Visitors Policy

All Visitors (including Parent Helpers) must report to Reception to sign in

All Visitors (including Parent Helpers) moving around the site must wear a visitor’s badge

All visitors (including Parent Helpers) must sign out before leaving the building

If a member of staff is contacted by an outside agency/individuals requesting permission to visit lessons, observe teaching, etc permission must be obtained from the Head Teacher before any agreement is made.

The school’s Initial Teaching Training Policy does not make provision under normal circumstances for student teachers/PGCE students from institutions other then Northumbria/Sunderland University, to be received on site.

Guest Speakers at assemblies/meetings etc need to be cleared through the Head Teacher

Any visitors (including parent helpers) on site who are not recognised, or who are not wearing a visitors badge should be politely asked their business.

The Purpose of the Policy

The purpose of the policy is to:

• Develop a co-ordinated approach to using visitors
• Monitor and evaluate how we use visitors to support pupil learning
• Ensure that visitors know how their input is supporting pupil learning and how their contribution fits with the school curriculum
• Comply with relevant health and safety legislation, and develop good practice.

Why we use outside visitors in school

The use of visitors to support pupil learning has the potential to be effective. Visitors bring into the classroom a wealth of experiences, expertise, different approaches or viewpoints to complement the work of the teaching staff. However, teachers need to manage the involvement of visitors to make sure that their input will support the achievement of learning objectives and offer pupils balanced views about a particular subject.

For contributions to be successful for all involved there needs to be a clear shared understanding for the learning objectives for the session and the needs of the young people taking part. The different roles that people carry and the contributions they make to pupil learning need to be clearly identified

Visitors can enhance learning because they are able to:

• Bring a depth of experience and subject knowledge that would not otherwise be possible
• Put across an argument or a point of view that teachers may not be able to articulate
• Talk more openly or comfortably around certain issues
• Be more open about personal experiences
• Be seen as neutral and not part of the school organisation or authoritarian framework
• Act as positive role models and counter stereotypical images
• On some subjects, carry more credibility than teaching staff
• Provide a varied and alternative learning experience for young people
• Raise young peoples awareness of the community in which they live
• Give local services and agencies a “human face” and a higher profile

Visitors who work within the school

A wide range of visitors are invited into school to contribute in variety of ways.
These include:
• Health professionals
• Artists/poets in residence
• People with a particular expertise, experience or knowledge
• Theatre in education groups
• Crafts people
• Local historians
• Careers advisors
• Police officers
• Community wardens
• The Fire Brigade

How we use visitors in school

Visitors contribute to learning in a variety of settings such as:
• Curriculum extension or enrichment activities, e.g. Health Week
• Assemblies
• Extra curricular event or club
• Theatre in education
• Insight to industry days
• In lessons
• At school based conferences
• As expert witnesses
• Accompanying pupils
• Parent helpers

Links to relevant school policies

Where appropriate aspects of the relevant school policies will be shared with the outside visitors. These are likely to include:
• Assessment
• Child protection
• Confidentiality
• Drugs education
• Equal opportunities
• Health and safety
• Sex education
Issues when using visitors in school

Care is needed when handling sensitive or controversial issues that may arise. Staff and pupils should be involved in the establishment of “classroom rules” which set the climate for lessons and make clear how all involved in the lesson are expected to behave towards each other during the session. This should enable everyone involved to feel safe and secure. Part of that discussion should include consideration of what kind of information is for sharing beyond the classroom, e.g. how pupils would feel if something they have contributed to the lesson were gossiped about on the playground or in the staff room. These rules apply equally to pupils, staff and visitors

Where visitors support the curriculum they must be made aware of an abide by the schools expectations of confidentiality. Visitors form outside agencies may well have a role in providing confidential advice and support to individual young people as part of their regular work this circumstance is very different from discussing issues in an educational setting and both the visitor and pupil need to be clear about the distinction

Teacher involvement in the session
It is vital that the teacher is present during any session with an outside visitor but his/her degree of involvement will vary and should be negotiated with the visitor beforehand. Clearly , visitors should not be used as cover to help reduce staff pressures. The teacher needs to be present so that she/he knows exactly what has happened during the sessions. This will ensure continuity with the rest of the programme as well as understanding any issues relating to the visitors session that may arise later. Issues may be raised during the session that the visitor many not be able to deal with or may not be the appropriate person to deal with the issue.

Volunteers in schools

A checklist for teachers

The following checklists should be used by staff in school to support them through the stages of involving a visitor in the classroom. The outcomes of the final evaluation should be carried out by teachers and pupils and be used to inform future work.

Before the visit

• Why is this visitor being asked into school
• Does the visitor come with any recommendations
• Has the school used the visitor before
• What experience has this visitor or working with this age group
• Have parents been informed of the session (if appropriate)
• How will you ensure that pupils are hearing a balance of opinions about the topic/issue
• Has a risk assessment been performed
• Has the visitor had a DBS (Disclosure and Barring Service) check

Preparing the visitor
• Is the visitor aware of the contributions they have been asked to make
• Is the visitor aware of the aims of the visit
• Has the visitor been made aware of the school ethos
• Is the visitor aware of the ability and maturity level of the young people they will be working with
• Will the visitor make a pre-visit to the school
• Are the school’s legal responsibilities to the children and young people being met
• Has the visitor been supplied with copies if the relevant school policies
• Is the visitor aware of any risks to health and safety

Preparing the visit
• What arrangements will be made to welcome the visitor to the school and introduce them to the class
• Is the size of the group appropriate to the activity and learning purpose
• Is this visit part of a planned programme with preparation beforehand and follow up afterwards
• How will the group be prepared for the visitor
• What resources will be needed for the session

During the visit
• Will the school be able to respond appropriately to questions or incidents that may arise after the visitor has left
• How will the teacher support the visitor in this work
• Will a sufficient number of staff be present during the session

After the Visit (Evaluation)
• What was the young people’s response to the session
• What went particularly well in the session
• Which parts (if any) of the session were not successful
• Were the resources and material used appropriate
• In what ways do you think that the session could be improved
• Are there ant issues from this session(s) that you think need addressing further
• What have pupils learnt in the sessions
• What did they like about the sessions
• What didn’t they like about the sessions
• What else did they not like about the sessions
• What else would they like to know about






Parent Helpers in School

All parent helpers must be DBS checked before being allowed access to the school.

All parent helpers must be registered with the Head Teacher and be listed on the parent helper’s register

All parent helpers must agree to abide by the guidelines given below

All parent helpers must sign the visitors book in the main entrance every time they enter and leave the school and they must wear a visitors badge at all times

Parent helpers are not permitted to sit with staff during assembly or break time. A separate room is available to them for refreshments.

Parent Helpers are discouraged from working in the same class as their son/daughter/grandchild unless they are undertaking guided reading or working in the Early Years where the curriculum encourages help from parent/carers.

Guidelines for Parent Helpers in the Classroom

Parents are always welcome into the classroom as helpers and your help is valued very highly. The following guidelines are in no particular order and are intended to help the parent helper feel comfortable and informed of expectations. Parent helpers must read and agree to the parent Helpers Handbook.

• Arrange your time in the classroom with the teacher in advance – it is helpful if you can also agree what you feel able to help with (there are lots of different ways in which you can use your expertise to support the children’s learning

• If you are unsure of what you have been asked to do, please check immediately – either with the teacher or teaching assistant

• You should never be left in the classroom with the children on your own

• Children will sometimes “push the boundaries” when with a helping parent. If a little reminder does not elicit an immediate improvement then please refer to the teacher

We have to follow very careful guidelines on aspects of physical contact with children

1. Please remember not to iniate contact with children – let them take the lead, but discourage over familiarity

2. If a child asks to go to the toilet, refer them to the class teacher rather than take them yourself

3. If you are helping dress/undress for PE etc encourage the child to do as much as possible for themselves

4. No adult in school is allowed to remove/insert earrings

• Whilst you are in the classroom you will sometimes see children being disciplined. However sorry you fell for them, please do not give them any comfort or support. You will not always be aware of what has happened previously or the warnings that have been given.

• We have well defined procedures for information Parents of what has happened whilst the children are in school and we will be the first to discuss any issues where we have concerns. Please do not be tempted to relay anything you have seen or heard in a classroom or elsewhere in the school to other parents, we need to be assured that you will exercise total discretion in all respects when you are helping in school.

• If you have any concerns at any time about the way a child has been treated, or any aspect of classroom practice, please raise the issue immediately with the Head Teacher

• Please be aware that your presence in the classroom may well affect your child’s behaviour in all sorts of ways. Prepare your child for the experience by explaining in advance that you will be in the class to help all the children, the teacher is in charge and you have to do what the teacher has asked you as well!

• Helping in the classroom means that you are privy to “inside information”, especially when staff are talking together. Please exercise the utmost discretion in all respects. The school expects that all visitors will be confidential about issues arising when they are in the school.

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The Governors and staff of Lord Blyton Primary School would like to take this opportunity to welcome all parents and children to the school.

We hope you find the information on this website useful and informative.


About Us

We are committed to providing for every child the most successful and rewarding educational experiences we can.

We hope to develop a happy, trusting and informed relationship with all our parents and give them the opportunity to extend their knowledge of school life through joining with us as often as possible. 

Attainment Outcomes 2017

School Progress Score

Reading +2.5

Writing -1.0

Maths +0.6

Percentage of pupils meeting the expected standard in reading, writing and maths: 79%

Percentage of pupils achieving at a higher standard in reading, writing and maths: 7%

Average Score In Reading (Expected 100): 106.7

Average Score In Maths (Expected 100): 105.4

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Lord Blyton Primary School
Blyton Avenue
South Shields
Tyne and Wear
NE34 9BN

0191 424 0550

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