Drugs

Reviewed without change: September 2013

Next review: December 2013

Status: Statutory Yes / No

Governors Policy Yes / No

Governors Ratified Date:___________________________

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DRUGS EDUCATION POLICY

Reviewed: September 2013

Next review: December 2013 Status: non-statutory

1. Introduction

Harlington Community Schools policy takes full account of the current legislation and advice from

the LEA (e.g. 1971 Misuse of Drugs Act, 1988 Education Reform Act, Drug Prevention in Schools

Circular 4/95 and Hillingdon Partnerships in Drugs Education”).

The aim of the drugs education policy is to give clear signals on a school’s position and role in the

prevention of illegal drug taking and distribution and the provision it makes in the PSHE programme

to educate its pupils about the dangers of drug taking. Any drugs education programme must be

appropriate to pupils’ needs.

Some drugs are legal, such as alcohol, tobacco and solvents, and are sold over the counter as well as

prescribed drugs for medical purposes. Other drugs are clearly illegal such as cannabis, ecstasy,

heroin, crack/cocaine and LSD. The possession and use of drugs in school, or during extra-curricular

activities, is unacceptable. They are not permitted to be bought, sold, or otherwise obtained on

school premises or during the school day, including when pupils are on school visits. This applies to

pupils and staff and any other adults on site. Schools should have secure systems in place to allow

those who require prescription medicines to take them safely.

Rationale

It is the aim of Harlington School to help all pupils to be able to take their place safely in a world

where a wide range of drugs exists. We recognise that some drugs have beneficial effects, but also

that every drug has potential to harm. For this reason, all drugs need appropriate and responsible

care and management. In order to be able to make informed choices, staff and pupils need to

understand the nature of drugs, their social and legal status, their uses and effects.

.

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2. THE AIMS OF THE DRUGS POLICY AND PROCEDURES

For young people today, some of the “opportunities, responsibilities and experiences” they will include exposure to a range of drug taking, both legal and illegal. Schools need to educate and inform pupils about drugs if they are to make informed choices and avoid harming their bodies.

for our pupils:

• To have access to accurate information, knowledge and understanding about the drugs they could encounter in their lives.

• To have acquired a range of personal and social skills which will enable them to respond to drug situations

• To be able to evaluate critically the range of attitudes, values and beliefs in society about drugs in order to reach healthy, independent decisions

• To develop the self-esteem and self-image which will enhance their ability to discern and resist drug related pressures.

To inform about the use and misuse of drugs.

• To develop coping skills for managing different drug related situations eg, smoking, alcohol and illicit substances.

• To enable students to make informed choices regarding issues related to drugs.

for the school:

To support the school’s endeavour to maintain the safety and well-being of all pupils, staff and visitors

• To clarify legal responsibilities, entitlements and obligations

• To support all the members of the school community by providing clear guidance and procedures on drug related issues to ensure clarity and consistency

• To develop a whole school approach to drug education in the context of the school curriculum

• To involve the whole school community; staff, parents/carers and governors in the development of the drug policy and programme

• To continue with a consistent approach for delivering a high quality drug education and prevention programme

• To fairly, consistently and sensitively manage drug related incidents in school

• To maintain a consistent, integrated, whole-school approach to drugs in school

• To provide the content and make provision for a programme of drug education which reflects pupils needs, local circumstances and current knowledge

• To ensure the provision of appropriate training, development and support for all staff

• To monitor, evaluate and revise as appropriate, the drug education policy and programme

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3. ROLES AND RESPONSIBILITIES

The Role of the Governors

It is the Governors role:

• To support and encourage all staff in trying to identify and implement strategies that are most likely to work in the school and community.

• To ensure that necessary resources and training are made available

• To work with parents/carers and the community to promote a positive image of the school policy.

• To endorse the policy of the school by supporting the Head teacher and staff

• To monitor and review the implementation of the policy

The Role of the Head teacher

• To establish a policy and staff framework that provides guidance about the approaches to:

1. systems for pastoral support

2. drug education in the curriculum

3. dealing with drug related incidents

• To ensure that there is a named school drug co-ordinator and establish his or her role and responsibilities.

• To allocate appropriate resources

• To ensure that the policy is kept under review and amended as necessary

• To support and involve the drug co-ordinator in policy development

• To set a framework for the training of all staff, Governors and parents/carers

• To respond to drug related incidents or delegate to a senior member of staff

• To develop suitable strategies for liaison with the media

The Role of the School Drug Co-ordinator (The SDC)

• To implement the drug policy

• To identify the training needs of staff and inform the person responsible for staff development

• To order and co-ordinate resources

• To develop and co-ordinate the schemes of work

• To monitor and evaluate the effectiveness of the policy and the schemes of work

• To liaise with outside agencies

• To ensure, with other relevant staff, that all pupils are given drug education that expresses the aims of the school policy

• To be informed about counselling and services available within the Borough

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• To keep up to date with national developments

• To advise on school policy relating to drug incidents

• To be informed about drug related incidents and to provide help to students and parents/carers

• To record incidents and keep records

• To approach students who are thought to be ‘at risk’.

NB The SDC is not part, and should not be seen as being part of, any disciplinary or investigative process involving individual students, although it would be expected that he/she be consulted and may be involved in the investigation of drug related incidents.

All Staff

It is important to recognise that drug prevention should be seen as a whole school issue and that each member of staff both teaching and non-teaching has a part to play.

• Teachers will be aware that they provide role models for pupils and as such they can have a significant impact on the readiness of pupils to adopt responsible attitudes and behaviour in relation to drugs.

• It is expected that staff will normally observe pupils in class and around the school. These observations will be related to health and welfare, child protection and possible drug/substance abuse among others.

• Staff are expected to report their suspicions regarding drug abuse to the SDC either verbally or in writing.

• All staff have the responsibility to underpin the values of the school regardless of personal opinion.

*All staff are required to attend a whole school training session delivered by outside agency SORTED (Young Persons Health Agency Hillingdon Borough). This session gives staff clear outlines on legal responsibility, procedures and general information related to drugs.

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4. EDUCATION

In response to shared concerns at local and national level, we wish to state that as part of our care for the welfare of our students, that Harlington believes it has a duty to inform and educate young people about the consequences of drug use and misuse. Harlington takes a pro-active stand on this matter, believing that health education is a vital part of the pastoral programme of every student.

We believe and support the following educational aims in respect of drug use:

• To enable students to make healthy and informed choices by increasing knowledge and challenging attitudes as part of a P5HE programme

• To provide accurate information about substances

• To increase understanding about the implications and possible outcomes of drug use

• To widen understanding about related health and social issues

• To seek to minimise the risks that users and potential users face

• To enable young people to identify souces of appropriate personal support both within school and externally

• To encourage outside speakers and experts to speak to our students

These aims are achieved through the taught curriculum, the informal curriculum and opportunities for extra-curricular activities. Harlington actively co-operates with external agencies such as the Youth and Community Police and a range of other outside agencies and professionals who deliver aspects of the curriculum during assemblies, discreet lessons or off-timetable PSHE drop down days.

Refer Appendix B for further details about Drug education at Harlington.

5. PROCEDURES

5.1 RECORDING OF DRUG RELATED INCIDENTS

All drug related incidents, whatever form they take, must be accurately recorded, taking due account of confidentiality. The recording of facts and times is critical. Forms published by the SDC to enable accurate recording of incidents or possible incidents will be available in the Staff room and the medical welfare suite. Refer Apppendix A. These forms must be forwarded to the SDC immediately.

The SDC will make further enquiries and recommend a course of action to a member of SMT as appropriate. Sometimes staff may prefer to speak to the SDC about an incident, a suspected incident or concerns for a particular pupil.

Incidents which occur where a child is using prescribed drugs or proprietary drugs must also be recorded. Discussions will occur with the Welfare Assistants, pupils and parents/carers to reduce the risk of further incidents.

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5.2 SEIZURE OF ITEMS OR SUBSTANCES

If a substance is discovered which is believed to be either illegal to possess or which is legal, but against the school rules to possess on the premises, the substance should be confiscated at the time of discovery, belay may put pupils or staff at risk.

The Misuse of Drugs Act allows schools to take possession of a substance suspected of being a controlled drug for the purpose of preventing another from committing an offence in connection with that drug.

It is an offence under the Misuse of Drugs Act for the occupiers or managers of a premises (eg. a school) to knowingly permit certain offences under the Act to take place on the premises for which they are responsible. This includes, for example, the sale of illegal drugs and the smoking of cannabis. The Act places a responsibility on Head teachers to take action if they are aware that such an activity is taking place.

If the substance is in the physical possession of a pupil, staff do not have a legal right to search that pupil with a view to recovery of the substance, without his/her consent. Pupils can be asked to surrender the substance or to “turn out their pockets” in front of the teacher. If the pupil refuses to do so, the matter will be referred directly to the Headteacher.

It is essential for an additional member of staff to be present as a witness so that the actions and conduct of staff can be verified at a later date if required.

The Head teacher or a nominated deputy should be informed immediately. All the staff involved should agree on the completion of the Drug Related Incident forms. Refer Appendix A.

5.3 STORAGE OF SEIZED SUBSTANCES

.

Any substance which is seized must be stored in the headteacher’s safe. it should be separately packaged with the date, time and place of finding noted upon the packaging. The finder should sign his/her name on the packaging and such action should always be witnessed by a colleague who should also sign as a witness. This could be of particular importance were a criminal investigation to follow at a later date. The type of packaging used should be of sufficient standard to prevent anyone tampering with the contents.

The SDC should be consulted about storage of substances and the recording of the relevant information.

Substances will normally be stored in the Head Teachers secure store.

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Careful consideration should be given to the storage of solvents. Some solvents give off powerful fumes or react to heat; storage in a confined area could therefore create a health and safety risk.

5.4 ANALYSIS OF SUBSTANCES

Once a substance has been seized, or ‘found’ on the school premises it is important that it first be identified. If it is a medication which has been brought onto school premises then identification may be an easy task. But with some substances this will not be such a simple process. Finders must not try or taste anything seized or found in order to identify it, for to do so may involve considerable risk. The Drug Education Team offer the fastest method of analysis but the substance may be referred to the Metropolitan Police Forensic Laboratory. Usually contact with the Police will be via the Youth and Community Section at West Drayton Police Station.

5.5 POLICE INVOLVEMENT

Head teachers are “in loco parentis”, which places responsibility on them for the welfare of pupils. If a pupil is found in possession of a substance prohibited by law or school rules, school actions should reflect this responsibility. Harlington co-operates with the Police and the headteacher may take the decision to inform the police.

Solutions need to be reached which respect the interests of that pupil and the whole school. There may be occasions when police intervention will be necessary for these aims to be achieved. Police involvement need not necessarily mean that the pupil would be criminalised.

5.6 DRUGS AND THE MEDIA

During the past few decades, drugs have attracted considerable media attention. This interest has often focuses on sensation and tragedy, varying from celebrity drug taking to incidents in schools. It would appear that this reporting has done little to dissuade young people from experimenting, and sometimes the sensationalising is interpreted as attractive and exciting.

Naturally schools fear unwanted media interest in drug related incidents and the confidentiality of the individual and the family should always be protected. A suggested procedure for dealing with the media in relation to managing a drug related incident is as follows:

• staff should report any awareness of media attention immediately to the Head teacher

• the headteacher will decide upon a suitable course of action with regards to the media and no individual member of staff should speak to the media without first consulting the headteacher.

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6.0 MANAGING INCIDENTS

ACTION BY PUPILS

Pupils who

a] become aware of drugs in school

b] are offered drugs for sale

c] have specific information which they feel they would like to tell adults about

- should know that they can either tell any member of the teaching or non-teaching staff that they feel confident with or approach the SDC directly. They should also know that absolute confidentiality cannot be guaranteed because the adult they have disclosed to also has responsibilities. However, students should feel confident that the welfare of all pupils and staff is at the very heart of the school’s drug policy.

d] find suspect pills or substances

- should inform a member of staff immediately. The member of staff should pass them to the SDC at the first available opportunity. The 5bC will ask the member of staff for a written report of the circumstances.

e] suspect that someone is currently under the influence of drugs - should, in the interests of safety and welfare, inform a member of staff without delay.

ACTION BY STAFF (teaching and non-teaching)

If staff become involved in dealing with a drug incident they should not be expected to act alone or in isolation. Staff will realise that a variety of incidents that occur in school could, upon investigation by management, be considered to be a ‘drug-related incident’. Inevitably the Head teacher takes responsibility but both management and staff should expect the support and expertise of the SDC in any situation. There may be occasions when staff may need additional support and counselling to negate the trauma of drug incidents in the school community.

STAFF SUSPECT A PUPIL OF BEING UNDER THE INFLUENCE OF DRUGS

If there is the slightest suspicion that a pupil may be under the influence of drugs, staff should seek prompt medical advice and assistance. * There is no general rule as to the effects of drug use on people. Behaviour or moods may change, eye pupil size may change, the level of consciousness may alter, the individual may be sick. The effects of what they have taken may only just be starting, with the possibility that the pupil’s condition may deteriorate. Staff should follow this procedure:

a] THE PUPIL’S SAFETY. If a pupil has been using drugs, it is important to find out what has been taken for medical and safety purposes. The risk of overdose is known to be high in young people and the correct response could well save the pupil’s life. If the pupil is unconscious or there is concern about health, a senior member of staff or welfare staff should call an ambulance - delay could be fatal. If the pupil’s friends say he or she is “only drunk” it is important that no risks are taken for it is possible that the pupil may have taken something that their friends don’t know about. Whilst waiting for professional help check the vital signs, follow first aid procedures * and act accordingly. Staff in any way involved in such a situation will need to write a written report soon afterwards. Normal procedures will apply for contacting parents when a child is unwell and urgent medical help is required.

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* calling for the Welfare Assistant should be considered first. Failing this another First-Aider should be called. The SDC must be informed and immediate arrangements made to be released from teaching to enable her/him to get sight of the child and offer assistance.

b] Once the immediate danger has passed inform the Head teacher or his deputy without delay and the SDC (if this has not already been done). The Head teacher may inform the Chair of Governors. Following-on from this incident individual members of staff should refer to the SDC who will consult with the Year Head and then the Head teacher on how the school should respond. Decisions should be made in relationship with other school policies.

See Appendix C for details of Signs and Symptoms

STAFF FINDING PILLS, SUBSTANCES ETC. WHICH MAY BE ILLEGAL OR DANGEROUS

Normal considerations should apply to any potentially dangerous substances. If there is no danger to staff they should collect the pills or substances into a suitable container and pass to the SDC at the earliest opportunity. The member of staff will be asked to write a report of the circumstances. The SDC will send the substance for analysis if this is considered to be appropriate. The Head teacher will be informed of this development.

STAFF SUSPECTING THAT A PUPIL IS IN POSSESSION OF DRUGS

This may not be easy to prove and it is recommended that staff do not take action on their own. In all cases the matter should be referred to a senior member of staff who will also consult with the SDC. Unless the child admits to the substance being an illegal drug it cannot be proved until it is analysed which could take between 6-8 weeks. However there are serious pastoral implications for the child and the school and these must be taken into account when deciding on an appropriate course of action.

The matter should be approached very calmly keeping the welfare of the pupil as the prime concern. The child should be allowed to explain what the substance is and the reason why he/she has it in their possession. Those dealing with this incident need to keep accurate records of events and make a full report to the Head teacher.

The Headteacher will decide when and how parents will be informed and exactly of what. If the substances are harmless the pupil will have an interview arranged with the SDC to discuss the incident. It may be decided to invite the parents into school to meet with the SDC or the Head teacher.

WHEN POSSESSION OF AN ILLEGAL SUBSTANCE IS ADMITTED OR PROVED

If the substance found is illegal the Head teacher will decide when and how to inform parents and whether to inform the Police. Contact with the Police will usually be with the Youth and Community Section at West Drayton.

Existing school policy directs that a student found to be in the possession of illegal substances will be excluded. Any student found in possessions of drugs on more than one occasion will be permanently excluded. This is in-line with the schools anti-drug viewpoint. The Head teacher may, however, direct the SDC to interview the child concerned (whilst suspended) and be able to provide a full report to Governors before the final decision is made. The SDC will be available to the parents and be able to

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advise both parents and the child about the opportunities for professional counseling. This availability of the SDC to the parents and child will normally continue even if the child is permanently excluded. Support at this time may be a vital component in the helping the parents to cope and the child to make fresh decisions about his/her future lifestyle.

The school will need to consider the above and decide if the above incident is part of a more complex problem within the school and how to address the issue.

NOTE: If a pupil is discovered in possession of suspected illegal substance, or a substance which is in breach of school rules, then it should be confiscated. If the substance is alcohol, an inhalant or tobacco, an offence will not have been committed by possessing it, although school rules have been breached and the situation will need to be dealt with in line with the school behaviour policy.

WHEN PUPILS ARE IN POSSESSION OF LEGAL SUBSTANCES BUT ARE IN BREACH OF SCHOOL RULES.

As with all school rules they must be seen to apply with consistency and equal fairness to all. Students who are in the care of the school and found to be smoking nicotine, drinking alcohol or sniffing glue, aerosols etc. will normally encounter the follow the following process:

a] decisions to be made if any immediate or urgent medical attention is necessary.

b] as with other major breaches of school discipline the child should be dealt with in accordance with the Behaviour Policy.

c] the SDC will be involved with the re-integration of the child if he/she has been suspended.

d] upon return to school the child will have another interview with the SDC and a record kept. It may be appropriate to issue documents to the child acknowledging that i. the interview has occurred ii. what recommendations of help to the child can and/or will be put into place iii. a help and review date.

e] the parents and the Year Head may receive a copy of this document if appropriate.

f] the parents will be informed that they can make an appointment to see the SDC at anytime - at school during the working day or in the evening or at their home at a time convenient to the parents.

It is essential that the child feels supported and the parents develop the confidence to support and help their child through what may be a very difficult and/or embarrassing time.

CIRCUMSTANCES WHICH ARE NOT PART OF THOSE YET PROVIDED FOR IN POLICY

The Head teacher shall direct the SDC according to events and circumstances.

STAFF SUSPECT, OR HAVE INFORMATION REGARDING, PUPILS WHO ARE SELLING OR SUPPLYING ILLEGAL DRUGS IN SCHOOL

Staff must consult with the SDC at the earliest opportunity. The SDC will record the information and inform the Head teacher who will decide how to proceed. The possibility exists of informing the Police who may wish to investigate and even continue with criminal proceedings. The school may wish to carry-out its own investigation. Staff should not search any child. However, it is reasonable that a child may be asked to empty their own pockets or bag and this will normally be the reserve of

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the Head teacher or his/her deputy in these circumstances. Any pupil who is found to be selling or supplying illegal drugs will be permanently excluded. The SDC will be involved to help the pupil to understand the situation and to help and advise parents.

A PUPIL DISCLOSES TO STAFF THAT HE/SHE IS USING DRUGS

If a pupil discloses to a member of staff that he or she is using drugs, the response will .need to be extremely sensitive and non-judgmental. A balance needs to be struck between the needs of the pupil and those of the school. The response will depend upon the context of the disclosure.

a] DISCLOSURE DURING A CLASS DISCUSSION ON DRUGS

Before discussing drugs as part of the drug education module (or other lesson where this may occur), it is essential that the forum (or whatever form the discussion takes) sets out clear limits of confidentiality and what may be openly discussed and what may not. It is also possible for the teacher to halt the discussion and tell pupils that, if they continue to disclose, then the teacher will have to take certain action. This gives pupils a choice over whether to disclose.

See Appendix D on Slang or Street Names for Drugs

b] PUPILS DISCLOSE IN A ONE-TO-ONE DISCUSSION

If a pupil discloses that he or she is using drugs, the same guidelines will apply as in [ above. However, there may be underlying reasons why the pupil has deliberately chosen to tell a particular person, it could be that they are experiencing difficulties and want help. If this is the case then staff are required to inform the SDC. The individual member of staff may well continue to be the first point of contact with the child and an effective counselling role may be performed. The pupil need not know of the SDC involvement but the member of staff will be additionally advised and supported by the SDC.

The pupil may not wish anyone else to know but he/she must be informed that this is unrealistic. Staff who do not seek advice are at risk of a serious compromise at a later stage.

Once reported to the SDC she/he will record the event and

a] after consulting the Year Head and/or others plan an appropriate response to help the child

b] decide whether to inform the parents at this stage

c] decide whether to inform the Head teacher

The pupil will need to be kept informed of the procedure. The pupil should be helped to both understand and feel that adults are trying to help and not to judge and that future prospects can be better.

The SDC will be available to meet with parents and provide advice about professional counselling. The teacher chosen for the ‘disclosure’ will be kept fully informed and involved by the SDC if he/she wishes. That particular teacher may become the main information source to the pupil and incorporated into the overall care of the pupils as appropriate.

A PUPIL DISCLOSES THAT PARENTS/RELATIVES/CLOSE FRIENDS ARE USING OR SELLING DRUGS

This is similar to the above and there may be serious ramifications in such a disclosure. It is rarely the case, but the issue of drug-using parents may bring into focus child care issues and the overall well

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being of the pupil and in certain cases may even warrant investigation by Social Services. Drug use in itself does not automatically warrant child

protection action. Following an investigation, Social Services will decide on any action to be taken.

Staff becoming aware of, or being disclosed to, these issues should consult with the SDC.

STAFF BECOME AWARE OF DRUGS IN THE SCHOOL VICINITY

Staff should pass all such information to the SDC who will inform the Head teacher. If it is brought to the school’s attention that drugs are widely available in the vicinity, then the options for the school are:

a) if drugs are being sold on or near the school premises, this matter, if appropriate could be reported to the police

b) it may be just a rumour, in which case the Head teacher would try to verify this by seeking police advice. In such circumstances the opportunity might be taken to raise the issue in assemblies or some lessons.

NB: Although the possession of solvents, tobacco and alcohol is not illegal, it is illegal to sell them to people under age. eg. Alcohol under 18; Nicotine under 16 and Solvents under 18 if shop staff suspect that solvents will be misused. The headteacher or nominated person will contact the Police Schools Liaison Officer or YACS if there is suspicion that this is happening.

STAFF HAVE SUSPICIONS THAT A PUPIL IS MISUSING DRUGS

Staff becoming aware that a pupil is misusing drugs due to rumour, information from a friend of the pupil or from signs and symptoms, should not make a direct approach to the child. Staff should report this to the SDC without delay. Such verbal information will be received by the SDC in confidence from the member of staff. The following procedure will be followed:

1. the SDC will review the situation and consult with the Year Head. Agreement may be reached for there to be no further action or to keep the situation under review. If some action is considered necessary the Year Head will agree to the next step which will be:

2. the SDC will seek permission from the Head teacher [ nominated deputy] to make contact with the child ** and, in a one-to-one ‘help’ interview related to health and ,well-being, put the following to the child in these words or similar -

“I have the consent of the Head teacher to speak with you about certain matters related to your health. We are certainly not accusing you nor even suggesting but it could be considered that due to your behaviour, your state of health, your appearance (or other....), that you could be misusing certain drugs or substances. If this is the case we very much want to help you in every way we can to re-establish a healthy lifestyle if you will permit us. Our purpose is neither to judge nor to condemn you but to offer to help if we can. There are several agencies and organisations outside school that will provide confidential help if I can tell you about them.”

The pupil will be given a positive opportunity to respond and it is most likely that it will be negative either because the school’s assumption is wrong or because the child does not wish to discuss it. The pupil will be informed that the school may contact his/her parents at some stage in order to discuss this possible health issue.

The SDC may be re-assured and consider that everything is well and no further action ma be required. Following consultation with the Year Head a letter may be sent to the parents informing them that this interview has occurred.

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** The SDC may consider that the form tutor or other teacher would be the most suitable person to approach the child - this will be a matter for negotiation. The welfare of the child must be the most important factor in reaching a decision.

The SDC may judge that the school’s suspicions may be confirmed in which case the welfare of the child and their feelings about themselves must be carefully supported. The Year Head will be informed and together with the Head teacher will decide if and when to inform parents and what procedures would help the child most.

The child must be fully informed of events, not be criticised or condemned. Those staff dealing with this matter must be seen to support and encourage.

The Head teacher, having taken appropriate advice, will decide if Social Services need to be informed.

The Head teacher and Year Head will receive a briefing of the outcome from the SDC.

APPENDICES

Appendix A SUSPECTED DRUG INCIDENT REPORT FORM

Appendix B BROAD OUTLINE OF TEACHING PROGRAMME

Appendix C SIGNS AND SYMPTOMS

Appendix D SLANG AND/OR STREET NAMES

Appendix E TERMS AND DEFINITIONS

Appendix F SCHOOL DRUG POLICY IN BRIEF

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APPENDIX A

TO: THE SDC ** CONFIDENTIAL **

FROM: _____________________

DATE: _____________________

Please pass to the SDC directly or place in a sealed envelope.

REPORT ON A POSSIBLE DRUG-RELATED INCIDENT

If you are reporting on a suspected drug-related incident please give details of:

DATE:

TIME:

LOCATION:

NAMES OF PERSONS INVOLVED:

NAMES OF ANY POSSIBLE WITNESSES:

DETAILS OF ANY RUMOUR OR EVIDENCE:

FULL DETAILS OF INCIDENT/OCCURRENCE:

DETAILS OF ANY DRUGS/SUBSTANCES - discussed/found/seen/recovered:

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Please continue overleaf if needed. Thank you.

APPENDIX B

A BROAD OUTLINE FOR THE CONTENT AND DELIVERY OF A DRUG EDUCATION PROGRAMME -

FOR KEY STAGE 3:-

TEACHERS:

Move on from the holistic approach to medicines and drugs in society, into more specific detail as to drug use and peer pressure.

and enable young people to:

• Begin to be more aware of social and cultural issues concerning drug use;

• Know the basic facts about substances including their effects on the body;

• Understand relevant legislation relating to drug abuse;

• Value themselves, their bodies and their rights to make decisions;

• Be clear about the consequences, risks and dangers;

• Explore healthier lifestyles and alternatives to drug use;

• Take responsibility for the decisions they make about drug use;

• Resist peer and media pressure;

• Develop coping strategies to deal with situations in which they may find themselves;

• Clarify their own attitudes towards drug use and drug users.

KEY STAGE 4 AND BEYOND

Teachers enable young people to:

• Explore the wider social, economic and political effects of drug development, production, demand and distribution;

• Reinforce their understanding of the legal status of drugs;

• Be aware in addition to the physical affects, the mental and emotional effects of drug use and the potential consequences to one’s sexual health, relationships and career and the financial implications of drug dependency;

• Value their own rights and opinions;

• develop strategies to have the confidence etc. say no, support others and seek help;

• Be aware that there is no guarantee of safe drug use, know about the dangers involved and acquire some strategies to reduce some of the risks.

• Be aware of fashions, trends and other media influences;

• develop communicative skills to express oneself effectively and confidently in ci variety of settings.

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TEACHING AND LEARNING APPROACHES

Drug education at Harlington School is provided as part of an integrated programme of PSHE Education spanning all key stages. It is incorporated appropriately into wider topic areas within the PSHE delivery which takes place throughout the year in discreet 50 minute lessons.

Specific parts of drug education will be delivered within the Religious Studies curriculum within KS3 and KS4.

All areas of the curriculum offer opportunities to develop a young person’s knowledge, skills and attitudes about drugs and as such is the responsibility of all teaching staff. Any member of staff involved in any way in drug education will need training so that they feel adequately prepared.

:

• commitment and support for training

As mentioned earlier all teaching staff who deliver PSHE attend internal and external training to support subject knowledge and develop the acquisition of confident and secure knowledge of the overall school procedures relating to drugs .

• teacher responsibility

Teachers delivering units of the PSHE curriculum that involve topics relating to drugs are required to use the lesson plans and resources provided by the PSHE Coordinator (Sept 2013 Andy Wilde) and follow the guidance that is given for each unit of work.

• teacher commitment

Teachers are required to plan ahead of each topic and familiarise themselves with the lesson content and delivery.

• teacher expertise

PSHE Coordinator has received PSHE CPD qualification and training and is used to provide training opportunities for staff. Teachers are observed regularly as part of the whole school lesson observation programme. Learning walks also take place to monitor and record quality of delivery and interaction from students.

• adequate time allocation and location within the curriculum

Students are given 50min PSHE lesson for half of the year and issues relating to drugs are covered during these lessons with some units taught as discreet drugs education lessons. Content is also delivered in the PSHE drop down days.

• adequate content within any given area

The range and content of the drugs curriculum is covered adequately in the current provision. Evidence of this can be seen in the Key stage S.O.W for PSHE.

• progression and continuity throughout the key stages

The delivery and content progresses through each key stage and is not repeated. A wide range of topics are covered in relation to information and managing risky behavior. This is done in a variety of different ways across KS3-5.

• co-ordination of the teaching content and skills across the curriculum

See above – relating to observations and learning walks. PSHE Coordinator also carries out yearly student and teacher audits of the delivery of drugs education.

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• researching resources

This is the responsibility of the PSHE Coordinator who is a member of the PSHE Association and is kept informed of new resources and training opportunities regularly.

• awareness of the needs and the emotional development of the pupils

Members of staff have teacher context sheets that provide them with all the relevant information regarding students status and individual needs.

More information may be found from “Drug Proof, Curriculum guidance for Schools, SCAA 1995.

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CLASSROOM MANAGEMENT

In organising and preparing for teaching, care should be given to the following:

1 . BOUNDARIES FOR THE TEACHER:

• clarify the commitment required

• identify your personal needs

work within your own skills and knowledge (it is all right for the teacher not to be the expert)

• be aware of sources of information and support

• maintain a professional attitude, avoid personal disclosures

• clarify your own attitudes and values as well as the schools

• know the school policy with regard to both curriculum and pastoral issues (ie. confidentiality, incidents, safety procedures)

1. GROUND RULES IN THE CLASSROOM

These can sometimes be helpful to establish a safe environment or climate when

discussing sensitive issues such as drugs. For example:

• value the individual’s right to an opinion or right to remain silent

• respect others

clarify confidentiality and what that means

• listen to each other in turn

• think before you ask questions to avoid information of a personal nature

Some of these ground rules should be non-negotiable, others will depend upon the nature of the class.

USE OF VISITORS

Speakers or presentations brought in from outside the school community can be of considerable use in providing a different viewpoint and additional expertise. However, the following should be taken into account:

• purpose and rationale for external speakers

• whether they are familiar with school policy

• if they have an understanding of the principles and practice of drugs education

• if they have experience of working with young people in an educational environment

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• whether the materials and resources they will use are in line with the school policy

• contracting and negotiating the content of the programme

• the overall effect of certain visitors and their programme on pupils should fit-in with school ethos

GROUP SIZE

Drug education will normally be delivered within the structure of the curriculum and therefore in usual class sizes. There may be occasions or opportunities to set-up smaller interactive environments. This is more easily achieved when making use of outside speakers/agencies eg. Police [ & Community Section} and other organisations that exist and are available at the time etc. At times Harlington School has set-up specific interest groups resulting from other lessons, incidents or those who will try to give-up smoking etc.

MONITORING AND EVALUATION

The PSHE Coordinator undertakes the overall monitoring of what has been achieved. There are a number of techniques used for monitoring and evaluating the knowledge acquired, the attitude of change, skill development and how the students feel about the sessions. These include:-

checklists, quizzes, questionnaires, individual or group feedback, problem solving activities, case studies and scenarios, picture drawing or cartoons, storyboords etc.

Evidence of the above can be found in the student portfolios and these are monitored and checked by PSHE Coordinator.

There are student outcome activities that monitor the quality of teaching and learning that has happened during the delivery of each unit.

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APPENDIX C

SIGNS AND SYMPTOMS OF DRUG ABUSE IN INDIVIDUALS:

All school staff should be aware of the drug-taking problem and be able to recognise the signs and symptoms in individuals and in peer groups. The problem is that nearly all the signs and symptoms of drug taking can be due to a variety of other factors eg. medical conditions, illnesses or ‘adolescent problems’. Please remember this as you read.

1. Changes in attendance to school and being unwilling to take part in school activities eg. practical lessons or PE.

2. Absence from one particular lesson regularly, or on one particular day.

3. Regular tiredness or absence particularly on Mondays.

4. Regular requests to visit the lavatory during lessons or registration.

5. Pre-arranged liaisons in the lavatories either during or between lessons. [may be seen waiting for friends or leaving the lavatories with friends at inappropriate times]

6. Regularly arriving late to lessons or non-attendance at assemblies.

7. Decline in performance at school sometimes coupled with disaffection and low self-esteem

8. Change of behaviour, mood swings, temper, restlessness, irritability or paranoia.

9. Reports from parents that more time is being spent away from home, possibly with friends in older age groups.

10. Excessive spending or borrowing of money.

11. Stealing money or goods [home or friends].

12. Other criminal activities [steal cash or good eg. breaking into cars, sheds, houses.]

13. Rumours of prostitution [ linked to very low self-esteem]

14. Sores or rashes especially on the mouth or nose.

15. Lack of appetite.

16. Heavy use of scents, colognes etc. to disguise the smell of substances.

17. Wearing sunglasses at inappropriate times [hide dilated or constricted pupils].

18. Speaks with a mixture of lies and half-truths on any matter.

WARNING SIGNS IN GROUPS

1. Regular absence on certain days.

2. Keeping at a distance from other students, away from supervision points [include students who gather near the fences, gates or hide in corners etc.].

3. Being the subject of rumours about drug taking.

4. Talking to ex-students or ‘strangers’ on or near the school premises.

5. Being met by ex-students outside school at the end of the day.

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6. Stealing which appears to be the work of a co-ordinated effort or group eg. to steal solvents from shops.

7. Use of drug takers’ slang.

8. Belonging to a peer group of ‘like-minded’ persons, sharing similar negative attitudes to school, disaffection, poor levels of achievement etc.

9. Exchanging money or other objects in unusual circumstances.

10. Associating briefly with one person who is older or younger and not normally part of the peer group.

Staff are strongly encouraged to consult with the SDC on all aspects of drug use/abuse. All matters discussed between the SDC and school ‘staff con be both verbal and informal. The SDC should be able to help staff with support, information and guidance. Information from staff will enable help to be channelled to students or groups of students in a positive way. An essential part of the help process is to guide and encourage students towards a more positive lifestyle and a arouse the prospects of achievement and success. According to circumstances, this may well involve the whole family and a co-ordinated programme by the school.

NATIONAL DRUGS HELPLINE: - 0800 77 66 00

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APPENDIX D

SLANG OR STREET NAMES

This is a list of some slang terms used for street drugs. Some of these names change

frequently and some will be localised or even used within socio-peer groups.

DEPRESSANTS (depress the central nervous system and the whole body]

smoked or injected HEROIN Smack, Scag, Gear, Shit, Junk,

Brown/White, Gear.

swallowed TRANQUILLISERS Valium, Tammies, Jellies, Eggs + many, [occasionally injected) many other names.

swallowed ALCOHOL Booze, Juice, Hooch.

STIMULANTS (stimulate the central nervous system and the whole body]

swallowed ECSTACY ** Applies, Play Boys, 2GB, M25,

White Doves, Burgers, Dennis the Menace

Power Pack

Snowball, White Cap, Triple X, Love heart,

Adam and Eve, Love Dove, Rhubarb &

Custard, Mitzies,

(Mitzibushi’s) Dolphins,

McDonalds.

smoked CIGARETTES Fags, Ciggies, Trees.

snorted AMPHETAMINE SULPHATE Speed, Whizz, Billy, Pink

Champagne,

Ice (smoked), Dexis.

snorted, smoked COCAINE Charlie, Coke, Crack, Chan.

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HALLUCINOGENICS

smoked or eaten CANNABIS Ganja, Skunk, Dope, Puff,

Weed, Henry 1-8 Greens, Dollars, Soap, Sensi,

Solid, Black Red leb/deal, Pot, Daughters

1-4) Gear Shit,. Blow, Loose,

Marijuana, Wacky Backy Uncle Dunk swallowed LSD Trips, Micro’s Microdots,

Tabs, Acid, Strawberrys, Test-tubes, Purple ohm

swallowed/eaten HALLUCINOGENIC

MUSHROOMS Magic Mushrooms, Mushies

** Ecstacy is a stimulant as well as a mile hallucinogenic NB: Solvents, Glue and Gases are not listed, there are no particular known street names for these substances.

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APPENDIX E

TERMS AND DEFINITIONS

These are some definitions currently in use. Some terms can be highly emotive and schools need to use caution in their use.

A “drug” is defined as “any chemical substance that brings about a change in a person ‘s emotional state, body functioning or behaviour” (Stockley, D, 1992, Drug Warning)

The above description includes most of the illegal and prescribed drugs, plus the solvents, alcohol and nicotine.

Some drugs affect the body only (eg. aspirin). Those which alter individual’s moods, thoughts and feelings are called “psychoactive” drugs.

Drug Education describes a process which “should give young people the facts, emphasise the benefits of a healthy life style and give people the know/edge and skills to make informed and responsible choices now and later on in life” (DfEE, May 1995)

Drug Prevention describes “measures which satisfy two basic criteria:

a] reducing the risk of an individual engaging in drug misuse

b] reducing the harm associated with drug misuse.”

(A.C.M.D. Drug Prevention: HMSO)

Harm Reduction is also sometimes referred to as ‘risk reduction’ or ‘harm minimisation’. These are policies and programmes aimed at reducing the risks of drugs and drug using to individuals and society. This can range from advice on safer drug use to community action programmes.

(Baker, 0. Drug Link Factsheet 13, ISDD)

Drug use/misuse/abuse: drug use is an easy term to understand. eg. When is alcohol used/misused? Misuse and abuse are more difficult to pin down, as they are highly subjective. In general though, misuse can be taken to mean using drugs in a socially unacceptable way, while abuse means using them in a harmful way. As abuse is a more morally ‘loaded’ term, many people prefer to talk of drug misuse or harmful use instead. (ibid.)

Problem drug use tends to refer to drugs which could be either dependent or recreational. It is not necessarily the frequency of drug use which is the primary ‘problem’, but the effects that drug-taking has on the user’s life (ie. they may experience social, psychological, physical or legal problems as a result of their drug use). (ibid.)

An Addict is a drug user whose use causes him/her serious physical, social or psychological problems. As it is a much-abused term many people prefer to talk of problem drug users instead. However, the term has a much more specific use in Britain:

the Home Office compiles a register of addicts, a record of opiate and cocaine users who are notified to the Home Office by their doctors (ibid.)

Dependence describes a compulsion to continue taking a drug in order to feel good or equally to avoid feeling bad. When this is done to avoid physical discomfort or withdrawal, it is known as physical dependence; when it has a psychological aspect (the need for stimulation or pleasure, or to

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escape reality) then it is known as psychological dependence. (ibid.) This is a situation sometimes found among school children. A full day at school without the effects of taking drugs can be too long for some. They find the classroom or the school situation makes them feel very uncomfortable or nervous without the use of whatever drug brings the sense of feeling better. For some children with a dependence school becomes a place where they fail either because their capacity to think and perform in school is clouded or because they feel incapable of coping with the demands of the lesson.

Recreational drug use is the use of drugs for pleasure or leisure. The term is often used to denote the use of ecstasy and other ‘dance drugs’ and implies that drug use has become part of someone’s lifestyle (even though they may only take drugs occasionally.) (ibid.)

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APPENDIX F

FROM THE SDC 1/97/a

SCHOOL DRUG POLICY IN BRIEF

This school, like most others in the country, has its own drug policy. The policy states in great detail the school’s view on drugs and how it will proceed if there are any incidents of drug taking on its premises. The overall aim of the policy document is about caring about our students and our school.

In brief, our attitude towards illegal drugs and substances which harm is quite simple, we say - ‘don’t take them’. In line with the ethos of the school we hope that all our youngsters have a real opportunity of making progress through life, of being successful and happy. We know through experience that those young people who take or miss-use drugs always harm themselves. Some harm may be done physically, other harm may be mental or emotional. We know that those people who misuse-use drugs are those who tend not to succeed at school, those people who make their futures uncertain. We are not happy that any young person should suffer such unhappiness.

The school has a drug education programme to encourage our young people to live healthy lifestyles. Our students are given opportunities to prepare to resist the pressure from others to take illegal drugs. Sadly, in any large community of people, some will be influenced too easily and make the wrong decisions. The school will always want to help them to make the right choices again. So we take a strong view about drug misuse. The school will deal firmly with any incidents of drug taking or any drug-related incident. Offenders may be suspended by the Head Teacher and referred to the Governors who may decide to permanently exclude them. Students attempting to sell drugs to others will be reported to the Police at the decision of the Head Teacher.

All staff are required to report incidents or suspected drug related incidents to the SDC; This may be either verbal or in writing. Students who disclose to staff that either they or their friends are drug users should inform the SDC. This can be done in confidence and the SDC will support that member of staff through what may become a lengthy period of counselling. Staff are not able to guarantee confidentiality to the student and reporting to the SDC will prevent difficulties or compromise occurring .later. Such matters will always be dealt with discreetly.

Students take drugs are usually very good at concealing this from their parents and others. However, there are usually certain signs and symptoms that make this habit obvious to adults. Because this school cares, students who are suspected as being possible drug miss-users will be referred to the School Drug Co-Coordinator (SDC) who will offer help and support. This school will decide if or when to inform parents.

Parents may also be invited to an interview and plans will be made to help the young person.

Any parent will be saddened or even shocked to think that their child takes drugs or sniffs substances. The school will always wish to help students and parents who are looking for solutions to a drug problem.

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Parents who would like to receive further information about the Policy or who would like to talk about this issue in confidence are invited to contact the SDC at the school. Parents will be met on the school premises or at their home as they prefer.