GCA Handbook

Welcome to Garstang Community Academy!

As Headteacher, I'm delighted you are now part of our school community. Over the past three years, I've been privileged to work alongside dedicated students, parents, staff, governors, and local partners, all committed to ensuring every child achieves their very best. At Garstang, we’re on a journey of continuous improvement, guided by our core values: Grow, Care, Achieve. We foster a culture of high expectations through positive reinforcement and rewards, nurturing our students and making them feel valued.

Academic achievement is central to our work, complemented by innovative approaches like our Compass Curriculum. This flexible, student-centred pathway ensures every child, regardless of background, has the opportunity to succeed. We also actively develop student leadership, empowering them to shape the future of our school. While we acknowledge recent inspection challenges, we view them as opportunities for growth and are fully committed to addressing the feedback. The report also highlighted many of our strengths, testament to the dedication of our entire community.

Satinder Singh

Teaching Staff

Support Staff

All Staff Unplanned Absence

Responsibilities of Staff (this includes all teaching and non-teaching staff) 

If you are unable to be at work you must email cover@garstang.fcat.org.uk before 07:30am on the day, or as soon as your absence is known to allow cover to be arranged in advance. Please also include in your email if you have a duty that will be required to be covered during your absence. 

You also need to let cover@garstang.fcat.org.uk know each day if you will not be in school unless you provide a specific date for your return to work. You may include your Line Manager into this email for information. 

Please refer to the policies below for further clarification of policy and procedures for sickness absence and special leave:

Attendance Management Policy:

• FCAT Attendance Management Policy

Special Leave Policy:

• FCAT Special Leave Policy
• Summary Table of Minimum and Maximum Special Leave Available

Emergency Absence whilst at work:

There may be occasions when it is necessary for you to leave work due to an emergency or illness. Should this situation arise, you must speak to your line manager/SLT line manager and Cover Administrator before leaving school to allow arrangements to be made for the appropriate cover of lessons.  

You should complete a Special Leave Request eform retrospectively:

• Special Leave Request Form

or attend a Return to Work discussion with your line manager for any sickness absences as soon as you return.

Teachers may be directed to cover, for unplanned activities, in their non-contact time.  

Return to Work Discussions

Report to your line manager following any sickness absence for a Return to Work discussion.

All Staff Planned Absence

Complete the Special Leave request eform in advance: 

• Special Leave Request form

Setting Cover Work for Planned Absence

Cover work should be set by all teachers in conjunction with the Subject Leader 

• Work should be set and saved in the Cover folder on the Google Drive under the initials of the absent staff member

(A text message is not an acceptable way to send through cover work.)

• The quality of the cover work needs to be of a good standard to help minimise behaviour problems and it is to follow the GCA policy.  
• Work should always follow the GCA model. Answers should be provided where necessary in order to support the cover teacher.
• It is essential to notify the Subject Leader of this absence.

Setting Cover Work for Unplanned Absence

In the case of unplanned absences, the Subject Leader is responsible for ensuring high quality work is available for cover staff according to the above guidance.

Leaving School Premises

All staff must sign out at reception if leaving the building during the school day.

If you have any questions or concerns in regard to this procedure please do not hesitate to contact Laura Royds.

Good communication is essential to the smooth running of the school. Information may be brought to colleagues' attention through the following channels, amongst others:

• Senior Leadership Team Operational Meetings take place on Monday and Thursday mornings at 8am.  The focus of these meetings is day to day events for the week and upcoming weeks.
• Senior Leadership Team meetings take place on a Tuesday after school. The focus of these meetings is strategic in nature.
• Staff Bulletin is sent by the Headteacher every Friday.
• Staff Briefings - held on Monday mornings 
• Inclusion briefing - these will be held either on a Wednesday or Thursday morning depending which Year Group you have as a tutor. The meetings will be led by Year Leaders.
• Subject Development meetings are to be utilised for development. Any factual or day to day information should go out in a briefing document.
• School calendar - Produced annually. Copy at the back of the booklet and on google
• E-mail - Email can be an effective use of communication for factual information.  
• Pigeon-hole - Royal mail post is distributed to pigeon holes.  Official HR or Finance letters/statements are sent via email to individuals.
• Face to face communication: All information that might cause some concern or needs clarification should ideally be communicated face to face and in private with sufficient time allowed for the discussion. All sensitive issues should be communicated in this way.
• Line management meetings: Line managers at all levels should aim to have informal discussions with the people they line manage on a regular basis. Other more formal meetings will take place at various points of the year as part of the appraisal process or to discuss other significant issues relating to the job role. 
• Bulk texts - In the event of emergency school closure staff can also be notified by text. Please ensure the main office has your up to date mobile number if you wish to receive these texts.
• All letters going out of school must be submitted to Louise Banks and Satinder Singh for checking and then to the main office for formatting and sending.

Staff Addresses, Telephone Numbers and Car Registrations

Staff are requested to complete a Change of Personal Details form which is obtained via Liz Macpherson to  change  address, telephone number, car registration number/colour/make and model banking details etc.

A Staff data collection trawl will be carried out early in the Autumn term.

Car Parking

Staff should park either by the sports hall car park or in the main car park. Please note that when it is parents evening cars will need to be moved from the main car park to the back of Parlick building.

Minibus

All drivers of the minibus should be MIDAS trained and have completed the FCAT declaration if carrying Students.

Reception

Reception is open from 8:00 until 4:15 Monday to Thursday and 3:30 on a Friday. The switchboard is staffed during term time within these hours. An answer phone is in operation outside of office hours and when all lines are busy. 

Students requiring medical attention should go to Reception accompanied by another pupil, if possible or Reception are called for to the area of need. Reception staff administer first aid. A list of other first aiders in school (and their location) is available from Reception.

Major injuries should be reported to Reception immediately where assistance is organised.

Reception staff and Teaching Assistants are aware of Students with medical needs, e.g. diabetes, allergic reactions and asthma.  Medication is kept in Learning Development under Teaching Assistants supervision in a locked cupboard for those students.

At Reception enquiries here include:-

• Signing in of all visitors (Inventry system) to site including students who are late and who leave site for medical appointments. Students must bring appointment cards or a letter from Parents/Carers.
• Medical and First Aid Issues
• General enquiries

Parent Consultation Evenings

Parent consultation evenings for all year groups (see calendar for dates) take place in the Hall, Dining Room, Gym, Library and C2/3.

During the progress evening any problems should be referred to the senior member of staff on duty. Please use this facility if an appointment is over-running.

Academy Improvement Plan

The school has a three year Improvement Plan which sets out its improvement priorities for that period. The plan is updated each year to identify specific targets and milestones for the current academic year.

Welcome to Team FCAT

The school is committed to safeguarding and promoting the welfare of children and expects all staff and volunteers to share this commitment.

This means that we have a detailed Child Protection Policy and clear procedures in place. All staff (including supply staff, volunteers and governors) must ensure that they are aware of these procedures. Parents and Carers are welcome to read the Policy on request.

Our Designated Safeguarding Leads are:-

• Laura Royds - Designated Safeguarding Lead
• Lee Baker - Safeguarding Person
• David Porter - Safeguarding Person

What do I do if I’m concerned about a pupil?

• Add the information in CPOMS
• Outline your concern
• Do not do your own investigation

What do I do if a pupil declares a safeguarding issue?

• Receive - Listen actively, open body language, accept, non judgemental
• Reassure - ‘You’ve done the right thing by coming to me’, reassure the child/pupil you have listened and hear what they are saying; 
• Don’t promise what can’t be delivered.  
• Always state that you can’t keep this information to yourself and will be speaking to LR
• Respond - Tell the child/pupil what you are going to do and do it.
• Report - immediately to LR 
• Record - using CPOMS  (Vital – facts, no opinions – When? Where? Who? What?)

What do I do if a pupil makes an allegation about a member of staff?

• Receive - Listen actively and be non judgemental
• Respond - Tell them you are now going to speak to either SS or LR
• Report - immediately to LR or SS 

In the event that the allegation or concern involves the DSL or Deputy DSL then the matter must be reported directly to the Head Teacher. Should the allegation or concern involve the Head Teacher then the matter must be reported to the Chair of the Governing Body and/or FCAT Chief Executive. 

• Record - by email to the person that you report to (Vital – facts, no opinions – When? Where? Who? What?)
• Do not speak to the member of staff about the allegation or other members of staff

Please note that all allegations made by either Students or parents have to be investigated. 

We encourage student voice throughout Years 7-11.  Each tutor group has Student School Leaders attached to them.  During tutor time, there are discussions on how we can develop the school and this feedback is used in half termly discussions with SLT.  The School Leaders drive the student voice and are widely involved in contributing to the school community by bringing together the years through a variety of activities.

Student School Leaders

The executive leaders are given a specific focus and are ably supported by a team of 25 Student School Leaders, some of whom are special project directors with a whole school specific briefs, including communication, the environment, anti-bullying and well being.

Year 11 Executive Student Leadership Team consists of:

High quality teaching is the most significant factor in securing student success, and at GCA we are committed to opening doors by providing a broad and rich range of opportunities. We believe that the strongest pastoral care comes from equipping students with the knowledge, skills, and experiences they need to thrive both now and in the future. Our approach is rooted in deliberate practice and a commitment to staying up to date with the latest evidence-based initiatives, ensuring that teaching remains both reflective and progressive. In line with school policy, Schemes of Learning must be carefully designed to provide clear progression over time, with regular opportunities for students to revisit and strengthen prior knowledge as they extend their understanding.

Staff are expected to be proactive in the classroom, engaging with students so that every learner is involved and no one is left behind. Lessons should be appropriately scaffolded to meet the needs of all, ensuring that students are both supported and challenged through the consistent use of high-quality teaching techniques. At GCA, the aim of Quality First Teaching is to create lessons where every student experiences the joy of success, builds confidence in their learning, and is guided through a clear and consistent lesson structure that supports progress for all. This structure provides students with a sense of security and purpose, while allowing teachers the professional flexibility to design engaging and meaningful learning experiences. Lessons typically follow this format.

Go Task - this could be a retrieval or vocabulary based activity and should last no longer than the first ten minutes of each lesson.  Tasks can be on the board as students arrive into the classroom or be handed out as colleagues meet students at the door. However the go task is presented, students are expected to start the task immediately. There is no expectation that tasks are recorded in books, often they are best done using mini whiteboards.

Sharing Learning Goals

Teachers must ensure that students are fully aware of the learning goals for each lesson. These are introduced clearly at the beginning and revisited at key points throughout in order to check understanding and maintain progress. Again how these learning goals are shared will be left to the teacher/department. All lessons should be underpinned by quality first teaching, with explicit modelling, active circulation and emphasis on knowledge consolidation and opportunities for students to engage in structured collaborative learning. Strategies such as cold calling, the quiet hand signal, and regular use of mini whiteboards should be applied consistently to secure participation and maintain focus and develop a shared approach across the academy.

Checking Understanding - Formative Assessment

Students should be given meaningful opportunities to use their knowledge and skills within the lesson, supported by carefully planned tasks that enable them to demonstrate understanding. Teachers are expected to carry out ongoing formative assessment, monitoring progress closely and adapting teaching where necessary. This should be evident through questioning, observation, use of mini whiteboards, and feedback, ensuring that all students are supported and challenged to achieve their potential.

Professional Autonomy and Curriculum Development

We recognise and value the professional autonomy of each department in shaping and refining its curriculum. Our collective aim is to nurture teachers who are willing to take thoughtful risks, innovate in their practice, and contribute to the development of an iterative curriculum that is continually improving for the benefit of all learners.

Purpose of Homework

Homework plays an essential role in developing students’ independent study skills and in supporting learning beyond the classroom. It should be set consistently across all subject areas to reinforce knowledge, extend understanding, and encourage self-directed learning.

Setting and Recording Homework

All staff are responsible for setting homework for their classes in line with their departmental homework policy. Homework must be recorded on Class Charts so that students and parents can access clear information about expectations and deadlines. This ensures transparency and consistency across the school.

Quality Assurance Monitoring

Teaching and Learning Quality Assurance

Aim

To create a culture of shared ownership, professional learning, and evidence-informed practice that raises standards for all students—including those in Alternative Provision or with additional needs—and promotes strong, inclusive leadership across the academy.

Rationale

At Garstang Community Academy, the continual improvement of teaching and learning remains a central strategic priority. The ‘Focus On…’ model provides a collaborative, non-judgemental framework that enables staff to learn from one another through focused lesson visits, professional dialogue, and reflective practice.

Regular opportunities to observe high-quality teaching, explore curriculum intent, and engage in evidence-informed discussion strengthen both individual practice and departmental development. By involving all teaching and pastoral staff and to include colleagues in Alternative Provision and support roles, the process fosters a shared understanding of what effective teaching, learning, and leadership look like across the academy.

Key Principles and Structure

A yearly Quality Assurance (QA) schedule will be developed in consultation with Curriculum Leaders. All departments and key teams (including Pastoral, SEND, and Alternative Provision) will be included in this cycle.

Whole-Academy Involvement

All teachers, members of SLT, and relevant support staff will take part in the process, ensuring a consistent and inclusive approach to professional learning.

Leadership Interviews

The Headteacher and Deputy Headteacher (Teaching & Learning) will meet with Subject and year Leaders to discuss curriculum intent, pedagogy, leadership, and work sampling prior to the focus on or any formal lesson visits.

Pair Visits

Lesson visits will be carried out in pairs, ideally including at least one subject specialist. This approach encourages professional dialogue and supports developmental, rather than judgemental, feedback.

Verbal Feedback

Every teacher observed will receive timely, supportive verbal feedback following the visit, focusing on strengths and opportunities for growth.

Written Summary and Recording

A short written summary will be completed for each formal lesson visit. These summaries will be collated by the Deputy Headteacher (Teaching & Learning) to inform the overall academy review.

Subject Leaders are responsible for maintaining accurate and up-to-date records of all departmental QA activity. This includes:

• Updating the QA Tracker Google Form promptly after each activity.
• Using the tracker to monitor staff development and to identify departmental strengths and areas for improvement.

Student Voice

Structured student feedback will be gathered as part of the review ‘focus on’ process, providing insight into the consistency and impact of teaching and learning.

Reporting

Each focus on report will include two clear sections:

• Strengths
• Questions for Consideration

Improvement Planning

Findings from QA activity will directly inform departmental and whole-academy improvement plans, ensuring that all feedback leads to measurable and sustainable improvement.

SEND and Alternative Provision

Each review will include a focus on SEND, with Learning Support staff participating in lesson visits. There will also be a dedicated strand for Alternative Provision and pastoral care to ensure all learners are represented.

Governance and Accountability

Final reports will be shared with colleagues including the relevant governors to ensure transparency, strategic oversight, and alignment with the academy’s improvement priorities.

Subject Leader Responsibilities

• Ensure that all QA activities are completed termly.
• Provide Verbal feedback to team members following any QA activity, ensuring that all staff are supported in their professional development.
• Regularly update and monitor the QA Tracker Google Form to maintain an accurate record of departmental QA activity.
• Use QA evidence to inform departmental improvement planning, CPD priorities, and curriculum and personal development reviews.

At Garstang Academy we work together to ensure all our Students can ‘Grow, Care and Achieve’ in a caring and inclusive environment.

We aim to ensure our Students will ‘Grow, Care and Achieve’ by embedding our school values in all we do, in particular we ensure we:

• Are ambitious for all our Students’ future choices
• Demonstrate pride by taking every opportunity to celebrate individual achievement
• Strive for individual excellence      

All teachers are teachers of SEND and it is expected that staff read students’' Learning Plans and follow the personalised learning strategies for their students. Learning Plans and SEND information can be found by logging into Edukey Provision Map.

• Link to Edukey Provision Map

Teachers are expected to adapt their teaching according to the needs of their students and use Quality First Teaching strategies in the classroom.

• Link to SEND Handbook for Staff

Teachers should be aware of the SEND policy and information report for Garstang Community Academy and with the support of SLT make reasonable adjustments in accordance with the SEND code of practice to meet the needs of their students.

• Link to SEND Policy
• Link to SEND Information Report

Teachers are expected to work alongside Teaching Assistants (TA) in the classroom to support students. Some students will receive further support in the form of specialised interventions. These may be with a TA or a Specialist Teacher and at times may require withdrawal from lessons. 

• Link to Effective Use of a Teaching Assistant Booklet for Staff

If staff have any concerns about Students they should contact GARlearningsupport@garstang.fcat.org.uk or l.cooper@garstang.fcat.org.uk.

Building Opening Hours and Cleaning

• 7-6 weekdays

Classroom Cleaning Regime

Every area of the Academy will be cleaned at the end of the school day.

On a daily basis you can expect the following to take place in your classroom:-

• Carpets vacuumed
• Floors Mopped
• Stains spot cleaned
• Dust/damp wipe of all surfaces
• Waste/Recycle Bins emptied 
• Removal of marks from walls/doors
• Removal of small areas of graffiti and gum
• Removal of refuse
• Checking/cleaning of internal glass and glazed partitions

Procedures for the Reporting of Defects and Operational or Health and Safety Matters

Report any concerns to the site team via their GARSite email address: site@garstang.fcat.org.uk.

Cleaning/Damage/Repairs

We have introduced a link on all the computers for all staff to fill in with any concerns regarding their classrooms, waste, toilets, corridors, stairwells, missing toilet rolls etc.

Please can you all make sure after period 5 all chairs are on the tables.

GCA Cleaning Support Request (google.com)

School Holidays and Building Opening Times

Usually weekdays only 7am-2pm, unless otherwise informed. If staff wish to access school in the holidays please inform Satinder Singh and Shoyab Mulla.

Booking Rooms Reception Interview/Conference Rooms and School Hall

Room bookings can be made via Bromcom.

Fire Assembly Point Reporting Procedures

If your supply duties include taking a form register, please assemble with that form and take a roll call and report to the Year Leader for that year group.

If you are NOT covering for a form tutor, please assemble with the other Teachers and report to Fire Marshall 2.

Financial Regulations and Procedures

The Academies Financial Handbook is the key document of finance for the school. The School carries out its financial responsibilities through the FCAT Financial Regulations and Scheme of Delegation. A hard copy of the scheme is available to view from the Finance Office. 

The regulation sets out the financial framework for academy trusts reflecting their status as companies, charities and public bodies. Compliance with the handbook is a requirement in trusts’ funding agreements with the Secretary of State.

Purchases Made by Staff  

FCAT’s purchasing and payments procedures are in place to enable the majority of non-pay supplies to be procured through the creditors system without staff having to incur any personal expenses. However, on occasion, staff may incur expenses, most often in relation to travel, and are entitled to reimbursement in line with the travel and subsistence policy. In exceptional circumstances members of staff may need to make direct purchases of small value items which will be reimbursed by BACS. A receipt for goods purchased will be required in all cases and the receipt should only list the items purchased for school purposes. Reimbursement will not be made where receipts have a mixture of personal and school related items. Monies spent in this way will be deducted from the appropriate departmental capitation budget and must be authorised in advance of the purchase by the budget holder and the finance department. Unlike goods supplied against the official order form, VAT cannot be recovered for such purchases and therefore should be kept to a minimum. All claims should be submitted via an expenses claim form within the same week that they are incurred.

Travelling Expenses

Members of staff using their own cars on school business can claim a car mileage allowance as follows:

• Attendance at in-service training courses 
• Expenses incurred by visiting students on work placements

Claim forms are available from the finance office. Please submit each month's return on a separate form where possible. August and September must never be in the same form. Claims for more than three months in arrears may not be honoured.

Members of staff may not claim for:

• The journey to the site where they begin work each day
• The journey home from the site where they finish their work each day

It is the visit leader’s responsibility to ensure that the Garstang Off Sites Visit Policy including associated documents and checklists have been read and used to ensure you, your team and the Students are fully prepared and experience a safe and enjoyable visit.

We have various strategies for communicating with parents and carers. Some of our communications are in accordance with our statutory duty, while others reflect what we believe is important for our school:

• Parent Information Booklet is produced annually and emailed to parents annually and is available on the website
• Home-school agreement is a requirement of the School Standards and Framework Act 1988.  
• Annual written reports to parents and carers.
• Progress evening - Parents and carers meet their child’s subject teachers at least once during the year for a short consultation at Parents’ Evening. Children are invited to attend with the agreement of their parents and carers. 
• Website - The school website is extensive and provides information, resources and educational links to help children learn and support parents and carers with the education of their children.
• Newsletter/updates - We send detailed information to parents and carers containing general details of school events and achievements of the children. The Headteacher also writes to parents each half-term.
• Letters will be sent via MCAS to parents and carers as this is more environmentally friendly. Where it is not possible to use email, written correspondence will be passed on to families, through the children or by post.  Curriculum letters will be checked by Joe Brady and inclusion letters by Laura Royds. In the absence of Joe or Laura, colleagues will see Satinder in person. 
• Telephone calls will be made where immediate contact with a family member is required i.e. for a pupil injury or pupil incident. A member of staff will call the first named emergency contact as listed. Where no contact is made, a call will then be made to the second named contact. All telephone calls are logged on Bromcom
• Apps, parents can download MCAS and ClassCharts onto their phone for regular communication and updates specific to their child.