ࡱ> #` bjbj 4@w1 xxx11181tf2|z22222222$`hȕ722772249997d229799݉4522 S1y7>J0zONy8N|5N52394<5222I9d222z7777-11  GRANGE PRIMARY SCHOOL POLICY ON DRUG EDUCATION AND THE MANAGEMENT OF DRUG-RELATED INCIDENTS All children and young people need to be able to make safe, healthy and responsible decisions about drugs, both legal and illegal. Schools play a central role in helping them make such decisions by providing education about the risk and effects of drugs; by developing their confidence and skills to manage situations involving drugs; by creating a safe and supportive learning environment. Stephen Twigg MP Parliamentary Under Secretary of State for Schools This policy has been developed by the Headteacher and the CPSHE Co-ordinator through consultation with Governors, parents, and appropriate outside agencies. It has been written in accordance with DfES guidance received in February 2004, Drugs: Guidance for schools. This policy is linked with policies on CPSHE, behaviour, health and safety, administering medicines, confidentiality, school visits and child protection. Policy Aim The aim of this policy is to provide a framework to ensure; clear guidelines for and consistency in the provision of effective drug education throughout the school; consistency in the response to drug-related incidents throughout the school community; that practices in the school are in harmony with the policy. 1. Introduction The definition of a drug given by the United Nations Office on Drugs and Crime is: A substance people take to change the way they feel, think or behave. The term drugs and drug education, unless otherwise stated, are used throughout this policy to refer to all drugs; all illegal drugs (those controlled by the Misuse of Drugs Act 1971) all legal drugs, including alcohol, tobacco, volatile substances (those giving off a gas or vapour which can be inhaled), ketamine, khat and alkyl nitrates (known as poppers) all over-the-counter and prescription medicines. All pupils, including those of primary school age, are likely to be exposed to the effects and influences of drugs in the wider community and be increasingly exposed to opportunities to try both legal and illegal drugs. 2. The Context for Drug Education 2.1 The aim of drug education Drug education will enable pupils to develop their knowledge, skills, attitudes and understanding about drugs and appreciate the benefits of a healthy lifestyle, relating this to their own and others actions. Drug education is an important aspect of the curriculum. It will: Increase pupils knowledge and understanding and clarify misconceptions about: the short- and long-term effects and risks of drugs the rules and laws relating to drugs the impact of drugs on individuals, families and communities the prevalence and acceptability of drug use among peers the complex moral, social, emotional and political issues surrounding drugs. Develop pupils personal and social skills to make informed decisions and keep themselves safe and healthy, including; assessing, avoiding and managing risk communicating effectively resisting pressures finding information, help and advice developing self-awareness and self-esteem. Enable pupils to explore their own and other peoples attitudes towards drugs, drug use and drug users, including challenging stereotypes, and exploring media and social influences. Drug education will take account of pupils views, so that it is both appropriate to their age, ability and relevant to their particular circumstances. Drug education in the classroom is supported by a whole school approach that includes the schools values and ethos, staff training and the involvement of pupils, staff, parents/carers, governors and the wider community. 2.2 Drug education in the curriculum Drug education is the entitlement for every pupil and is supported by section 351, of the Education Act 1996 which requires every school to provide a balanced curriculum which: Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society. Prepares pupils at the school for the opportunities, responsibilities and experiences of adult life. Drug education will be delivered through the CPSHE curriculum and fulfil the statutory requirements of the National Curriculum Science Order. It will start in the Foundation Stage and progress through the key stages. CPSHE provides an effective context for drug education because it focuses on developing skills and exploring attitudes as well as learning about healthy and safe lifestyles. The Foundation Stage of the National Curriculum supports children in developing an understanding of what keeps them healthy and safe. Drug education at Key Stage 1 will build on this. At Key Stage 1 pupils learn about being safe with medicines and household substances and the basic skills for making healthy choices and following safety rules. At Key Stage 2 pupils learn about the effects and risks of alcohol, tobacco, volatile substances and illegal drugs and basic skills to manage risky situations. They learn how to make informed choices about their health, how to resist pressure to do wrong and to take more responsibility for their actions. Pupils with special educational needs (SEN) will receive their entitlement to drug education. Please refer to the CPSHE Scheme of Work for Grange Primary Schools Drug Education Programme in full. 2.3 Drugs of particular significance 2.3.1 Alcohol Alcohol is readily available and generally considered socially acceptable in most but not all cultural groups. A recent survey found that 24% of 11-15 year olds had consumed alcohol in the previous week. This ranged from 5% of 11-year-olds to 47% of 15-year-olds. Given its prevalence and the increased vulnerability of young people to the impact of alcohol misuse and changes in drinking behaviours, educating pupils about the effects of alcohol and how to reduce alcohol-related harm is an important priority. The aim of alcohol education is to reduce the risks associated with drinking by taking a harm-reduction approach. This accepts that many, although not all, people drink, and seeks to enhance pupils abilities to identify and manage risks and make responsible and healthy decisions. It does not suggest that alcohol misuse is acceptable or that all young people drink. In Year 6 pupils will explore the culture around alcohol by considering societys views, family values, the media and commercial interests; and the law controlling the sale and purchase of alcohol. 2.3.2 Tobacco Smoking is the United Kingdoms single greatest cause of preventable illness and early death. In a recent study it was found that 1% of 11-year-olds were regular smokers (i.e. smoking at least one cigarette a week). We aim to raise pupils awareness of the health risks associated with smoking. The emphasis will be on providing information and developing attitudes and skills which will help pupils not to take up smoking. 2.3.3 Cannabis Cannabis has been reclassified from a Class B to a Class C drug with effect from 29 January 2004. This means that the Government recognises that cannabis is not as harmful to health as existing Class B drugs. Its continued classification as a controlled drug confirms its illegality and reflects the associated health risks. It is important to reinforce to pupils the message that cannabis is harmful to health and is still an illegal drug, and that possession remains a criminal offence leading to a possible criminal conviction. 2.3.4 Volatile Substances Volatile substance abuse (VSA), the deliberate inhalation of volatile substances such as lighter fuel, glue or aerosols, is responsible for more deaths in young people aged 10-16 in England and Wales than illegal drugs. VSA needs to be addressed at an early point in the drug education curriculum because of the potential for early onset of experimentation, the availability of products open to abuse within the home, and the particular dangers posed by VSA. These include high risk of sudden death, even for first-time and occasional users. We will use the same approach for teaching about VSA as with other drugs. When focussing on VSA, teachers will need to find a balance between giving pupils an accurate picture of the potential harmful physical effects of VSA, including the risk of sudden death, and teaching them about its impact on emotional and social health and well-being. 2.3.5 Class A Drugs Most of the teaching about class A drugs will usually take place in key stage 3 and 4, although primary-age pupils need to know how to keep themselves safe around discarded drug paraphernalia, for example. 3. Planning and Teaching of Drug Education 3.1 Pupils existing knowledge and understanding All pupils are likely to know something about drugs, although this knowledge may be inaccurate, incomplete or based on myth. Establishing existing knowledge will help to develop aims and learning objectives. It will ensure that the content is both credible and relevant to pupils. Existing knowledge and understanding can be identified through: draw-and-write activities circle time questionnaires/surveys discussion, e.g. in class or school councils 3.2 Diversity In accordance with the Race Relations (Amendment) Act (2000), teachers will plan drug education which has relevance for all pupils. Teachers will ensure that their medium term plans include a variety of teaching methods and strategies that cater for the attainment levels of their pupils and their diverse needs. Teachers need to be sensitive to the fact that pupils may have varying attitudes towards drugs which are influenced by their cultural and religious backgrounds and their life experiences, values and beliefs. 3.3 Pupils with Special Educational Needs (SEN) In planning drug education for pupils with special educational needs, teachers will need to consider whether: Particular aspects of the programme need to be emphasised/expanded or given more/less time. Materials from an earlier key stage may be used or adapted. Activities should be adapted to provide support for pupils with difficulties in cognition and learning or communication and interaction. This could include placing greater emphasis on discussion, modelling, role-play and mechanisms for recording pupils thoughts that do not rely on written materials. 3.4 Pupils requiring regular medication Teaching will focus on the appropriate use of medicines and developing pupils competence to manage their medication responsibly. As for all pupils, messages about the importance of taking medicines in accordance with the prescribers instructions, not sharing medicines with others and the risks associated with taking some medicines in combination with other drugs will be included in our drug education programme. 3.5 Pupils whose parents/carers or relatives use or misuse drugs Many pupils may have parents/carers or relatives who take medicines, smoke or drink alcohol. Some may have parents/carers or family members who use illegal drugs. Teachers need to be sensitive to the very real possibility that the parents/carers or relatives of some pupils may be problem drug users. Care will be taken to ensure that the drug education programme takes potential drug use of parents/carers or family members into account, for example in the issues portrayed and the language used, so that drug education does not stigmatise or heighten pupils anxieties about their parents/family members welfare. 3.6 Curriculum organisation Drug education will be taught through discrete CPSHE lessons and other curriculum subjects, e.g. Science. Contributions from other curriculum subjects might include, for example; English group discussion and interaction, information texts, literature and media Maths handling data, including interpreting and discussing results ICT finding things out, exchanging and sharing information Drama exploring and developing skills through role-play Music and Art exploring popular culture Physical Education fitness and health Religious Education exploring morals, values and cultural diversity. There will be sufficient lesson time for learning to take place, as well as opportunities for pupils to actively participate and reflect and consolidate their learning. 3.7 Teaching and Learning Teachers will create a safe, secure and supportive learning environment through establishing ground rules. A group agreement, established and developed with pupils, helps to foster mutual respect and an environment in which pupils feel comfortable and ready to listen to and discuss each others opinions. Ground rules should cover issues such as teachers and pupils rights to privacy and respect, and the boundaries of discussion. Pupils (and teachers) should be discouraged from revealing any personal information that may incriminate them or others, or that they wish to remain confidential. Setting and agreeing ground rules is an important opportunity to remind pupils of ways to ask for help, the support available, the schools confidentiality policy and what may happen should information be disclosed. Teachers will be aware that they may not offer confidentiality to pupils (see 4.2). Other strategies for teachers to manage sensitive and controversial issues include: Using distancing techniques, e.g. third-person case studies, role-play and theatre-in-education performances, depersonalised discussions, and anonymous question boxes Dealing with difficult questions on an individual basis, e.g. seeing pupils outside the classroom or referring the pupil to a school nurse or an outside agency. N.B. If a pupils question raises concern that they may be at risk, the teacher should follow the schools child protection policy procedures. Presenting themselves as facilitators of pupil learning rather than drug experts, e.g. suggesting that the pupil or teacher or both research questions where they do not know the answer. Teachers should ensure that all pupils are fully involved in the lesson by using a variety of interactive and participatory teaching methods. Teachers should use a range of active teaching approaches such as; action research external contributors peer education thought showers drama visits questionnaires case studies formal debate quizzes circle time group work role play creative writing literature discussion media analysis structured games theatre-in-education video, followed by discussion 3.8 Teaching Resources Chosen teaching materials will support and encourage good practice and teachers will be confident in using them. Teachers will need to ensure that materials can be adapted to meet the needs of pupils with special educational needs or that materials specifically designed for such pupils are obtained where appropriate. 3.9 External contributors to drug education Teachers should always maintain responsibility for the overall drug education programme. External contributors (such as the Life Education Bus, or police), should not be used as substitute teachers, nor should they constitute the entirety of the drug education programme. When involving external contributors, teachers will ensure that: They are clear about the desires learning outcomes before deciding who is best able to help them achieve them The external contribution is integrated into the schools programme, rather than being an isolated event The external contributors are competent educators and facilitators and do not provide input outside their area of expertise Where possible, pupils are involved in the preparatory and follow up work, e.g. writing invitation and thank you letters The content of the lessons is negotiated to ensure that it meats the needs of pupils and is consistent with the overall aims of the drug education programme. The contribution is grounded to a pupil-centred approach to learning, which may involve assessing educational needs All external contributors are fully aware of the schools values and approach to drug education, the drug and other relevant policies, including those covering confidentiality, disclosure and child protection, to ensure that their approach is consistent with that of the school All external contributors are aware of their roles, responsibilities and boundaries, i.e. that they work to the professional boundaries of the teacher when taking part in curriculum activities The value of the external contributor is assesses through pupil feedback and evaluation. This information should be shared and used to inform future work. 3.10 Co-ordinating The Headteacher will be responsible for the management of drug incidents. The CPSHE co-ordinator will oversee the planning and co-ordination of drug education. All teachers will be responsible for the delivery of the drug education programme. 3.11 Staff support and training All teachers involved in teaching drug education will receive opportunities to develop skills, knowledge and confidence in addressing drug issues with pupils through continuing professional development (CPD). Activities could include: Team teaching or teachers observing other skilled staff with ongoing support from CPSHE co-ordinator Participating in collaborative enquiry and action research supported by teaching networks Training courses with support to apply learning to the classroom. 3.12 Assessment The elements of drug education that form part of the science curriculum must be assessed in accordance with the requirements of the National Curriculum. The learning from the other elements of drug education will be assessed as part of overall CPSHE provision. Assessment will identify: What knowledge and understanding pupils have gained and its relevance to them What skills they have developed and put into practice How their feelings and attitudes have been influenced during the programme OfSTED encourages schools to avoid judging achievement in drug education only in terms of gains in factual knowledge. Assessment will include: Assessment for learning (formative), which involves pupils in reviewing and reflecting on their progress and understanding how they can improve their learning Assessment of learning (summative), which measures what pupils know, understand and can do. Methods will include: Pupil self-assessment pupils reflecting on what `they have learnt, setting their own targets and monitoring their own progress using check-lists, diaries, displays, before and after comparisons (e.g. the draw and write technique) Peer group assessment pupils reflecting on what they have learnt, providing feedback to each other and reflecting on their roles in the group, using oral feedback, video/audio tapes Teacher assessment teachers observing, listening, reviewing written work and pupils contribution to drama, role play and discussions. 3.13 Monitoring and Evaluation The CPSHE co-ordinator will be responsible for the overall monitoring of drug education. This will include: Lesson observations with feedback to teachers Looking at a sample of pupils work Teachers making regular comments on the scheme of work/lesson plans Monitoring curriculum plans, with feedback to teachers Feedback from pupils about what has been covered. The views of pupils, teachers and support teachers will be key issues for evaluation. Parents and other agencies may also contribute. Approaches to evaluation include: Participatory activities at the end of lessons or units of work Questionnaires at the end of units or as part of an end-of-year review Feedback from pupils and teachers about specific aspects of the drug education programme, e.g. external contributors Comparison with pupils existing knowledge, understanding and skills. The CPSHE co-ordinator will ensure that the evaluation results in changes to the planning and teaching of the programme where necessary. 3.14 Involving parents/carers Parents/carers have a crucial role in preventing problem drug use. They also have an important role in supporting their childs drug education. Parents/carers will be made aware of the schools approach and rationale for drug education; be involved in the planning and review of the drug education programme and policy; given information about their childs drug education and school rules in relation to drugs. 3.15 Governors As part of their general responsibilities for the strategic direction of the school, governors have a key role in the development of their schools policy on drugs. It is not a statutory requirement for schools to appoint a governor with specific responsibilities relating to the provision of drug education. 3.16 Access to information about sources of support Teachers will ensure that pupils have access to up-to-date information on sources of help. This includes local and national help lines, community services and drug services. Teachers include details of services and help lines, explain how they work and develop pupil confidence in using them, as part of our drug education programme. Local services are listed in the appendix for reference. 4. Good Management of Drugs within the School Community Grange Primary School sends a clear message to the whole school community that the possession, use or supply of illegal and other unauthorised drugs (as designated by the Headteacher) within school boundaries is unacceptable. This related to incidents involving medicines, tobacco, solvents or alcohol. It also relates to parents/carers drug use and the finding of drug paraphernalia. 4.1 Management responsibilities The Head teacher is responsible for the management of drug incidents. All staff should be made aware of the procedures for managing incidents, including who they should inform and who has authority regarding issues such as searching school property and involving the police. 4.2 Confidentiality Teachers cannot and should not promise total confidentiality. The boundaries of confidentiality should be made clear to pupils. If a pupil discloses information which is sensitive, not generally known, and which the pupil asks not to be passed on, the request should be honoured unless this is unavoidable in order for teachers to fulfil their professional responsibilities in relation to: Child protection Co-operating with a police investigation Referral to external services Every effort should be made to secure the pupils agreement to the way in which the school intends to use any sensitive information. It may be necessary to invoke child protection procedures if a pupils safety is under threat. It should only be in exceptional circumstances that sensitive information is passed on against the pupils wishes, and even then the school should inform the pupil first and endeavour to explain why this needs to happen. These exceptions are defined by a moral or professional duty to act: Where there is a child protection issue Where a life is in danger. 4.3 Drugs which may be authorised in schools Medicines Some pupils may require medicines that have been prescribed for their medical condition during the school day. Arrangements are set out in the schools Administering of Medicine Policy. Volatile substances Solvents and hazardous chemicals are stored securely and managed to prevent inappropriate access or use. Arrangements are set out in the schools health and safety policy. Alcohol If alcohol is authorised at school, for example at a school fair, the arrangements for storage or use should be agreed and adhered to. It is an offence under the Licensing Act 1964 to sell alcohol without a licence. The school would need to obtain an occasional licence to sell alcohol under the Licensing (Occasional Permissions) Act 1983. Tobacco Grange Primary School is a smoke-free school. 4.4 The Role of the Police Legal drugs The police will not normally be involved in incidents involving legal drugs, but we will inform trading standards or police about the inappropriate sale or supply of tobacco, alcohol or volatile substances to pupils in the local area. In this case it will not be necessary to bring the childs name to the attention of the police unless there is evidence of children above primary age being involved. Illegal drugs Although we have no legal obligation to report an incident involving drugs to the police, we will inform police of any incident on school premises where there is evidence of illegal drugs or drug taking. The police will always be involved in the disposal of suspected illegal drugs. Where a child is involved in illegal drugs, the name will be passed to the police. 4.5 Taking temporary possession of and disposal of suspected illegal drugs The law permits school staff to take temporary possession of a substance suspected of being an illegal drug for the purposes of preventing an offence from being committed or continued in relation to that drug providing that all reasonable steps are taken to destroy the drug or deliver it to a person lawfully entitled to take custody of it. In taking temporary possession, the Headteacher will; Ensure that a second witness is present throughout Seal the sample in a plastic bag and include details of the date and time of seizure/find and witness present Store it in a secure location, such as the school safe Without delay notify the police, who will collect it. The law does not require a school to divulge the name of the pupil from whom the drugs were taken Record full details of the incident, including the police incident number Inform parents/carers, unless this would jeopardise the safety of the pupil. 4.6 Confiscation and disposal of other unauthorised drugs Alcohol and Tobacco Parents/carers will normally be informed and given the opportunity to collect the alcohol or tobacco, unless this would jeopardise the safety of the pupil. Volatile Substances Given the level of danger posed by volatile substances we may arrange for their safe disposal. Small amounts will be placed in a bin that children do not have access to. Medicines Disposal of medicines held at school is covered in the Administration of Medicine Policy. Parents/carers will collect and dispose of unused or date-expired medicines. 4.7 Disposal of drug paraphernalia Needles or syringes found on school premises should be placed in a sturdy secure container (e.g. a tin with a lid), using gloves. Soft drinks cans or plastic bottles should not be used. Used needles and syringes should not be disposed of in the domestic waste. 4.8 Detection and searches When a person is suspected of concealing illegal or other unauthorised drugs it is not appropriate for a staff member to carry out a personal search. Every effort must be made to persuade the person to hand over voluntarily any drugs, in the presence of a second witness. When the individual refuses and the drug is believed to be illegal, and the school wished to proceed along formal lines, then the police must be called. The police can conduct a personal search if they believe a crime has taken place, or to prevent harm to themselves or others following an arrest. 5. Responding to Drug Incidents 5.1 Defining drug incidents Incidents are likely to involve suspicions, observations, disclosures or discoveries of situations involving illegal and other unauthorised drugs. They could fit into the following categories: Drugs or associated paraphernalia are found on school premises A pupil demonstrates, perhaps through actions or play, an inappropriate level of knowledge of drugs for their age A pupil is found in possession of drugs or associated paraphernalia A pupil is found to be supplying drugs on school premises A pupil, parent/carer or staff member is thought to be under the influence of drugs A staff member has information that the illegitimate sale or supply of drugs is taking place in the local area A pupil discloses that they or a family member/friend are misusing drugs. 5.2 A range of responses Any response should balance the needs of the individual with those of the wider school community, and aim to provide pupils with the opportunity to learn from their mistakes and develop as individuals. Given that drug problems rarely occur in isolation, responses may need to take a holistic approach rather than focus solely on drugs. 5.3 Informing parents/carers The Headteacher will involve the pupils parents/carers and explain how the school intends to respond to the incident and to the pupils needs. Where the school suspects that this might jeopardise the childs safety, the Headteacher will exercise caution in doing this. 5.4 Parents/carers under the influence of drugs on the school premises When dealing with parents/carers under the influence of drugs on school premises, staff should attempt to maintain a calm atmosphere. On occasion, a teacher may have concerns about discharging a child into the care of a parent/carer. In such circumstances, the Headteacher will discuss with the parent/carer if alternative arrangements could be made, fir example asking another parent/carer to accompany the child home. The focus for staff will always be the maintenance of the childs welfare, as opposed to the moderation of the parents/carers behaviour. Where the behaviour of a parent/carer under the influence of drugs repeatedly places a child at risk or the parent/carer becomes abusive or violent, staff should consider whether to invoke child protection procedures and/or the involvement of the police. 5.5 Staff conduct and drugs Teachers have a duty of care to pupils entrusted to the school, including when on school trips. A member of staff may be deemed unfit to work if he or she poses a risk or potential risk to the health and safety of pupils or colleagues. 5.6 Recording an incident The Headteacher will make a full record of every incident. Storage of sensitive information about pupils or staff should be secure and should accord with the requirements of the Data Protection Act 1998. Notes should include the time, date, place and people present, as well as what was said, as records could be used in any subsequent court proceedings. Teacher responsible for Drug Incidents: ____________________________________ Mr. Paul Harvey, Head Teacher Teacher responsible for Drugs education and policy review: ______________________________ Mrs K Crampton (CPSHE leader) Head of Governors: ________________________________________________ Policy updated 10th November 2005 1, 2 Smoking, drinking and drug use among young people in England in 2002 (National Centre for Social Research (NatCen) and the National Foundation for Educational Research (NFER). 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