Drug Management and Education Policy

 

Aims of drug education

Through drug education in this school we seek:

• to minimise the risks that users and potential users face;
• to enable informed choice;
• to provide accurate information;
• to create an environment where pupils feel able to explore and discuss drug-related issued;
• to increase understanding about the implications and possible consequences of use and misuse;
• to enable pupils to identify sources of appropriate personal support;
• to encourage understanding about related health and wider social issues.

ORGANISATION OF DRUG EDUCATION FOR KEY STAGE 1 AND 2

At both key stages teachers will refer to Appendix 2: from QCA Drugs Guidance for Schools as this outlines the Content of and Progression within Drug Education.

Teaching and learning in drug education will recognise the links between Science and PCSHE in order to cover the

• knowledge and understanding
• skills
• attitudes.

At Key Stage 1

Drugs education will largely be taught through science and teachers will use circle time and aspects of the PCSHE curriculum

At Key Stage 2

Drugs education will be taught largely through science and PSHCE again with a focus on using circle time. Teachers at both key stages recognise the importance of creating a safe, secure and supportive learning environment. Ground rules and group agreement with pupils will be established and reviewed periodically through discussion with pupils to help foster a mutual respect and an environment in which pupils feel comfortable and ready to listen and discuss each others’ opinions.

Teachers may use a range of strategies to manage sensitive and controversial issues including:

• 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 the school nurse or an outside agency. N.B. If a pupil’s question raises concern that they may be at risk, the teacher should follow the school’s child protection policy.

Drug Education in Year 5/6

Particular emphasis on drugs education will take place at Year 5/6 with the recognition of the importance of the transition from primary to secondary school.

• Year 5/6 will attend “A Drugs Education Play” by the Daylight Theatre – as available.
• During the Summer Term Year 5/6 will receive input from the Police on the legal aspects of drug education.
• Years 5/6 will receive input from the Life Education Bus as identified in the PCSHE Scheme of Work.

Teaching of Year 6 will recognise the need to provide pupils with information on how to access advice and support, for example, helplines.

RESOURCES

(The school has invested in a Scheme of Teaching Materials for staff on drugs education as recommended by the LA.)

Teachers can also refer to the PCSHE Scheme ‘Learning for Living’ PSHE & Citizenship 4 – 11 by Mary Gurney (Grassroots Publishing). Each class has a book in this scheme.

STAFF SUPPORT AND TRAINING

All members of staff, teaching and non-teaching, will be given a copy of this Drugs Policy.

The LA will be the first point of contact to identify continuing professional development opportunities. Help in identifying professional development needs and information on resources to support teacher’s development can be found on www.teachernet.gov.uk/pshe.
ASSESSMENT, MONITORING AND EVALUATION

Monitoring

The designated member of staff for co-ordinating drug issues (or senior manager with responsibility for monitoring) should be responsible for the overall monitoring of drug education, which might include:

• lesson observations with feedback to teachers
• looking at samples of pupils’ work
• looking at medium and long term plans
• reporting to the governors annually.

Assessment

The elements of drug education that form part of the science curriculum at Key Stages 1 and 2 must be assessed in accordance with the requirements of the National Curriculum. The learning from the other elements of drug education should also be assessed as part of overall PCSHE provision.

Assessment should 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 should 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.

INVOLVING PARENTS/CARERS

All parents/carers are entitled to access to a copy of the Drugs Policy.

Schools can order multiple copies of the leaflet ‘A Parents Guide to Drugs and Alcohol’ for distribution to parents/carers by calling the NHS Response line.

Materials specifically for parents/carers are also available from the FRANK helpline/website.
MANAGEMENT OF DRUGS AT SCHOOL
DEALING WITH DRUG-RELATED INCIDENTS

Procedures

There are a variety of situations that would constitute a drug-related incident outlined below.

1. Pupil under the influence of drugs/alcohol
2. Discovery – unauthorised drugs/paraphernalia found on pupil
3. Supplying by:
a) pupil;
b) school staff/parents/carers/persons external to the school community.
4. Disclosure
5. Suspicion or rumour
6. Unauthorised drugs/alcohol/paraphernalia found on premises
7. School staff/parents/carers/person external to the school community under the influence of drugs/alcohol on school premises.

Support and sanctions

There will be an automatic sanction applied to any drug-related incident considered to be in deliberate disregard to school policy. However any long term response will be taken after considering all the relevant facts and information about a young person and the circumstances in which any drug-related incident has come about.

The school response will be part of a supportive network developed to ensure that the school uses its powers to protect the long-term welfare of all the pupils in the school.

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 purpose 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 and disposing of suspected illegal drugs schools are advised to:

• ensure that a second adult witness is present throughout
• seal the sample in a plastic bag and include details of the date and time of the seizure/find and witness present. Some police forces provide schools with drug bags for this purpose
• store it in a secure location, such as the school safe or other lockable container with access limited to two senior members of staff
• without delay notify the police, who will collect it and then store or dispose of it in line with locally agreed protocols. The law does not require a school to divulge to the police the name of the pupils from whom the drugs were taken. Where a pupil is identified the police will be required to follow set internal procedures.
• record full details of the incident, including the police incident reference number
• inform parents/carers, unless this would jeopardise the safety of the pupil.

School staff should not attempt to analyse or taste unknown substances. Police can advise on analysis and formal identification, although this is normally carried out only if it will be required as evidence within a prosecution.

If formal action is to be taken against a pupil, the police should make arrangements for them to attend a local police station accompanied by an appropriate adult for interview. Only in exceptional circumstances should arrest or interviews take place at school. An appropriate adult should always be present during interviews, preferably a parent/carer or duty social worker.

CONFISCATION AND DISPOSAL OF OTHER UNAUTHORISED DRUGS

Staff should only confiscate unauthorised drugs in the presence of a second adult witness.

Alcohol and tobacco

Parents/carers should normally be informed and given the opportunity to collect the alcohol or tobacco, unless this would jeopardise the safety of the child.

Volatile substances

Given the level of danger posed by volatile substances schools may arrange for their safe disposal. Small amounts may be placed in a bin to which pupils do not have access, for example a bin within a locked cupboard.

Medicines

Disposal of medicines held at school should be covered in the school’s medicines policy. Parents/carers should collect and dispose of unused or date-expired medicines.

DISPOSAL OF DRUG PARAPHERNALIA

Needles or syringes found on school premises should be placed in a sturdy, secure container (for example, a tin with lid), using gloves, Soft-drink cans or plastic bottles should not be used. Used needles and syringes should not be disposed of in domestic waste.

PERSONAL SEARCHES

When a person is suspected of concealing illegal or other unauthorised drugs it is not appropriate for a member of staff to carry out a personal search; this includes the searching of outer clothing and inside pockets. Every effort should be made to persuade the person to hand over voluntarily any drugs, in the presence of a second adult witness. Where the individual refuses and the drug is believed to be illegal, and the school wishes 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. Schools are not permitted to detain a person without their consent unless a citizen’s arrest is made.

SEARCHES OF SCHOOL PROPERTY

Staff may search school property, for example, pupil’s lockers or desks if they believe drugs to be stored there. Prior consent should always be sought. Individuals should be made aware that if consent is refused the school may proceed with a search. However, where consent is refused, the school will need to balance the likelihood that an offence has been committed against the risk of infringing the individual’s privacy without just cause.

WORKING IN PARTNERSHIP WITH THE POLICE

The school will contact the police to discuss a case and ask for advice without necessarily needing to divulge a pupil’s name. The school will contact the designated officer _________________________.

The police will be involved in the drugs education programme at Year 5/6.

999 should only be called in emergencies.

CONFIDENTIALITY

In managing drugs the school needs to have regard to issues of 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 pupil’s agreement to the way in which the school intends to use any sensitive information.

It may be necessary to invoke local child protection procedures if a pupil’s safety is under threat. It should be only in exceptional circumstances that sensitive information is passed on against a pupil’s 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

INFORMING PARENTS/CARERS

The school will inform the child’s parents/carers of any incident involving illegal and other unauthorised drugs. The school will explain how it intends to respond to the incident and to the pupil’s needs. However, if the school suspects that to do this may put the child’s safety at risk, or if there is any other cause for concern for the child’s safety at home, then the school will exercise caution when considering involving parent/carers. In any such situation the child protection procedures will be followed.

The school will be happy to refer parents/carers to sources of help, for example specialist drug agencies or family support groups if requested.

PARENTS/CARERS UNDER THE INFLUENCE OF DRUGS AT 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 pupil into the care of a parent/carer. In such instances, schools might wish to discuss with the parent/carer if alternative arrangements could be made, for example asking another parent/carer to accompany the child home.

The focus for staff will always be the maintenance of the child’s welfare, as opposed to the moderation of the parent’s/carer’s 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.

APPENDIX

SAFETY RULES AND REGULATIONS

1. School in General

When moving about the school, children should be obliged to walk, not run, in reasonable quietness.

2. Electrical Equipment

All electrical equipment must be moved by an adult – NOT a pupil. Large equipment (TV, video, computer, etc.) should be on a trolley and pushed (never pulled) at a slow walking pace. Ensure brakes are on when trolley is in position. No electrical equipment should have leads trailing across areas where access is required. All electrical equipment should be switched off, the plug disconnected and cables safely wound up when not in use. (The winding of cables would not necessarily apply to computers.)

3. Mounting Work

Step ladders should be used when levels beyond one’s reach are required. Staff are advised that it is unwise to use step ladders unless another adult is present in the building. Climbing on chairs, tables and cupboards is NOT recommended.

4. Moving furniture

It is often necessary to move furniture around school. Staff are advised to ensure that adult help is at hand while this is being done. Very large furniture, e.g. piano, must NOT be tackled alone.

5. Cutters

These must be stored flat so that the rotary blade cannot be grasped.

6. Spray glue and Tippex

These should only be used by staff and kept in a place where children cannot have access to them.

7. Medicines

Any medicines brought by children must be placed in the Secretary’s office. Written instructions for the administration of ONE DOSE of any four only if necessary, must be provided by the parents. Where a parent is concerned that, in the course of a busy day, a child’s medicine may not be administered, it is recommended that they come into school at lunchtime and give the medicine themselves in the presence of the class teacher.

We are not able to keep medicines in the fridge as children have access to the kitchen.

Children who suffer from asthma should be able to access their inhalers quickly – the class teacher may keep these in her/his desk or the child may keep them in theirs, depending on the age of the child.

Children who suffer from severe allergies, or other medical conditions such as diabetes, should know where their drugs are kept (as should all staff) and who is able to administer them.

The names of all children who suffer from asthma or allergies should be stuck in the front of the register along with emergency procedures for supply teachers. Agreed protocols with photographs are kept on the filing cabinet in the Secretary’s office.