MEADOW VIEW JMI SCHOOL
Drug Education Policy
1
Introduction
1.1
Drug and drug education in the context of this document are inclusive terms including, tobacco,
alcohol, illegal drugs, medicines and other substances such as solvents.
1.2
A teacher of drug education does not need to be an authority on drugs, as it is the life skills approach
which is crucial to this area of learning.
1.3
Successful drug education should start early; the key to which is developing pupils’ life skills.
1.4
This policy applies to all pupils, parents/carers, volunteers and staff members attending the school or
whilst on school business including off-site visits and trips.
1.5
Through a caring and structured environment the school aims to encourage the children to be
thoughtful and caring towards each other and to have respect for the feelings and cultures of those with
whom they come into contact.
2
Principles
2.1
Meadow View School is committed to the Health and Safety of all its members and believes that it has a
duty to support and safeguard the well-being of all its pupils and staff. The school is committed to the
principles of the National Healthy Schools Standard and the Every Child Matter Agenda particularly
Staying Safe and Being Healthy.
2.2
The school values the importance of its pastoral role in the welfare of its pupils, and through the general
ethos of the school, we seek to encourage and develop young people’s learning and ensure support
appropriate to their needs is provided.
2.3
Education about drugs is not concerned merely with substance, but with people in their social settings
and therefore should involve the development of attitudes.
2.4
‘DRUGS’ refers to all drugs, including medicines, volatile substances, alcohol and tobacco.
2.5
Drug issues and concerns extend across socio-economic and ethnic boundaries, and pupils of all ages
and abilities will encounter both the positive and negative effects of drugs, as used legally in medicine
to aid recovery, or illegal use. Many pupils/students have some knowledge about illegal drugs through
the media, “street talk”, and personal experience. The school welcomes and encourages parent/carers
and community involvement in the development of school policy and curriculum delivery.
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Drug Policy Aims:

To provide a safe, healthy environment in which pupils/students and staff can learn and develop.

To ensure all members of the school community know and understand the rules of the school, the
expectations about their behavior, and the policy regarding drug incidents and concerns about
individuals.
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
To promote clarity about the management of drug related incidents in the school.

To encourage and enable pupils/students to appreciate the benefits of a healthy lifestyle now, and in
the future.

To enable pupils to make reasoned, informed choices.

To minimise pupils experimentation with illegal or harm causing substances.

To address and take account of local community needs, including the differences and diversity within
the school community.

To support and engage parents/carers and pupils in their own personal learning and responsibilities.

To monitor, evaluate and review learning outcomes for pupils.

To work with outside agencies, including the voluntary sector, to secure and support a balanced
delivery of a drugs education programme, e.g. Community Drug Education Co-ordinators, Walsall
Advisory Service, other schools, Healthy Schools Schemes, Health Promotion, Primary Health Care
professionals and Community Police.
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Objectives for Drug Education:

5
To provide opportunities for pupils to acquire knowledge and identify the distinction between authorised
and unauthorised drugs.
Meadow View Drug Education Policy

To develop and equip pupils/students with the knowledge, attitudes and skills necessary to build their
resilience and avoid peer group pressure or unwanted drug offers from others.

To build pupils’ decision-making skills and increased self esteem.

To engage parents/carers in the school community and learning process.

To enable pupils/students and staff to access support if they have concerns about their own or others’
drug use.
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Principles of Teaching and Learning
6.1
We use a range of teaching and learning styles, placing emphasis on active learning by including the
children in discussions, investigations and problem-solving activities.
6.2
We teach Drug education in a variety of ways:

Cross-Curricular
The LCP scheme of work includes relevant units upon which to base the teaching.
Sometimes this will lead to work being introduced and delivered within another area of the curriculum
such as through a science topic or taught through R.E.
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In the Foundation stage and Key Stage One all learning is topic based where practicable, and teachers
adapt the LCP scheme and other resources accordingly.

Discrete lessons
The scheme has been modified to allow year group teaching at Key Stage One and Two.
Copies of the schemes of work are available in the PSHE file for reference. This involves group work, class
work, circle time, role play, debate and discussion as well as visits and visitors, where appropriate.

Other Learning Opportunities
Assemblies can be based on drug education issues.
Classes are organised so that pupils are able to participate in discussion and
debate about drug related issues where relevant.
Visitors and outside agencies are invited in to provide first hand experience of
health issues including drugs.
Year 5 & 6 usually have an annual visit from the Life Education Centre – Drug Bus. This involves videos
role play and discussion, highlighting the dangers of alcohol and cigarettes and helping children to make
sensible choices.
Surveys of parent/carers and children’s opinions on drug education issues can be conducted.
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Knowledge and Understanding
7.1
Pupils are taught within the guidance of the National Curriculum (science
programme of study, and the guidance for PSHE and Citizenship). This includes:
Key Stage 1
Learning Objective Learning Outcomes :To know the dangers from household substances, if they are not used properly, they can be dangerous.
I can identify different household substances and know that if they are not used as instructed, they can
be dangerous.
To know the dangers of safe drugs eg. Prescribed medicines/tablets
To know that there are different names given to drugs.
I know the scientific names for drugs and that they also have other, common names.
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8.1
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Attitudes, Values and Skills:
Pupils/students are taught:
To value and trust in their own learning through positive reflections and
development of assertiveness and coping skills.
Confidence building and communication skills.
About themselves and their achievements, seeing their mistakes, making positive
changes and setting personal goals.
To recognise risky behaviour and risk taking within different situations and be
able to respond appropriately.
That pressure to behave inappropriately or to take risks can come from a variety
of sources, including people they know, TV and the media.
How to seek/ask for help and use basic techniques for resisting peer or unwanted
pressure in order to minimise harm to themselves or others.
That their actions affect themselves and others, to respect and care about other
people’s feelings, trying to see things from their point of view.
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That communication and problem solving skills are central to bringing about a
positive change in attitudes and actions.
In teaching drug education, teachers use a range of teaching strategies, including roleplay,
discussion group work, draw and write, debate and circle time. The use of circle time is a key strategy
for developing life skills.
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9.1
Resources:
Teaching resources are up to date, differentiated and culturally and age appropriate.
The school allocates adequate funding to Drug Education provision, when necessary.
Adequate staff resources, development and training are provided to address identified needs.
There is a protocol for use of visitors contributing to the school programme (See Visitors In School
policy).
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10.1
Use of Visitors
A visit should always complement the current programme and should never substitute or replace
teacher-led Drug Education. Drug Education should have clear aims, based upon curriculum guidance
and be informed by young people’s needs. It should be delivered within the framework of a Drug
Education policy and curriculum.
10.2
It is generally agreed that a visitor to a classroom should work within the school Drug Education Policy
regarding confidentiality but should work within their own professional guidelines when working
individually with pupils. Visitors or visiting organisations may want to negotiate alternative arrangements
directly with the school. Any visitor to the school who has unsupervised access to children or who works
in the school on a regular basis will be subject to Criminal Record Bureau (CRB) checks. Given that
most external contributors will come to the school infrequently and will not be left in sole charge of
pupils, CRB checks will not normally be required. An external contributor who has not had a CRB check
should not be left in sole charge of a pupil or pupils.
10.3
In all instances, whether or not the external contributor is CRB-checked, it is strongly recommended
that a teacher is present in the classroom for the whole of each lesson, so that they can maintain
responsibility for class discipline and devise follow-up work to reinforce pupils’ learning.
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Cross-curricular links
11.1
Drug education has many cross-curricular links, with science making a particular contribution. However,
the development of life skills is a theme throughout the curriculum, within the programme for Personal,
Social and Health Education (PSHE) and Citizenship, and enshrined in the values, which are embodied
in the schools’ ethos.
11.2
There are links to other subjects, such as geography and physical education, and aspects of school life,
notably the spiritual, moral, social and cultural aspects of the curriculum.
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12.1
Differentiation and Additional Educational Needs
Whilst some pupils/students may have a fairly broad knowledge and insight into the world of drugs,
there are those who have little or no knowledge at all. Teachers need to be sensitive to this issue and
that lessons are planned to take account of pupils’ age, culture, experience and maturity. The needs of
pupils/students with AEN will be taken into account by the teacher who may need to provide different
resources, different activities or specific support to some pupils/students. Where pupils’ Individual
Education Plans (IEP) identify targets relating to their personal development, the teacher will ensure
that opportunities are planned to support pupils in achieving these.
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13.1
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14.1
15
Able Gifted and Talented
In our school we aim to provide a curriculum that is appropriate to the needs and abilities of all our
children. We plan our teaching and learning in such a way that we enable each child to reach for the
highest level of personal achievement. We help our pupils to develop their skills and abilities,
intellectually, emotionally and socially. This policy helps to ensure that we recognise and support the
needs of those children in our school who have been identified as ‘very able’, ‘more able’ and ‘talented’
according to national guidelines.
Staff Development:
This school has an ongoing programme for professional development. Additional support and
Continuing Professional Development (CPD) opportunities for staff involved in Drugs Education will be
made available through existing CPD and training strategies provided by Drug Education Advisers, and
‘Healthy Schools’ and other agencies.
Monitoring, Evaluating and Reviewing:
15.1
Senior managers are involved in monitoring and evaluation.
15.2
Pupils, staff, parents/carers and governors are consulted and the programme and policy are modified
where appropriate.
15.3
There is ongoing monitoring and evaluation of the programme, teaching methodologies and learning
outcomes to ensure that needs are met.
15.4
Drug education is reviewed in line with current LEA and Government guidelines.
This Policy has been adopted by Governors on : __________________
Signature on behalf of the Governors : ___________________________
This Policy will be reviewed bi-annually or as and when required.
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