitioner - MFCL MFCL
Hopgood Justin Trust Data Manager Maths
Hoque Ikramal NQT English
Hussain Arfan Teacher RE
Islam Mahiduil Supply Teacher Geography
Iyer Maya Leader Practitioner English
Kioi Karen Teacher/Head of Year 7 Maths
Kitouni Nadia Teacher AD&T
Lissowski Paul Leader Practitioner Maths
Maderova Natalie Teacher PMLD
Mbatha Zama Head of PMLD provision PMLD

McGoldrick Elizabeth Teacher/Nurture group coordinator English
McKie Fitzroy Teacher Music

18

Miah Rouf Joint Head of Science Science
Mittal Sandhya Assistant Headteacher Maths
Molloy Patricia Head of Humanities History
Mosuro Ebun Teacher Science
Newman Sarah Teacher/Head of Year 11 History
Newman Wendy Teacher/Head of Year 9 PE
O'Donnell John Acting Assistant Headteacher Creative Arts
Omole Rebecca Teacher PMLD
Osborne Nicola Assistant SENCO English
Petrescu Crina Teacher EAL/English
Ponniah Joshua Teacher Maths

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

Salloum Emmanuel Teacher MFCL
Shams Laura Teacher/Head of Year 10 English
Shu Bridget Teacher Science
Sobol Irmina 2nd i/c CMFL MFCL
Sumner Emily Teacher Science

Taze Pinar Associate Headteacher Maths
Tinsley Caroline Teacher/Head of Year 8 Citizenship

Tomlinson Paige Teacher English
Watkins Stephen Teacher History
Woolsgrove Tom Head of PE PE

19

Support Staff List

Classroom Based Support Staff

Olaide Adekoya Teaching Assistant
Teaching Assistant
Ismot Begum Teaching Assistant
Teaching Assistant
Carly Francis Teaching Assistant
Teaching Assistant - Part time
Stella Fred Teaching Assistant
Teaching Assistant
Jonathon Greene Teaching Assistant
Natalie John–Baptiste Teaching Assistant
Teaching Assistant
Trudi Landa Teaching Assistant
Teaching Assistant
Xiu Lin Teaching Assistant - Part time
Teaching Assistant
Andre Maize Teaching Assistant
Teaching Assistant
Katy Newley Teaching Assistant

Merline Odisla Education Welfare Officer / DSL
Personal Carer /Student Welfare
Louise Parker Student Welfare
Pastoral Officer
Sabana Patel Corridor Support
Attendance/Admissions Officer
Melissa Roach Librarian
Midday Assistant
Zac Roach-Williams
Exams Officer
Rosamma Scaria School Business Manager
Cluster Finance Lead, Harlow & Newham
Gary Thorne Admin / Facilities Officer
Receptionist
Linzy Wallovits PA to Assistant CEO / Associate Headteachers
Cover Manager
Student Support Staff HR/Office Manager
Admin / Parent Pay
Esi Ayensu Admin / SEN Admin
Assessment Data Manager
Stephanie Bigg Finance Officer

Karen Bradshaw Shallow

Saba Jaleel

Brian Joseph

Anita McCain

Kay Taylor

Carol Thorp

Administrative Staff

Valerie Butler

Tracy Dawson

Jacqui Sanders

Sharon Edwards

Chelsea Elie

Janice Faldo

Karen McCartney

Debra McFarlane

Sandra McLaughlin

Shannon Peters Carter

Stella Shirt

Lisa Watkins

20

Technicians Hirani Textiles Assistant - Part time
Jasoda Paul Reprographics Manager
Michelle O’Callaghan DT Technician
Lesley Rodney Senior Science Technician
Yvonne Shaw Senior D&T Technician
Peter Thorne Art Technician and Display
Sarah
Site Supervisor
Premises Staff Site Supervisor
Senior Site Supervisor
Brian Joseph Site Supervisor

Eton Lam

Mark Marchant

Jordan Nourrice

21

TELEPHONE EXTENSIONS

SENIOR LEADERSHIP TEAM / PA / CONFERENCE ROOM

Janice Faldo 2517 Assistant CEO / Head Teachers’ PA
John Blaney 2518 Assistant CEO
Matt Carter 2519 Associate Head Teacher
Pinar Taze 2520 Associate Head Teacher
VACANT 2556
Justin Hopgood 2521 Assistant Head Teacher
Michala Aylward 2522 Assistant Head Teacher
Gary Davison 2523 Assistant Head Teacher
Tracy Dawson 2516 School Business Manager
Conference Room 2524 Conference Room

ABSENCE

Karen McCartney 2510 Absence

Reception MAIN OFFICE
Chelsea
Sandra Elie 2501 Reception
Stella McLaughlin 2502 SEN Admin
Valerie Shirt 2503 Admin
Sharon Butler 2504 Assessment
Debra Edwards 2505 Exams
Shannon McFarlane 2506 Events
Peters-Carter 2507 Office Manager
Sajal 2508 Admin
Lisa
FINANCE
Esi
Anita Ali 2515 Finance Officer
Stephanie Watkins 2514 Finance Officer
Saba
MEDICAL / EDUCATION WELFARE OFFICER
Kay
Michelle Ayensu 2512 EWO / DSL
McCain 2511 Attendance
Bigg 2537 Welfare / Medical Office
Jaleel 2529 KS3 Pastoral

LIBRARY / REPROGRAPHICS

Taylor 2539 Library
Paul 2540 Reprographics

22

PMLD / SEN

Ray Coe 2536 SENCO
Nicola Osbourne 2538 Assistant SENCO
Zama Shozi 2531 PMLD Manager
SEN 2532 SEN AREA

Karen HEAD OF YEAR
Caroline
Wendy Kioi 2530 HOY 7
Laura Tinsley 2527 HOY 8
Sarah Newman 2528 HOY 9
Shams 2526 HOY 10
Staff Room Newman 2526 HOY 11
Mark
STAFF ROOM / PREMISES
ART
D&T Marchant 2555
D&T 2525 Site Supervisor
D&T
English FACULTIES
Humanities
ICT 2544 Food Room
Maths 2543 Wood Room
Maths Office 2542 Office
MFL 2541
Music office 2553
PE 2552
PHSE / RE 2547
Science Prep 2548
2549
2545
2551
2554
2550
2546

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Tutor Groups

Head of Year – Karen Kioi

FORM ROOM FORM TUTOR Additional Staff
7A
7E E11 Khalid Abdul-Khaliq Ray Coe
7G Sarah Thorne
7S E13 Zuber Dasu & Sandra Reeks
7T Additional Staff
7V E14 Janet Ayerman Zach Roach
Williams
7W Nurture E56 Emily Sumner Eric Berkley

FORM E64 Jane Harper Additional Staff
8A
8E E65 Redhwan Ahmed Patricia Molloy
8G
8S E60 Mercy Cabey 24
8T
8V Head of Year – Caroline Tinsley

8W Nurture ROOM FORM TUTOR

FORM E62 Arfan Hussain
9A
9E E59 Spencer Russel
9G
9S E61 Paige Tomlinson
9T
9V E63 Ebun Mosuro

E57 Fitzroy McKie

E58 Crina Petrescu

E60 Rouf Miah & Irum Ahmed

Head of Year – Wendy Newman

ROOM FORM TUTOR

N50 John Gruppetta

N51 Bilal Abdul-Khaliq

N52 Katie Coltelli
N53 Kate Cameron
E67 Siofra Gavin
N57 Noor Ahmed

Head of Year – Laura Shams

FORM ROOM FORM TUTOR Additional Staff
10A Angela Hillan
10E S01 Stephen Watkins
10G Additional Staff
10S S02 Nadia Kitouni
10T Nicola
10V S03 Tom Woolsgrove Osbourne

FORM S05 Bridget Shu
11A
11E S06 Emmanuel Salloum
11G
11K S07 Irmina Sobol
11S
11T Head of Year – Sarah Newman
11V
11W ROOM FORM TUTOR

S50 Maya Iyer

S51 Ellie McGoldrick

S52 Callum Drummond

S53 Georgina Antoniou

S54 Zora Ahmed

S55 Althea Hall

S56 Jolanta Radziuk & Ismot Begum

S57 Paul Lissowski

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Arrangements for first half of autumn term
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Map of Tutor Groups for first half of autumn term
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Meetings Structure & Cycle

Leadership Team Meeting

Attendees: Assistant CEO, Associate Head Teachers, Deputy Head Teacher,

Assistant Head Teachers, Business Manager and invited staff

Frequency: Wednesday after school

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
As per Academic Calendar
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 / SENCO / ASSISTANT SENCO / EWO / SPLO

Frequency: Friday 8am

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 Safeguard software
programme. The Child Protection designated staff are Michala Aylward (DSL), Esi
Ayensu (DSL) Ray Coe (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 Safeguard 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,
and to complete the online training in the Safeguard software. The Safeguard software
can be accessed via the apps page on all staff computers. Type Safe in the search
box and the log-in icon will appear.

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Click on the icon and following screen will appear. New staff will receive a link with
instructions. Once you have logged into the programme simply create a new concern.
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 (COP -
2014) gives more responsibility to class teachers to provide differentiated work for
those students who need more support. There is a stronger focus on high aspirations
and on improving outcomes for children and young people. The role of the Special
Needs Coordinator (SENCO) 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 SENCO. 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 One Plan for each SEND student they teach. If you want to see or
print a One Plan they can be found on T:\SEN Classroom Tools\One Plans – latest.
When you are given your class list you will be expected to print off a One Plan for all
students on the SEND Register, and those who have HNF or an Educational Health
Care Plan.

Nurture Groups
After another successful year, we are excited to continue to run the KS3 Nurture group
this year. The group has 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 and Ray Coe.

SEND Classroom Tools
A set of Folders have been created on RM Staff. In this folder you will find many tools
that will help you with students who have SEND needs. Including a SEND classroom
checklist.

Concerns
If you have a concern about a student, a referral form is found in T:\SEND Classroom
Tools. Please complete this and email to the SENCO.

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Indicators of SEND
When a class teacher or the SENCO 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

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.

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

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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.

There is vital information and specific strategies to follow on each ONE PLAN which
should inform your planning and teaching. Please make sure you read the One Plan
for every student you teach who is on the SEND register.

Criteria for SEND Register and Provisions

Level Learning Needs Provisions

Communication and Differentiated tasks
Interaction. Accessible lessons
Cognition and Learning. One Plan
Accelerated Reader
K SEN Support Dyslexia support /Diagnostic assessment
Access to some TA support
Outside agencies
Child and Family Children Services (CFCS)
Educational Psychologist/ Speech
Language Therapist

Social, Emotional & Mental Pastoral team
Health difficulties. EWO Support
Monitoring and Mentoring
Pastoral Support Plans
Alternative provision, either on or off site if
required

Sensory Lift Key
and/or physical needs Medication Kept on Site
Care Plan- If required
EHCP or AS above Medical information sheet
Access to medical room if required
Higher Needs Identified needs in EHCP or
AS above
Funding HNF Possible access to Nurture group if relevant
Specified TA support
Eki Pathways School - Joint provision

D Disability but no SEN need Lift Key
Medication Kept on Site
Care Plan- If required
Medical information sheet
Access to medical room/disabled toilet if
required.

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