Colston's Primary School's Policies
Please find attached a number of polices outlining the steps and procedures we will take relating to varying circumstances. If you have any further questions, please do not hesitate to contact the school.
Please find a list and attachments of our key school polices:
Colston's Primary School is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. The health, safety and well-being of every child are our paramount concern. We listen to our pupils and take seriously what they tell us. Our aim is that children will enjoy their time as pupils at this school. Please talk to Mr Alex Bell, Headteacher and Deputy Designated Safeguarding Lead or Mr Seth Insall, Deputy Headteacher and Designated Safeguarding Lead, for further information.
Certain governors and all staff have had appropriate child protection training, which is updated every year. All allegations of abuse by or complaints relating to a teacher or other members of staff will be dealt with following the South West Safeguarding and Child Protection procedures available by clicking the link below.The designated officers for Child Protection are Mr Alex Bell, Headteacher and Deputy Designated Safeguarding Lead or Mr Seth Insall, Deputy Headteacher and Designated Safeguarding Lead.
At Colston’s Primary School we are committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers receiving services from the school, irrespective of race, gender, disability, faith, belief or religion or socio-economic background.
Colston's strives towards ensuring all pupils feel comfortable in a safe and calm learning environment. To ensure this, positive behaviour is reinforced through praise whilst children are aware that making the wrong choice has consequences.
At Colston's, we aim to increase the extent to which pupils with disabilities can access the school curriculum. The policy outlines how we aim to improve the physical environment of the school in order to increase the extent to which pupils with disabilities are able to take advantage of education and associated services provided by the school and which allow parents and carers better access.