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No Smoking Policy & Procedure

New Horizons School

Tel: 01925 818516

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Committee: Curriculum & pupil welfare

Signed: Ratified by committee – see minutes 11.12.12 Chair of Committee Signed: __________________________________________ Headteacher Date: 11.12.2012 Review date: December 2015

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October 2012 – This Policy is subject to ratification by New Horizons Management Committee and

the Management Committee of the Orford Park Learning Zone

New Horizons: No smoking policy and procedures

This policy document supports the Warrington LA no smoking policy that sets out that smoking is prohibited in all Warrington owned and controlled buildings. This is in response to the smokefree legislation set out in the Health Act, passed by Parliament in 2006, that came into effect on the 1st July 2007, requiring smokefree environments in workplaces. The legislation ensures that workers, including those in schools, are protected from the risks to health from tobacco smoke and are guaranteed their right to work in a smokefree environment. The school should clearly display non-smoking signs and all on-site visitors should be made aware that the whole school is a no-smoking site. The purpose of this document is to enable your school to develop and agree an effective no-smoking policy for aspects particular to schools, through wide consultation with the whole school community. This document incorporates an outline of a policy that a school can adapt. A school needs to consider the wording of the policy and the issues within the boxes, together with the information in bold, to ensure the final policy reflects the needs, ethos and responses of the school. Some further background information is provided at the beginning of the document. This policy links to:

Personal, Social, Health Education (PSHE)

Behaviour Policy

Drugs Policy

Managing Medicines Policy

Health and Safety Policy Background supporting information on young people and smoking

Smoking amongst young people is decreasing. National figures show in 2001 44% of young people aged 11-15 had tried smoking. This has decreased to 25% in 2011.

Nationally 10% of 11-15 year olds in 2001 were regular smokers. This has decreased to 5% in 2011.

Young people who know other smokers are most likely to smoke themselves.

Young people who live in a household where someone else smokes are more likely to smoke than those who do not live with smokers and find it harder to give up smoking.

Young people who smoke regularly tend to see themselves as dependant on the habit. Nationally 67% of regular smokers reported they would find it difficult to not smoke for a week, and 73% would find it difficult to give up altogether.

11-16 year olds can show signs of addiction within four weeks of starting to smoke (smoking at least one cigarette a week).

The law The law made under The Health Act 2006 requires that enclosed or substantially enclosed public places and workplaces are smoke-free. There is an exception for on-site caretakers’ houses. Aims and Objectives The school is to be a smoke free environment at all times to promote the health and welfare of all who work in, attend or visit the school. There is a wide range of evidence that shows the

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negative impact smoking / passive smoking has on people in terms of increased risk in a number of cancers, heart disease, diabetes and reducing their life span. Consider to whom the policy will apply, where and when. The whole school site is designated a no-smoking site this includes out of school hours and out of term time. Everyone involved with the school community is expected to adhere to the No-Smoking Policy.

Employees / trainee teachers

Students

Voluntary helpers

Governors

Visitors

Parents/Carers

Contractors working on site

Individuals using the leisure facilities

Individuals attending an outside letting

Individuals attending a social event Students:

Students are not allowed to smoke at school or whilst engaged in any off-site activity representing the school for example any educational visits, trips abroad and work experience.

Students should not be present when other students are smoking. As well as sanctions for those who were found smoking it may be beneficial to complete some targeted work with the wider peer group about smoking.

Guidance for managing a smoking incident within a school The flowchart below sets out some principles to inform a school’s response to a smoking incident which should be consistent with the ethos of the school and a range of supporting policies, in-particular the Behaviour policy and Health and Safety policy. Responses to any smoking incident should be proportionate, balancing the needs of the individual with those of the wider school community. The aim should be to provide students with opportunities to learn from their mistakes, develop as individuals and re-engage with the learning process to fulfil their potential. To ensure a consistent approach to managing a smoking incident it is recommended that the school indentifies key members of staff who are the ‘designated members of staff’ to manage any smoking incident that happens on the school site. The designated members of staff should have access to smoking cessation training in order to support problematic smokers and to ensure they understand, support and can manage change in behaviours linked to smoking. Designated members of staff may include Senior/middle leaders, pastoral staff and non-teaching members of staff.

Objectives

Compliance with government legislation.

Protect the staff, students, parents/carers, visitors and contractors from the effects of tobacco smoke.

To encourage students to be resilient to the pressures on them to take up smoking and enable them to make informed, responsible choices not to smoke.

Supportive and consistent links to the curriculum.

Help smokers to quit.

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A flowchart to support managing a smoking incident within a school

Caught smoking for the first time on school premises

Been caught smoking a few times on school premises

A problematic smoker who habitually smokes on the school premises

The member of staff re-enforces that smoking breaches a school rule and provides targeted advice and information about smoking and the impact on individuals. A standard letter is sent home to the student’s parents/carers to inform them they have been found smoking on the school site. (Directors to inform Senior administration manager)

The member of staff assesses if the smoking behaviour is linked into other behaviours that are of concern e.g. truancy, being off-site, safety issues such as hiding a lit cigarette or carrying lighters/matches, and respond accordingly. A sanction or consequence for breaking the rules of no-smoking on the school site, consistent with the Behaviour Policy e.g. lost learning time Increase support for the student to help them stop smoking but not taken out of lessons. Phone contact with parents/ carers LOGGED to discuss appropriate support to help the student stop smoking.

The member of staff need to address the issue of smoking by offering the provision of in-house smoking cessation support (refer pastoral manager, whether that is one-to-one support or a no-smoking group, but not taken out of lessons. Allowing students to use approved nicotine replacement therapies (NRT) and/or smoking cessation strategies on the school site to support them to stop smoking. A sanction or consequence, that is consistent with the Behaviour Policy for repeated behaviours in breach of a school rule e.g. privileges/referral to Deputy Headteacher. The action of smoking is not in its self an excludable offence. Provide alternative supervised activities for the students during break and lunchtime. Allow students to go to designated members of staff for support, especially at times when they may feel the need for a cigarette or when they are withdrawing from the nicotine. Senior staff -Contact the parents/ carers for a meeting about ensuring there is consistent support to help the student stop smoking. Provide families with information about smoking cessation support within the community. (pastoral manager)

A student is found smoking by a member of staff Consideration needs to be given to the immediate safety of the student and the area e.g. trying to conceal a cigarette on their person or throwing away a lit cigarette. The student may also have a lighter / matches on them. See further advice on searching and confiscation.

Every member of staff when finding a student smoking re-enforces the no-smoking rules that apply to the school site. A verbal warning is given by the Director of curriculum about the breach of the school rule/Law and that they are now going to have to apply the school’s procedures for managing a smoking incident smoking incident.

The member of staff who found/observed the student smoking should record the incident in the schools on site smoking log book (held on reception at the Longbarn site and within the Directors office at the Orford park site) The designated member of staff who has responsibility for speaking to the student should then decide on the most appropriate action from the menu below.

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Staff:

Staff are recognised `role models` and as such are required not to smoke in sight of students. This will include visits, school excursions and include both teaching and non-

teaching staff, on or near the school site.

This policy will also apply to employees whilst exercising direct responsibility for students on off-site activities, e.g. in the school mini-bus, school fixtures, school trips etc.

When on a school trip abroad follow the school’s no-smoking policy.

Staff should not purchase cigarettes from duty free if accompanying a school trip.

The school recognises that staff who smoke may need support either to give up smoking or help control their smoking. The school will make available to employees the Stop Smoking helpline 0800 022 4332. number to get free advice and for information on the nearest Stop Smoking Service. For staff finding it particularly difficult to adhere to this Smoking Policy, it may be appropriate to seek assistance from an Occupational Health Adviser.

Consider whole staff training needs focussed on understanding why some young people smoke, effective management of a smoking incident, and supporting as well as challenging students who are found smoking (managing change and brief interventions).

Searching and Confiscation (Further information available in the document; Screening, searching and confiscation. Advice for Headteachers, staff and governing bodies. DfE 2012) Headteachers and staff authorised by them have a statutory power to search students or their possessions, without consent, where they have reasonable grounds for suspecting that the student may have a prohibited item. Headteachers can decide not to use these powers. One of the prohibited items is tobacco and cigarette papers. Authorised members of staff have the power to search where a student refuses a reasonable request to, for example, turn out their

pockets, but this does not impose any duty upon members of staff to carry out a search. Schools should make clear in their school policies and in communications to parents and

students that tobacco and cigarettes are banned items. (annual letter – January)

A person can only carry out a search if it is the Headteacher of the school or they have been authorised by the Headteacher to carry out the search. Staff can refuse to carry out searches.

School staff are not legally required to undergo any training prior to being authorised by the Headteacher to search students.

Teachers have to have reasonable suspicion that the student has a prohibited item and the search should take place on school property or where the member of staff has lawful charge of the student, for example on school trips or in training settings in England (the powers only apply in England).

The person searching must be the same sex as the student and it must be carried out in the presence of another member of staff. Where reasonably practicable they should also be the same sex as the student.

The student may not be asked to remove any clothing other than outer clothing (clothing not touching skin or underwear).

Possessions means any goods over which the student has or appears to have control – this includes desks, lockers and bags. Student’s possessions can only be searched in the presence of the student and another member of staff.

If a member of staff finds tobacco or cigarette papers they may retain or dispose of them, as they think appropriate but this should not include returning them to the student.

The school does not require the consent of a parent/carer to carry out a search nor do they need to inform parents when a search has been carried out. There is no legal requirement to make or keep a record of a search. Though it would be good practice to do so.

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Visitors:

The No-Smoking Policy applies to all visitors to the school including suppliers, supply or temporary staff and contractors.

The policy applies all year round. This includes out of school hours and out of term time. Parents and Carers:

It will be requested that parents and carers adhere to the No- Smoking Policy and refrain from smoking on the school grounds.

Information will be provided for all parents and carers about the Stop Smoking Helpline number to get free advice and for information on the nearest Stop Smoking Service on 0800 022 4332

Parents and carers will be discouraged from smoking just outside the school grounds.

From a no-smoking policy in a school, ‘We would encourage parents who smoke to do so out of sight of the school gates. It is an offence to discard smoking litter on the ground. Employees or service users found to be littering could be liable to a fine of up to £80.’

Events

The school’s No-Smoking Policy applies to all social events in school time and out of school hours/ term time.

Where events are booked by outside agencies, all parties are to be made aware of the school’s No-Smoking Policy

Specific additional considerations

Designated smoking rooms in residential schools are not permitted under the Health Act or NYCC No-Smoking Policy.

Students and parents/carers are informed at the time of admission that the school is a no-smoking site and that the school will take appropriate and supportive action if a student is found to be smoking.

Giving up smoking could be set as a target within an individual care plan and both care and education staff are involved in supporting the young person’s target of giving up smoking.

Role and Responsibilities Governors The governing body has the responsibility to ensure a school has an up-to-date No-Smoking Policy that ensures the school complies with government legislation. The policy should also clearly reference any on-site stop smoking support that is available for students to access. The governing body, in co-operation with the Head Teacher, is expected to involve families, students, health and other professionals to ensure the smoking curriculum addresses the needs of students, local issues and trends. The governing body will continue their involvement through regular evaluation of provision and policy. Headteacher The Headteacher has responsibility for the day-to-day management of all aspects of the school’s work, including teaching and learning. The Headteacher’s responsibilities in respect of smoking are to:

Work with governors to ensure compliance with the government legislation.

Liaise with the PSHCE Co-ordinator (Nicola Porter) to ensure the effective delivery of the smoking education within the curriculum is being monitored.

Keep the governing body fully informed of provision, issues and progress around smoking.

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Act upon any concerns which may arise from students’ smoking behaviours.

Effective management of the school site limiting the places and opportunities for students to smoke through effective deployment of staff at break times and lunchtime.

PSHCE Co-ordinator The school has a co-ordinator for PSHCE who is responsible for all aspects of the subject including education on smoking. In respect of smoking, responsibilities are to:

Ensure the implementation and quality of long term and medium term schemes of work for PSHCE that incorporates education on smoking.

Ensure that all staff are confident in the skills to teach and discuss issues related to smoking.

Consider the needs of all students, and to achieve this, recognise that the school might need to address some specific issues.

Consult with students to inform provision around smoking.

Access appropriate training.

Monitor and advise on smoking curriculum organisation, planning and resource issues across the school.

Ensure procedures for assessment, monitoring and evaluation are included.

Liaise with any service provision to support aspects of smoking.

Contribute to the review / updating of the No-Smoking Policy on a two year cycle or sooner if necessary.

External agencies Whilst the responsibility for organising and delivering most, if not all, of the smoking curriculum rests with the school, there may be times when an external contributor can add value and bring to the classroom additional experience, skills or knowledge that teachers may not always have. However they may not possess the skills of organising teaching and learning or managing classroom behaviour. The Partners in Education form (see appendix three) is strongly recommended to be used when planning, and for evaluating the input of an external contributor. By using this it is more likely that clear learning outcomes will be established, the learning processes to achieve these, and that the work will be tailored to the target audience. It is essential to ensure that at all times a teacher is present when an external contributor is working with students. All external visitors should have a Criminal Records Bureau check. Delivery and curriculum for effective education on smoking

Research shows that good quality smoking education has the potential to delay the onset of smoking and to increase young people’s knowledge and skills to make informed decisions about smoking.

The curriculum is based on students identified needs.

The curriculum is developmentally appropriate to the age, maturity and capability of the students at both primary and secondary school.

Research has consistently shown that scare tactics and fear-based approaches are not effective.

Develop the ability to identify and avoid risky situations, to negotiate smoking offer situations skilfully without losing face in the peer group.

Opportunities to research and investigate problems and issues in society /locally.

Students can see the relevance to their lives and can apply it to their lives.

The message provided is credible both the positives and negatives.

A social influences approach which focuses on the more immediate consequences for themselves, particularly loss of face with friends and peers or negative self-image, rather than a focus on long-term implications for their health or consequences for others.

Focus on sustaining the choices of the majority of young people who do not smoke using the normative education approach. This means providing young people with the data that the majority of young people do not smoke, reinforcing that the use of tobacco may not be as widespread or as common as they believe

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include information on why young people choose to smoke, explanation of addiction, what treatments and support is available to support people in giving up and how to access the support

Link to national campaigns e.g. no-smoking day and future career aspirations.

Evidence suggests that interactive educative programmes supported by peers are particularly effective when exploring attitudes.

An effective smoking educational programme should be firmly embedded within the school’s framework for PSHCE and the National Curriculum for Science.

Assessing, monitoring, evaluating and reviewing the smoking curriculum The smoking education curriculum will be assessed in accordance with the school’s policy for Assessment, Monitoring, Evaluating and Reviewing of Curriculum Subjects. Assessment of the

curriculum should: Be planned from the beginning as an integral part of teaching and learning.

Provide regular opportunities for students to give and receive feedback on their progress and achievements, helping them to identify what they should do next.

Involve students in discussion about learning objectives and desired outcomes.

Include students as partners in the assessment process e.g. through self-assessment and peer-assessment.

Enable students to identify and gather evidence of their progress in developing knowledge, skills, understanding and attitudes.

Reflect the principles of inclusion and the range of students’ learning styles enabling all students to demonstrate their achievement.

Monitoring and Evaluation The smoking education curriculum is regularly monitored within the schools framework for teaching and learning and delivery of the curriculum. The views of students, parents/carers and teachers are used to make changes and improvements to the programme on an ongoing basis. The policy will be formally reviewed every two years for the following purposes:

To review and plan the content and delivery of the programme of study for smoking education.

To review resources and renew as appropriate.

To update training in line with current guidance and staff identified needs. Providing Stop Smoking Support for Students. There is a wide range of evidence that shows the negative impact smoking has on people in terms of increased risk in a number of cancers, heart disease, diabetes and reducing their life span. The younger a person is when they start to smoke, the more likely they are to develop long-term nicotine addiction, and have an increased chance of becoming a regular smoker in adulthood. As such it is important that interventions are available both to prevent young people from smoking and to reduce the number of young people continuing to smoke. Most smokers start smoking during their school years.

State how the smoking curriculum is delivered e.g. through Science, PSHE lessons, links to PE and healthy lifestyles, cross-curricular etc.

Who delivers the smoking curriculum? How are their training requirements met?

Content of the smoking curriculum with clear learning outcomes (or where this can be found)*.

The range of resources and teaching methods used.

State how effective provision is ensured for all learners.

State how the smoking education is monitored within the curriculum.

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Document Status

Date of Next Review Responsibility Management

committee/Curriculum governors

Success Criteria for review completion

Responsibility Chair: John Burnham

Date of Policy Creation

Adapted school written model

Responsibility KT/BT

Chair of curriculum

and pastoral Governors

Date of Policy Adoption by Governing Body

Signed

Method of Communication (e.g. Website, Noticeboard, etc.)

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Appendix One - Smoking curriculum from the Science Statutory Programme of study, the PSHE Non-Statutory Framework Guidance for schools on PSHE available from Fronter in the Health and Wellbeing room under the secondary and primary resources.

Key stage 1

Programme of study for science Programme of study for PSHE The following are learning outcomes for a smoking curriculum from North Yorkshire’s Guidance for Primary and Secondary Schools

No specific reference to smoking but Key stage 1 students often have an awareness about smoking so could be included in work about being healthy and keeping safe

No specific reference to smoking but Key stage 1 students often have an awareness of smoking so could be included in work about being healthy and keeping safe

I recognise the need for safety rules- fire, school, environment, playground and home. I know what can be harmful to the environment. I began to recognise the media’s role in presenting information about medicines, alcohol and smoking. I can make simple choices to improve my health and well-being. I can take part in discussions/simple debate with others about topical issues.

Key stage 2

Sc2 2g about the effects on the human body of tobacco, alcohol and other drugs and how these relate to their personal health

3d which commonly available substances and drugs are legal and illegal, their effects and risks

Year 3 and 4 I can list the commonly available substances and drugs that are legal and illegal and describe some of the effects and risks of these. I can make judgments and decisions and use basic techniques for resisting negative peer pressure. I can make decisions and show assertiveness in situations relating to drug use. I know school rules relating to medicines, alcohol, tobacco, solvents and illegal drugs. I have some strategies to cope with peer influence and peer pressure. I can identify and explain how to manage the risks in different familiar situations. I can make simple choices to improve my health and well-being. I can identify a range of risks connected to drug situations. Year 5 and 6 I know which commonly available substances and drugs are legal and illegal, and their effects and risks. I know where individuals, families and groups can get help and

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support. I recognise different risks in different situations and then decide how to behave responsibly. I know that pressure to behave in an unacceptable or risky way can come from a variety of sources, including people I know. I know how to ask for help and have a range of strategies to resist pressure and distinguish between positive and negative influences.

Key stage 3

Sc2 2i the role of lung structure in gas exchange, including the effect of smoking Sc2 2m that the abuse of alcohol, solvents and other drugs affects health

3e facts and laws about drug, alcohol and tobacco use and misuse, and the personal and social consequences of misuse for themselves and others Key Concepts: Healthy lifestyles and Risk Key Processes: Decision-making and managing risk

Year 7 I can make informed choices about my health. I can recognise what influences decisions about my health. I can make positive choices about my health with confidence. Year 8 I can state basic information about medicines, tobacco and alcohol. I can state basic information about drugs, effects, availability and the law. I am able to assess risks associated with drugs and substance use. I can recognise and deal with pressure and persuasion. I am able to identify risk in situations and know how to minimise the risk. I can manage my feelings towards risk. I am able to resist unwanted pressure. I know how and where to access the support I might need Year 9 I know what factors affect my wellbeing. I am able to take responsibility for my own wellbeing. I know how to select accurate and useful information and support. I can say where to get the help and support me and others might need.

Key stage 4

Sc2 2m the effects of solvents, alcohol, tobacco and other drugs on body functions

3d the benefits and risks of health and lifestyle choices, including choices relating to sexual activity and substance use and misuse, and the short-and long-

Year 10 I can explain the risks involved in drug, alcohol and tobacco use. I can explain how drug use may affect my relationships with others reflect on and evaluate my decisions related to risk.

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term consequences for the health and mental and emotional wellbeing of individuals, families and communities Key Concepts: Healthy lifestyles and Risk Key Processes: Decision-making and managing risk

I can explain how I can support others in managing risk situations. I can state where I can find information, support and guidance. I can identify where in my life I find and enjoy positive experiences and am aware of and can manage my own attitudes and feelings towards health risk. I can assess and manage risk in the short and long term. I understand what my responsibility is to prevent illness and poor health. I am able to resist unhelpful pressure that would affect my health. I can exercise positive pressure on others and support them in risky situations. I am able to ask confidently for support and help from others. Year 11 I can understand how my lifestyle choices are affected by my environment and circumstances. I can make informed and positive choices to protect, check and maintain my health assessing the risks in relation to drugs, alcohol and personal safety.

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Appendix Two - Guidance for Schools on providing on-site stop smoking support for students Introduction This guidance document for schools on supporting students who would like to give up or cut down on smoking. The following are some prompts to think through to ensure that the support provided is accessible for students.

Responsibility for providing the support: Ensure the person running the Stop Smoking Support for Young People has been trained to

provide effective support for young people who may want to give up smoking. Key members of staff may be pastoral staff, learning managers and non-teaching members of staff.

Ensure the governing body, senior leadership team / pastoral team are aware of the support being offered to students, and they know when and how young people can access the support.

Whole school approach:

Ensure smoking education is part of the planned PSHE programme including information on why young people choose to smoke, explanation of addiction, what treatments and support is available to support people in giving up and how to access the support (e.g. stop smoking groups, nicotine replacement patches). Research shows that good quality smoking education has the potential to delay the onset of smoking and to increase young people’s knowledge and skills to make informed decisions about smoking.

Ensure the school’s no-smoking policy contains information about the smoking cessation being offered to young people and that the school is proactive in providing information and support for smokers to quit. Ensure that this information is widely known by staff, students and parents/carers. If nicotine replacement therapy is going to be an accepted part of the smoking cessation programme ensure agreement is reached and approved by the Governors for the different types that will be accepted on the school site e.g. patches, gum etc.

Ensure that the Behaviour policy complements the smoking cessation support offered in schools (i.e. it refers to support as well as sanctions for students who are found smoking on the school site).

What type of service do you want to offer and what are the aims of the support being offered? For example: To provide group and one-to-one support to young people who express a desire to quit

smoking. To give impartial, non-judgmental advice and information to young people to enable then to

formulate strategies for coping with cravings and withdrawal from nicotine. Fun and enjoyable friendly service by identifying their needs and tailoring the service to suit

them (quizzes and other activities etc). The approach used is based on empowerment - to empower the young person through

education to raise their self-esteem, feel positive about their lives and to make informed choices.

Provide accurate, relevant and comprehensive information (be aware of lower literacy skills) - can make their own judgments about smoking.

Governors Governors need to be aware of and agree what support will be offered to students in the school. The service should be included in the school’s No-Smoking Policy and /or Drugs policy and /or Behaviour Policy. Parents/carers It is good practice for schools to consult with parents /carers. Parents/carers should be well informed about the services their children can access during school. If the service is clearly explained parents/carers are likely to support the provision. For example they should know why

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students have access to this service, what is offered, and what happens when they visit the service. Options for informing parents of New Horizons students include:

Information in parent newsletters.

Letters to parents explaining about the service and inviting them to comment.

Inviting parents to a meeting to discuss what is available.

Providing information in the school brochure/prospectus. Once the service has been established it is essential that parents are regularly informed of the provision, including new parents. Consideration could be given to allowing a stop smoking group for adults to be run on the school site as evidence clearly shows that young people who live in a household where someone else smokes are more likely to smoke than those who do not live with smokers. By providing support to enable parents/carers to stop smoking this would be a positive message to the young people. A further development could be support for both the parent/carer and young person to access support together to quit smoking. Staff All staff should be aware of the service and how they can refer young people. Staff should be made aware on a regular basis so that new staff know about what is available in their school. They should be clear about the confidential nature of the service and young people’s rights to confidentiality. Staff should also be aware of where they can access smoking cessation support within the community. Confidentiality It is the responsibility of the school to support its students and to carry out its functions with a view to safeguarding and promoting the welfare of students. In fulfilling this duty they must have regard to guidance around safeguarding. Whilst students have the same rights to confidentiality as adults no student should be guaranteed absolute confidentiality. Staff will report any information or disclosure which raises concern that a child or children may be at risk of significant harm to the school’s senior member of staff, with designated responsibility for Child Protection. The Designated person will then, in line with the School’s Child Protection policy and the Warrington Safeguarding Children Board guidance and procedures, take action as appropriate. Students should be informed about the remit of confidentiality and that teachers cannot offer or guarantee students unconditional confidentiality. Timings of the support / sessions and venue and facilities: Considerations when running intervention support groups/strategies Research shows that young people are more likely to attend the session if it is during the

school day but this may be negotiated with the young people. Is a break time or lunch time a suitable time to run the session or during lesson time bearing

in mind that for the group to be as successful as possible it needs a minimum of an hour each week.

Will the session be one-to-one work or group work, or a mixture of both? Is there a suitable venue for the session that considers the young people’s privacy that is

suitable and informal and can be used for the duration of the sessions with no interruptions? (usually the sessions run for six weeks)

Will refreshments be available for the young people? Will there be just one session a week or can the young people access the person leading the

group on an ad hoc basis? Will there be a maximum number of students allowed? Will the group be mixed year groups? Will the younger year groups be able to access the

support? Will the group be mixed or single sex? Friends are a major influence on young people of this age. Will non-smoking friends be able

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to attend if supporting a smoking friend? Would the school consider rewarding students who regularly attend the group and reduce

their intake of cigarettes or quit smoking in line with the school’s Behaviour Policy? Referral: for intervention for smoking/drugs cessation Self-referral- how?

A referral box within the pastoral office is regularly checked. A number they can text which is regularly checked. See the person who leads the support - are they accessible? Just turn up at the session?

Adult referral – pastoral team school nurse etc. They would have to complete a written referral form with the consent of the young person.

Research shows that for young people to access stop smoking support they need to know that the service is confidential and non-judgmental and that they will be able to access the support without parents knowing. Schools should have a clear and explicit confidentiality policy which is advertised to students, staff, parents and visitors.

Nicotine Replacement Therapy (NRT): NRT has been licensed for young people who are aged 12 or over. The recommendation is that it is prescribed by the young person’s GP or a registered smoking adviser. There are a range of NRT methods available: patch, gum, lozenge and inhalator. A school needs to decide which, if any, of these methods would be suitable for use during school hours. Depending on the type of NRT a young person is using there may need to be links with the schools managing medicines policy if a NRT method needs to be administered during the school day. Young People Smoking on the school site: Smoking by young people on the school site is not acceptable and there should be

appropriate action if a young person is found smoking. However as well as sanctions the young person could be offered an opportunity to attend the stop smoking support session. However, schools have found it is counterproductive for students to be referred to the stop smoking support as part of the procedure for finding a student contravening the no smoking policy, if students really do not want the support at the time. Another approach could be one-to-one support provided by a trained member of staff rather than attending the stop smoking group which consists of students who do want to give up.

Staff: Staff can also access support to stop smoking by accessing one-to-one support or by

attending a local group Further support and Information:

www.smokefree.nhs.uk – a range of information on smoking and support for quitting

www.gasp.org.uk – for information on smoking and resources

www.comiccompany.co.uk -resources that could be obtained to support young people during the stop smoking group sessions

www.ash.org.uk – information that young people can access about smoking

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Appendix Three Revised June 2012

Partners in School Agreement Form

Supporting the Personal, Social, Health, Citizenship and Economic Education (PSHCEe)

The aim of this document is to ensure that both the school and the external partner’s are mutually aware of the other’s expectations and to ensure that a high quality teaching and learning session is the guaranteed outcome. To ensure the students benefit fully from the contribution of the partner agency the following form needs to be completed and the planning checklist needs to be considered prior to the session running in the school.

School: Lead contact person: Jan Bellian Second contact person: Tel: 01925 818516 Email: horizon_pastoral@warrington.gov.uk

Agency: Lead contact person: Name of person(s) delivering the session: Tel: Email:

What is the aim of the session? What type of session is being delivered? (lesson, assembly, drop down day etc) What are the intended learning outcomes for the students? Is the partner agency delivering the whole session or contributing to part of session? What activities and methods will be used during the session? (If possible please send a copy of any session plan and supporting resources to the lead contact person at the school before the session runs to ensure appropriateness of resources for the age group)

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Date/Time Year / Class Number of students

Any special needs or sensitive issues to be aware of?

Any equipment that needs to be provided by the school?

Planning checklist

Aspects to be considered Any agreed actions

Is it clear how the partner’s contribution fits with the planned PSHCEe scheme of work?

Is there a good understanding of the values of the partner agency and the reasons for working with schools?

Have the relevant CRB checking procedures been followed?

Is a risk assessment required?

Have the relevant school polices been discussed and if required access been given e.g. behaviour, child protection, health and safety, substances and sex and relationships?

There is a clear understanding about ensuring a safe and secure learning environment is established, managing sensitive and controversial issues and the levels of confidentiality that can be offered?

Have the relevant professional boundaries been discussed? The school ensures that a teacher will be present throughout the session. They will take responsibility for behaviour management and be supportive and involved in the partner agencies session.

Is it clear how the students learning will be assessed at the end of the session by the partner agency to ensure further work by the school supports the learning i.e. it is clear what the students have achieved/learned/can do.

Appropriate monitoring and evaluation of the session has been discussed and agreed.

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Appendix 1 of partners in school agreement form

Effective teaching and learning in Personal Social Health Economic education by partner

agencies

Effective teaching and learning in PSHEe occurs when:

Sessions take into account student starting points and are based on needs analysis

There are clear learning objectives and outcomes that are shared with students

There is regular assessment of student progress against the learning outcomes by

questioning students during the lesson and observation of activities

Teaching and learning strategies are engaging and allow opportunities for students to

apply their knowledge, skills and understanding and develop as independent learners

Presenters have a good depth of subject knowledge and feel confident in delivering a

session on the subject

Presenters manage discussions on sensitive and controversial issues with skill

Lessons are based on real life scenarios that reflect the everyday issues that students

face, using data and contextual information that isn’t readily available to the school

Negotiated ground-rules establish a safe climate for learning and set out expected

behaviours for learning

A variety of questioning techniques are used, including students asking and finding out

the answers to their own questions

A wide range of imaginative resources are used that stimulate, enthuse and engage

students’ interests.

Students demonstrate the ability to listen to others and participate in discussions, leading

to them being able to make informed decisions and choices

Prior to the session, partners may wish to negotiate with the school:

Where the in-put from the partner agencies fits into the scheme of work and how

the session will be followed up by the school

How/when students are made aware of the session and its links with their

programme of study

How/when a teacher may intervene in a session

Whether the partner will be the sole deliverer of the session or whether it will be a

‘team-teach’ approach with the partner acting as the expert witness

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Appendix 2 of partners in school agreement form

Lesson plan

Learning outcomes (what I want students to know/understand/be able to do by the end of the lesson)

Key information (SEN/EAL/TA/no on roll)

Starter activity Role of the teacher

Main part of lesson (activities must support the learning outcomes nb timings)

Role of the teacher

Plenary (how do I know that students have achieved/learned/can do what I wanted?)

Role of the teacher

The class teacher retains responsibility for classroom management, please negotiate with them as and when you would like them to intervene should the need arise.

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Appendix Three of partners in school agreement form

Evaluation record by the external partner or school

For completion by teaching staff and external partner after delivering session. If external partner please delete school and vice-versa

Name of external partner and school

Date of session

Year / Group

What were the aims of the session?

External partner / teacher evaluation of the session What went well? What did you learn from this session?

What went less well? How could the session be improved?

To what extent were the aims met?

Student’s feedback on the session?

Would you suggest any changes next time?

Please send this form back to (either put lead person in the school and school address or the agencies address and lead person.

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Appendix 1. Letter 1: Initial Notification Letter Dear Parent or Carer RE: Smoking on School Premises I regret to notify you that (insert name) has been caught smoking on the school premises. This is a serious breach of the law and school policy relating to Smoke Free Spaces and the 2006 legislation which makes it unlawful to purchase or smoke cigarettes below the age of 18 or to smoke in public spaces. As a consequence of this (insert name) will receive an out of school hours intervention to assist (him/her) in understanding the legal and health implications of smoking. Whist it’s important for our young people to realise there is a consequence for their actions it is also important for them to realise that the school also takes its legal and moral responsibilities in supporting young people with their health and well-being very seriously. To this end we will be alerting the appropriate support agencies to ensure (insert name) receives intensive education and support related to the long term health dangers of smoking and advice to “give up smoking”. I do hope you will join us in supporting (insert name) with this to ensure that the full consequences of their actions are understood. Smoking is known to be the principal most avoidable cause of premature deaths in the UK accounting for the lives of 186,000 people. Yours sincerely (Insert name)

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Appendix 2 Letter 2: Parental Involvement Dear Parent or Carer RE: Smoking on School Premises I regret to notify you that (insert name) has been caught yet again smoking on the school premises. This is a second serious breach of the school policy on Smoke Free Spaces and the 2006 legislation which makes it unlawful to purchase cigarettes below the age of 18 or to smoke in public spaces. (insert name) is persistently breaking the anti-smoking rules as there have been several incidents of this nature and it appears that strategies adopted previously seem to be having little or no effect. We cannot allow this to continue. An appointment has been made with (HT/DHT insert name of staff) on (insert day and time) in order to discuss the severity of the situation and explore ways in which both school and (insert name) can move forward from this point. I do hope you will join us in supporting (insert name) with this to ensure that the full consequences of their actions are understood. To explain fully the situation in person, we will be touch to arrange a meeting either here in school or a home visit if you cannot attend the school site. Yours sincerely (Insert name)

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Appendix 3: Contract We believe that: We at New Horizons School are committed to providing the highest quality of education and social development for our pupils to ensure their emotional and physical well-being. We are committed to the compliance with anti-smoking legislation, namely Smoke -free (Premises and Enforcement) Regulations 2006 and that from the 1st July 2007 all workplaces in England must be smoke free, rendering it a criminal offence to smoke on the school premises. We are committed to providing a healthy, clean and safe working environment for all employees, pupils, parents, contractors and other visitors. What we will do:

Help all pupils to make healthy, informed choices by helping them to learn about the

dangers and health risks associated with smoking and by challenging attitudes towards

smoking.

Help our young people to get appropriate personal support to help them to stop

smoking.

What parents will do:

Support you through encouragement, rewards and incentives to ensure you do the right

thing

Listen and help you and not be too judgmental

Help the school to support you

What you will do:

Refrain from bringing any smoking related material into school including cigarettes,

lighters, matches, tobacco, cigarette papers or any such like material

Remain within the allowed bounds of the school yards and spaces and not venture into

spaces deemed to be “out of bounds”.

Engage with all the strategies that school deploy in order to help you to stop smoking

including attending any extra sessions with staff, working with outside agencies who

have expertise in this area or any other strategy that school uses for the purpose of

support.

I understand that the school has a duty of care and a legal responsibility to take these measures to prevent me from smoking on school premises. I am also aware of the seriousness of the position I find myself in and understand that further transgression may result in my exclusion from school during break and lunchtimes and the problems this will cause for the people who care for me.

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I ............................................................................................. agree to abide by the conditions above Signed........................................................................................................... Date Signed on behalf of the school

Signed .......................................................................................................... Date

Signed on behalf of the Management Committee

Signed ………………………………………………………………………………………………………………… Date