<p>A full pack of resources for introducing a dog to your school dog setting. Pack includes:<br /> School Policy and Risk Assessment Template<br /> Template letter to parents/carers<br /> Template letter to stakeholders<br /> Template presentation to governors<br /> Training presentation for staff<br /> Training presentation for pupils and resources<br /> Emergency supply poster<br /> School poster</p> <p>The resources will provide a comprehensive plan of how to introduce a school dog and ensure you have considered different stakeholders as well as the needs of the dog. These resources have been developed following my successful introduction of school dogs in two schools and bring together research from various organisations and schools. Each school’s context is different and you will need to edit and adapt these to reflect your school environment and chosen school dog.</p>

<p>A template of a school’s policy for introducing a school dog and the accompanying risk assessment. The policy includes:<br /> Policy Statement<br /> Rationale<br /> Information<br /> Roles and Responsibilities<br /> Communication and introduction of the dog<br /> Health &amp; Safety<br /> Allergies and phobias<br /> Welfare of our school dog<br /> Training<br /> Complaints and Allegations<br /> Contingency<br /> Appendix 1: Risk Assessment<br /> Appendix 2: Reasons for a dog</p> <p>I have successfully introduced a school dog in two schools using this policy. In addition to this template there is a full folder of school dog resources available for a slightly higher cost. The documents include training for staff and pupils, presentations for governors and posters. The resources will provide a clear plan of how to introduce a school dog and all the necessary considerations. Each school’s context is different and resources will need to be adapted to fit your site and dog. These resources provide guidance and ideas from my own experience.</p>

<p>This table lists the different genres of writing, their purposes and the relevant skills and SPaG features which can be are easily linked to this genre. It is a useful resource to support planning of units of English work and can support ECTs in developing effective learning intentions. The features and suggested SPaG focuses are linked to writing genres to support planning so that skills are linked to the writing ‘end goal’ and not taught in isolation (this is guidance and by no means an exhaustive list nor should ALL SPaG focuses be taught within a unit). Each years group’s curriculum is highlighted in a different colour; teachers can therefore select focuses from previous years to consolidate learning and plug gaps. As the National Curriculum states, ‘this shows when concepts should be introduced first, not necessarily when they should be completely understood. It is very important, therefore, that the content in earlier years be revisited in subsequent years to consolidate knowledge and build on pupils’ understanding. Teachers should also go beyond the content set out here if they feel it is appropriate.’</p>