St. Saviour’s School Ikoyi aims to create an atmosphere in which a diverse range of people can work
together openly and in a spirit of mutual respect and trust towards a common purpose. Nevertheless, we
recognise that it is possible for misunderstandings and disagreements to arise or for mistakes to happen.
Our Concerns and Complaints Policy is designed to help parents and pupils to resolve such concerns or
misunderstandings at an early stage and thereby limit the confusion and upset which they often cause.
Our Complaints Procedure is designed to deal with matters that parents feel have not been satisfactorily
resolved as a concern.
It is always best if any issue can be resolved informally in the first instance. Any pupil or parent with a
concern is encouraged to discuss it informally with their child’s Class Teacher or to contact the Key Stage
Leader, Deputy Head Teacher. The matter will be discussed and every attempt will be made to find an
informal resolution to the issue within five working days. Should this approach be impractical or
unsuccessful the formal Complaints Procedure should be followed. Any parents may, of course, use the
Complaints Procedure in the first instance by formally writing to the Head Teacher.
Even within the formal Complaints Procedure, attempts at resolving the issue informally will be made
initially, but only with the agreement of the person making the complaint.
1. The formal complaint should be made in writing to the Head Teacher.
2. It will be investigated by the Head Teacher or Deputy Head.
3. The Head Teacher or Deputy Head Teacher will respond to the complainant within 48 hours and
attempt to complete the investigation within one week (five working days).
4. The complaint will be recorded in the Central Complaints Database by the Head Teacher or Deputy
5. All correspondence from and to the complainant will be filed in the Head Teachers office
6. In the event that the complainant is not satisfied with the response to their complaint made in
‘Stage 2’ they shall notify the Head Teacher to that effect in writing.
7. An appeal can be requested to the School Board of Management. The appeal should be made in
writing by the complainant and will be presented to the School Board of Management within five
8. The Board of Management will convene a panel* hearing and parents are allowed to attend the
appeal hearing. Additionally, parents can be accompanied. The Panel
9. Within 24 hours of the decision the Head Teacher will communicate the outcome of the appeal.
To Excel Always
10. The School Board of Management can provide findings and recommendations and a copy of these
findings and recommendations can be given to the complainant. Where relevant, the person
complained about can also a receive a copy.
* Note, the School Board of Management contains independent members. The Board of Management
Chair will ensure that at least three members of the Board will not have been directly involved in the
matters detailed in the complaint. Additionally, the Board of Management Chair will ensure an
independent member is on the panel considering the complaint.
The Head Teacher and Deputy Head Teacher keeps a full record of all concerns, complaints and any
appeals on the Central Complaints Database. The records will also state the stage the complaint was
resolved. Additionally, these records will state whether complaints are resolved by formal procedure or
proceed to appeal as well as the action taken by the School as a result of the complaint (regardless of
whether it is upheld). All findings are documented and sent to the complainant, and where relevant the
person complained about. This file is reviewed termly to monitor any pattern in the complaints.
These complaints correspondence, statements and records of complaints are to be kept confidential,
except in cases where local legal requirements permit or access is required by an appropriate body, for
example one conducting an inspection of the School’s complaints procedure.
Parents and Pupils are advised that they may also take their concerns or complaints to the School Board of
Trustees following exhaustion of the Complaints Procedure stages.
This policy is available on the school website or from the school office for parents of pupils and prospective
Staff who deal with concerns and complaints at any level should always inform Key Stage Leader and for
more serious complaints Deputy Head Teacher and Head Teacher. They should also pass a copy of the
correspondence or their notes to the Head Teacher or Deputy Head Teacher to be recorded on the Central
Complaints Database. Staff who have any questions about a complaint or the way forward should speak
with their Key Stage Leader or Deputy Head Teacher or Head Teacher.
To Excel Always
Policy revised and agreed: Trinity 2016
Policy review cycle: Lent 2018
Member of staff responsible for the policy: Mr Craig Heaton (Head Teacher)
St. Saviour’s school recognise that for our pupils, high self-esteem, confidence, supportive friends and clear
lines of communication with a trusted adult helps to prevent abuse.
Our school will therefore:
- Establish and maintain an environment where pupils feel safe and secure and are encouraged to
talk, and are listened to.
- Prevent impairment of children’s health or development.
- Ensure that pupils know that there are adults within the school who they can approach if they are
worried or are in difficulty.
- Include in the curriculum activities and opportunities, which equip pupils with the skills they need to
stay safe from abuse.
- Ensure that wherever possible every effort will be made to establish effective working relationships
with parents and colleagues.
PURPOSE AND AIMS
- To ensure that children are effectively safeguarded from the potential risk of harm at St. Saviour’s
School and that the safety and well-being of the children is of the highest priority in all aspects of
the school’s work.
- To help the school the school maintain its ethos whereby staff, pupils, parents and governors feel
able to articulate any concerns comfortably, safe in the knowledge that effective action will be
taken as appropriate.
PURPOSE OF THIS POLICY
- The purpose of this whole-school child protection and safeguarding policy is to provide clear
direction to staff and others about expected behaviour when dealing with child protection issues.
This includes ensuring that all members of the school community:
…are aware of their responsibilities in relation to safeguarding and child protection.
…know the procedures that should be followed if they have a cause for concern.
…know where to go to find additional information regarding safeguarding.
…are aware of the key indicators relating to child abuse.
…fully support the school’s commitment to safeguarding and child protection.
- This policy also makes explicit the school’s commitment to the development of good practice and
sound procedures. This ensures that child protection concerns, referrals and monitoring may be
handled sensitively, professionally and in ways which support the needs of the child.
St. Saviour’s School takes seriously its responsibility to protect and safeguard the welfare of children and
young people in its care
There are three main elements to our child protection policy:
- Prevention through the creation of a positive school atmosphere and the teaching, and pastoral
support offered to pupils.
- Protection by following agreed procedures, ensuring staff are trained and supported to respond
appropriately and sensitively to child protection concerns.
- Support to pupils who may have been abused.
This policy applies to all pupils, staff, governors, volunteers and visitors to St. Saviour’s School.
This school recognises it is an agent of referral and not of investigation.
ROLES AND RESPONSIBILITIES
All adults working with or on behalf of children have a responsibility to protect them. There are however,
key people within schools and the Local Authority who have specific responsibilities under child
protection procedures. The names of those carrying out these responsibilities for the current year are
listed on the cover sheet of this document.
It is the role of the SENCO to ensure that all of the child protection procedures are followed within the
school, and to make appropriate, timely referrals in accordance with school procedures. If for any reason
the SENCO is unavailable, the Deputy Head teacher has been identified who will act in their absence.
Additionally, it is the role of the SENCO to ensure all staff employed including temporary staff and
volunteers within the school are aware of the school’s internal procedures, to advise staff and to offer
support to those requiring this.
The Board of Management (see appendix- C) and School Leadership Team are responsible for ensuring that
the school follows safer recruitment procedures and make it clear that staff who have lived or worked in
the UK will be subject to an enhanced DBS (see appendix- C) disclosure and a barred list check and similar
checks will be made on all other staff with local police or embassies from countries where they lived or
worked, including Nigeria.
The SENCO and the Head teacher provide an annual report for the Board of Management detailing any
changes to the policy and procedures; training undertaken by all staff and governors and other relevant
St. Saviour’s school will:
1. Ensure it has a designated senior member of staff, who has undertaken the appropriate training
2. Recognise the role of the designated person and arrange support and training.
3. Ensure the Head and all staff have undertaken training on a 3 yearly cycle with updates held every
4. Ensure every member of staff and Board of Management knows: -
- the names of the designated people and their roles;
- the need to report to the appropriate local arrangements (see appendix-C) within one
month of leaving the school any person (whether employed, contracted, a volunteer or
student) whose services are no longer used because he or she is considered unsuitable to
work with children.
- that they have an individual responsibility for referring child protection concerns using the
proper channels and within the timescales agreed by the locally agreed inter agency
procedures and how to take forward those concerns when a designated person is not
- Notify the SENCO if - A pupil on the Child Protection Register is excluded either for a fixed
term or permanently and if there is an unexplained absence of a pupil on the Child
Protection Register of more than two days’ duration from school (or one day following a
5. Ensure that members of staff are aware of the need to be alert to signs of abuse (see appendix A
and B) and know how to respond to a pupil who may disclose abuse.
6. Ensure that parents have an understanding of the responsibility placed on the school and staff by
setting out its obligations in the parent’s handbook.
7. Provide training for staff so that they know:
8. Ensure the SENCO understands their role and responsibilities including:
• Their personal responsibility;
• The agreed local procedures
• The need to be vigilant in identifying cases of abuse; and
• How to support a child who discloses abuse.
• Work to develop effective links with relevant agencies and cooperate as required with
their enquiries regarding child protection matters including attendance at initial review
and child protection conferences and core groups and the submission of written reports
to the conferences.
• Keep written records of concerns about children (noting the date, event and action
taken) even where there is no need to refer the matter to SENCO immediately;
• Ensure that all records are kept secure and in locked locations;
• Designate a governor for child protection (SENCO) who will oversee the school’s child
protection policy and practice.
9. Staff are kept informed about child protection responsibilities and procedures through induction,
briefings and awareness training. There may be other adults in the school who rarely work
unsupervised, more usually working alongside members of the school staff. However; the
Headteacher will ensure they are aware of the school’s policy and the identity of the SENCO.
10. Any member of staff, volunteer or visitor to the school who receives a disclosure of abuse, an
allegation or suspects that abuse may have occurred must report it immediately to the SENCO or in
their absence, the Deputy Head teacher. In the absence of either of the above, the matter should
be brought to the attention of any member of the Senior Leadership Team.
11. The SENCO or the Deputy Head teacher will immediately refer cases of suspected abuse or
allegations to Headteacher in accordance with the procedures set out in this policy.
12. A statement is in the St. Saviours Parent’s Handbook that will inform parents and carers about our
school’s duties and responsibilities under child protection procedures. Parents can obtain a copy of
the school child protection policy on request.
Any deficiencies or weaknesses in Child Protection arrangements are remedied without delay.
Safeguarding is Everyone’s Responsibility.
Child protection and Safeguarding is the responsibility of all adults and especially those working with
children. This includes both teaching and non-teaching staff.
What to do if a child tells you they have been abused by someone:
A child may confide in any member of staff and may not always go to a member of the teaching staff. Staff
to whom an allegation is made should remember:
- Yours is a listening role, do not interrupt the child if he or she is freely recalling significant events.
Limit any questions to clarifying your understanding of what the child is saying. Any questions
should be framed in an open manner so as not to lead the child;
- You must report orally to the school’s designated person for child protection (SENCO) immediately.
- Make a note of the discussion (see appendix – D), as soon as is reasonably practicable (but within
that same school day) to pass on to the school’s SENCO. The note which should be clear in its use of
terminology should record the time, date; place and people who were present and should record
the child’s answers/responses in exactly the way they were said as far as possible. Remember, your
note of the discussion may be used in any subsequent court proceedings. This written record must
be written in the Child Protection hard covered book kept in a safe and locked location.
- You must not promise confidentiality;
- That a child may be waiting for a case to go to the criminal court, may have to give evidence or may
be awaiting care proceedings; and
- Your responsibility in terms of referring concerns ends at this point, but you may have a future role
in terms of supporting or monitoring the child, contributing to an assessment and implementing
child protection plans where necessary.
Children and Families should be involved in the Recording Process
Children (depending on their age and understanding) and their families must be routinely involved
in the process of gathering and recording information about them. They should feel they are part of
the recording process.
- They should be asked to provide information, express their own views and wishes, and contribute
to assessments, reports and to the formulation of plans in respect of services they may receive.
- Information should be accurate.
It is the policy of St. Saviour’s School, Ikoyi, so far as is reasonably practicable, to:
Establish and maintain a safety and healthy environment throughout the school;
Establish and maintain safe working procedures among staff and pupils;
Make arrangements for ensuring safety and absence of risks to health in connection with the use,
handling, storage and transport of articles and substances;
Ensure the provision of sufficient information, instruction and supervision to enable all employees
and pupils to avoid hazards and contribute positively to their own health and safety and to ensure
that the have access to health and safety training as appropriate or as and when provided;
Maintain all areas under are safe and without risk to health and to provide and maintain means of
access to and that are safe and without risk;
Formulate effective procedures for use in case of fire and for evacuating the school premises;
Lay down procedures to be followed in case of accident;
Teach safety as part of pupils’ duties where appropriate;
Responsibility of the Health, Safety and Environment Committee
The Health, Safety and Environment Committee are responsible for implementing this policy within the
school, in particular they will:
i) Monitor the effectiveness of the safety policy and the safe working practices described within it
ii) Prepare an emergency evacuation procedure and arrange for periodic practice evacuation drills
iii) Make arrangements to draw the attention of all staff employed at the school to the school and
iv) Make arrangements for the implementation of accident reporting procedure and draw this to
v) Make arrangements for informing staff and pupils, of relevant safety procedures. Other users of
vi) ensure that regular safety inspections are undertaken. (Members of Health, Safety &
vii) arrange for the withdrawal, repair or replacement of any item of furniture, fitting or equipment
viii) Identify any member of staff who is specifically delegated to assist the Health, Safety and
and shall revise and amend it, as necessary, on a regular basis;
(normally at least once a term) to take place and for the results of these to be recorded.
safety policies and procedures and of any relevant safety guidelines and information issued by
the relevant organizations.
the attention of all staff at the school as necessary;
the school will be appropriately informed.
Environment Committee will inspect all school premises and property once a term);
identified as being unsafe by the Members of Health, Safety & Environment Committee
Environment Committee and Head Teacher in the management of health and safety at the
school. Such delegated responsibility must be defined as appropriate.
Duties of the Person Delegated to Assist in the Management of Health and Safety.
The delegated individuals (Facility Manager and Admin Manager) shall:
Assist members of Health, Safety & Environment Committee who will report back to Head Teacher in
the implementation, monitoring and development of the safety policy within the school;
Monitor general advice on safety matters given by relevant bodies and advise on its application to the
Co-ordinate arrangements for the design and implementation of safe working practices within the
Investigate any specific health and safety problems identified within the school and their or
recommend (as appropriate) remedial action;
Assist in carrying out regular safety inspections of the school and its activities and make
recommendations on methods of resolving any problems identified;
Ensure that staff with control of resources (both financial and other) give due regard to safety;
Co-ordinate arrangements for the dissemination of information and for the instruction of
employments, students, pupils and visitors on safety matters and to make recommendations on the
extent to which staff are trained.
Responsibilities of Staff towards Pupils and Others in their Care
All staff are responsible for the health and safety arrangements in relation to staff, students, pupils and
volunteer helpers under their supervision. In particular, they will monitor their own work activities and
take all reasonable steps to:
Exercise effective supervision over all those for whom they are responsible, including pupils;
Be aware of and implement safe working practices and to set a good example personally, identify
actual and potential hazards and introduce procedures to minimize the possibility of mishap;
Ensure that ay equipment or tools used are appropriate to that use and meet accepted safety
Ensure that any equipment or tools used are appropriate to that use and meet accepted safety
Provide appropriate protective clothing and safety equipment as necessary and ensure that these are
used as required;
Minimize the occasions when an individual is required to work in isolation, particularly in a hazardous
situation or on a hazardous process;
Evaluate promptly and, where appropriate, take action on criticism of health and safety arrangements;
Provide the opportunity for discussion of health and safety arrangements;
Investigate any accident (or incident where personal injury could have arisen) and take appropriate
Provide for adequate instruction, information and training in safe working methods and recommend
suitable “off the job” training;
Where private vehicles are used to transport children to and from school functions, staff should ensure
that child restraints and seats appropriate to the age of the children concerned are used.
Responsibilities of all Employees
All employees have a responsibility to:
Take reasonable care for the health and safety of themselves and of any person who might be
Make themselves aware of all safety rules, procedures and safe working practices applicable to
Ensure that tools and equipment are in good condition and report any defects to the Facility
Use protective clothing and safety equipment provided and ensure that these are kept in good
Ensure that offices, general accommodation and vehicles are kept tidy;
Ensure that any accidents, whether or not an injury occurs, and potential hazards are reported
affected by their acts or omissions at school;
their posts where in doubt they must seek immediate clarification from their line manager;
manager who will report back to Health, Safety & Environment Committee;
to the Head Teacher.
WHENEVER AN EMPLOYEE IS AWARE OF ANY POSSIBLE DEFICIENCIES IN HEALTH AND SAFETY
ARRANGEMENTS HE/SHE MUST DRAW THESE TO THE ATTENTION OF THE Health, Safety & Environment
Committee who would in turn report back to the Head Teacher.
Please note the following: -
i) It must be realized that newly appointment employees could be particularly vulnerable to any
ii) Whilst it is a management responsibility to instruct all employees in safe working procedures in
iii) All volunteer helpers will be expected, as far as reasonably possible, to meet the same standard
risk and it must be ensured that all relevant health and safety matters are drawn to their
attention at an early stage.
relation to their posts and work places, employees may from time to time find themselves in
unfamiliar environments. In such cases, the employee concerned should be particularly alert for
hazards, and whenever possible, ensure they are accompanied by a person familiar with the
environment or that they are advised of specific hazards.
required of employees.
Responsibilities of Pupils
All pupils are expected, within their expertise and ability, to:
All pupils are expected, within their expertise and ability, to:
Exercise personal responsibility for the safety of themselves and their fellow pupils;
Observe standards of dress consistent with safety and/or hygiene (this would preclude
Observe all the safety rules of the school and in particular the instructions of the teaching staff
Use and not wilfully misuse, neglect or interfere with things provided for safety purposes.
The Health, Safety & Environment Committee and Head Teacher will make pupils (and where appropriate
the parents) aware of these responsibilities through direct instruction, notices.
unsuitable footwear, knives and other items considered dangerous;
in the event of an emergency;
Regular visitors and other users of the premises (e.g. contractors and delivery men) are expected, as far as
reasonably possible, to observe the safety rules of the school.
The Health, Safety & Environment Committee and Head Teacher must ensure that:
a) Means of access are safe for the use of hirers, and that all plant and equipment made available to
and used by the hirers is safe. If the Facility Manager knows of any hazard associated with the
above, she/he should take action to make hirers aware of it
b) Fire escape routes and exits are clearly marked for the benefit of unfamiliar users of the building,
particularly during the hours of darkness;
c) Hirers of the building are briefed about the location of the telephone; fire emergency procedures
should be prominently displayed;
d) Hirers using any equipment or facility provided by the school are familiar with its safe use and, if
necessary, briefed accordingly;
e) Arrangements are made for checking the security and condition of the premises and equipment
used after vacation by the hirer or his staff.
Fire and Emergency Evacuation Procedures
The school’s procedures for fire and emergency evacuation are appended to the Health and Safety
Policy (See Fire Prevention Policy). They are also posted in the Emergency Packs in each class and
keys around the school.
These procedures will be updated as appropriate.
The log book for the recording and evaluation of practice and evacuation drills is available.
Fire Prevention Equipment
Arrangements are made to regularly monitor the condition of all fire prevention equipment. This would
include the regular visitor inspection of fire extinguishers and the fire alarm system.
First Aid and Accident Reporting Procedures (See First Aid Policy)
First aid is available in the sickbay in addition First aid boxes are positioned in each class and key
areas around the school.
The name of the first aider/appointed person is the School nurse.
The person responsible for administering the accident reporting procedure, the notification of
serious accidents causing death or major injury and dangerous occurrences is the school nurse. The
accident book and report forms and the arrangements to be followed if the person injured is
unable to complete an accident report form are to be found in the Sick Bay, internal or External
The arrangements for first aid for sports, outdoor pursuits and field trips are the responsibility of
the supervising staff.
This policy details our arrangements to recognize and meet the needs of pupils who are learning English as
an additional language. That is, pupils who have a home language other than English and who are in the
process of learning to use English as an additional language through immersion in the curriculum and the
broader life of the school.
Throughout this policy, and in other related policies and documents, these pupils are referred to as “E.A.L.
To be proactive in removing barriers that stand in the way of our E.A.L. pupils learning and success.
To meet our responsibilities to our E.A.L. pupils by ensuring their equal access to the curriculum (and
other educational opportunities) and the achievement of their educational potential.
To provide our E.A.L. pupils with a safe, welcoming, nurturing environment where they are accepted,
valued and encouraged to participate.
Objectives – School
To ensure that all our E.A.L. pupils participate in the life of the school and gain access to appropriately
planned and prepared curricular provision.
To ensure that our E.A.L. pupils attain curriculum levels and public examination grades appropriate to
To seek and make use of appropriate advice, guidance, support and training.
To monitor the progress of our E.A.I. pupils’ acquisition of English, of their general achievement and of
their attainment in public examination/end of Key Stage assessments.
Objectives – Pupils
To give E.A.L. pupils the knowledge and skills to use spoken English to communicate with others in a
variety of curriculum and social contexts.
To give E.A.L. pupils the knowledge and skills to use English to understand and produce written texts.
To give E.A.L. pupils the skills and confidence to use a variety of strategies to enhance understanding
and to express meaning clearly.
Our E.A.L. pupils are entitled to opportunities for educational success that are equal to those of our
English speaking pupils.
E.A.L. pupils are not a homogenous group; their needs vary according to a range of factors. We provide
a range of teaching and learning activities to meet curriculum demands and different learning
We planned, mainstream lessons in appropriately organized mainstream classrooms provide the best
environment for acquisition of English by E.A.L. pupils.
The multilingualism of our S.A.L. pupils enriches our school and our community.
Having a home language other than English is not a “learning difficulty”. E.A.L. pupils are not placed on
learning Support registers or taught in Learning Support groups unless they have Special Educational
Roles and Responsibilities
To Excel Always
There is a collective responsibility, held by all staff, to identify and remove barriers that stand in the way of
our E.A.L. pupils’ learning and success.
The Intervention Team are the members of staff responsible for co-ordinating, monitoring and maintaining
an overview of this aspect of our school’s work.
Being informed by staff of the identification of any E.A.L. pupils.
Bringing the presence and needs of current E.A.L. pupils to the attention of colleagues.
Responding to requests for information about E.A.L. pupils.
Ensuring that E.A.L pupils are integrated into mainstream classes and have full access to the
Maintaining an E.A.L. register.
Placement in Teaching/Classes
We recognize that E.A.L pupils, who may be new to English and the country, need continuity and security
as they start school. We therefore aim to make an early decision about teaching group/class placement
and stick to it unless we discover the pupil is seriously misplaced.
Have access to the whole curriculum
Are taught with their peers
Are placed in groups where they will see models of good behaviour
Are placed in groups with fluent English speakers who will provide them with good language
Are placed in as high a set as possible i.e. with their intellectual/academic equals.
Are not automatically placed with Learning Support pupils.
Are not subjected to standardized reading tests in order to place them in teaching groups.
The placement of EA.L. pupils in a lower year group might be considered but we will only do this after
careful consideration and negotiation with parents.
Teaching and Learning
Plan for and provide appropriate stimuli for language development
Encourage E.A.L. pupils to use English by generating opportunities for active participation in
Consider out own language use and provide suitable contextual clues for E.A.L. pupils.
Be aware that our school culture and environment (e.g. teaching; learning; procedures; routines
and practices) may differ from the school culture that our E.A.L. pupils are familiar with.
Plan for and provide specific time for pupils with E.A.L. needs.
Be aware that an E.A.L. pupil’s social language (normally acquired in around 2 years) may be much
more advanced than their academic language (which can take 7-10 years to reach native speaker
Teach topic/subject relevant vocabulary where appropriate and provide curriculum related
opportunities to develop listening speaking, reading and writing skills.
Provide good language role models for social interaction in learning activities.
To Excel Always
When necessary, provide spoken and written, curriculum specific, language models for E.A.L.
pupils. E.g. writing frame.
Provide a secure, but intellectually challenging learning environment.
Support language development through sensitive and informative feedback on grammatical
accuracy, social rules of use, (formality, politeness, etc.) genre features and characteristics
(narrative, reports, etc.)
Promote language and study skills and attitudes that enable E.A.L. pupils to become independent
Encourage parents/careers participation in E.A.L. pupil’s learning.
E. A. L. Assessment, Record keeping and information Transfer
The school identifies E.A.L. pupils on the SEND register.
All relevant information is disseminated to teaching staff or to other schools.
Our school’s curriculum is all the planned activities that we organize in order to promote learning, and
personal growth and development. It includes not only the formal requirements of the English National
Curriculum (2014) and EYFS (2016), but also the various extra-curricular activities that the school organizes
in order to enrich the children’s experience. It also includes the ‘hidden curriculum’ – what the children
learn from the way they are treated and expected to behave. We want children to grow into positive,
responsible people, who can work and cooperate with others while at the same time developing their
knowledge and skills, in order to achieve their true potential.
We seek the highest standards of attainment for all our children. We also value the breadth of the
curriculum that we provide. We aim to foster creativity and thinking dispositions in our children, and to
help them become independent learners. Above all we believe in making learning fun.
Our school curriculum is underpinned by the values that we hold dear at our school. The curriculum is the
means by which the school achieves its objective of educating children in the knowledge, skills and
understanding that they need in order to lead fulfilling lives. The staff and Board of Management of St.
Saviour’s School are in full arrangement with the values statement included in the The National Curriculum
in England Framework: Key Stage 1 – Key Stage 4. These are the main values of our school, upon which we
have based our curriculum.
We value children’s uniqueness, we listen to the views of individual children, and we promote
respect for diverse cultures.
We value the spiritual and moral development of each person, as well as their intellectual and
We value the importance of each person in our community, and we organize our curriculum to
promote inclusion, cooperation and understanding among all members of our community.
We value the rights enjoyed by each person in our society. We respect each child in our school for
whoever they are, and we treat them with fairness and honesty. We want to enable each person to
be successful, and we provide equal opportunities for all our pupils.
We will strive to meet the needs of all our children, and to ensure that we meet all statutory
requirements regarding inclusion.
We value our environment, and we want to teach our pupils, through our curriculum, how we
should take care of the world, not only for ourselves, but also for future generations.
To Excel Always
The aims of our school curriculum are:
a) To promote the development of each pupil regardless of gender, race or social class so that all the
children achieve their maximum potential. We wish to recognize the potential and to maximize the
achievements of the school community.
b) We will develop strong links with parents, families, directors and the wider community to enable
them to enhance their educational experiences and to make them feel part of the school family. To
achieve this we will: Develop a positive ethos within which we will promote high standards for
raising achievement. Have high expectations of pupils, encouraging them to have enquiring,
imaginative and creative minds, to enable them to become ‘independent learners’.
c) Provide clear direction and purpose for each individual and always strive to improve on prior
achievement. Develop an understanding of the need for good behaviour and courtesy and teach
them to take responsibility for their own actions.
d) Develop an appreciation of their own and other cultures, teaching tolerance, understanding and
respect. Provide an enriching and stimulating curriculum through creative and high quality teaching
and learning experiences. Encourage good personal health, interests and skills to make the best use
of lifelong leisure and educational opportunities.
e) Ensure a safe and secure learning environment for all. Prepare children for a smooth transition for
the next step in their education and help to lay the foundations for lifelong learning.
Organisation and Planning
We plan our curriculum in three phases. We agree a long-term plan for each key stage year and for the
Foundation Stage. This indicates what topics are to be taught in each term, and to which groups of
children. We review this long-term plan on an annual basis.
Through our medium-term plans we give clear guidance on the objectives and teaching strategies for each
topic. As we have adopted the National Literacy and Numeracy Strategies for our school as deemed
appropriate for the needs of our children, we take our medium-term directly from the guidance
documents and from electronically published supporting material. We also sue the national schemes of
work as a basis for much of our medium-term planning in the foundation subjects. In Early Years we deliver
the Foundation Stage curriculum.
Our short-term plans are those that our teachers write on a weekly or daily basis. We use these to set out
the learning objectives and success criteria for each session, and to identify what resources and activities
we are going to use in the lesson.
In the Foundation Stage, and at both Key Stages, we adopt a multi-disciplinary modular approach to
curriculum planning. We plan the curriculum carefully, making good use of natural links, so that there is
coherent and full coverage of all aspects of the National Curriculum and early learning goals, and there is
planned progression in all curriculum areas.
To Excel Always
The Curriculum and Inclusion
The curriculum in our school is designed to be accessed by all children who attend the school. If we think it
necessary to modify some children’s access to the curriculum, in order to meet their needs, then we do
this only after their parents have been consulted and by detailing the alternative plan on an individual
If children need Differentiated work in the class, our school does all it can to meet the individual needs. If a
child displays signs of having a need in reinforcement or gifted & talented his/her teacher makes an
assessment of this need. In most instances the teacher is able to provide the resources and educational
opportunities that meet the child’s needs, within normal class organization. If a child’s need is more
severe, we consider the child for a statement of special needs, and we involve the appropriate external
agencies in making an assessment. We always provide additional resources and support for children with
special needs. The school provides an individual Educational Plan (IEP) for each for the children who are on
the special needs register. This sets out the nature of the special need, and outlines how the school will
aim to address it. The IEP also sets out targets for improvement, so that we can review and monitor the
progress of each child at regular intervals.
The Foundation Stage
The curriculum that we teach in the Reception classes meets the requirements set out in the revised
National Curriculum in 2014. This encompasses the revised Early Years Foundation Stage Statutory
Framework (EYFS, 2016) – Our curriculum planning focuses on the Early Learning Goals, a set out in these
documents, and on developing children’s skills and experiences. Our school fully supports the principle that
young children learn through play, and by engaging in well-planned and structured activities. Teaching in
the reception classes builds on the experiences of the children in their pre-school learning. We do all we
can to build positive partnerships with the various nurseries and other pre-school providers in the area.
During the reception year the teachers will assess the skills development of each child, and record this in
the Foundation Stage Profile. This assessment forms an important part of the future curriculum planning
for each child.
We are well aware that all children need the support of both the parents and the teachers to make good
progress in school. We strive to build positive links with the parents of each child, by keeping them
informed about how the children are being taught, and how well each child is progressing.
To Excel Always
The following skills have been deemed ‘key skills’ in the revised National Curriculum (2014) and EYFS
Critical and creative thinking
Working with others
Being personally effective
In our curriculum planning we emphasise these skills, so that the children’s progress in all of these areas
can be identified and monitored. Teachers in all subject areas seek to contribute to a child’s progress in
these skills, because we believe that all children need to make good progress in these areas if they are to
develop their true potential.
Areas of Experience
Our curriculum gives experience in the following areas. Details are given in plans and schemes of work:
Linguistic This area is concerned with developing pupil’s communication skills and increasing their
command of language through listening, speaking, reading and writing. Lessons are in written and spoken
English although French is also taught.
Mathematical This area helps pupils to make calculations, to understand and appreciate relationships and
patterns in number and space and to develop their capacity to think logically and express themselves
clearly. Their knowledge and understanding of mathematics is developed in a variety of ways, including
practical activity, exploration and discussion.
Scientific This area is concerned with increasing pupils’ knowledge and understanding of nature, materials
and forces and with developing the skills associated with science as a process of enquiry: for example,
observing, forming hypotheses, conducting experiments and recording their findings.
Technology Pupils develop technological skills in many ways including the use of information and
communication technology (ICT); developing, planning and communicating ideas; working with tools,
equipment, material and components to produce good quality products; and evaluating processes and
Human and Social This area is concerned with people and with their environment, and how human action,
now and in the past, has influenced events and conditions. The subjects of history and geography make a
strong contribution to this area.
Physical This area aims to develop the pupils’ physical control and co-ordination as well as their tactical
skills and imaginative responses, and to help them to evaluate and improve their performance. Pupils also
acquire knowledge and understanding of the basic principles of fitness and health.
Aesthetic and Creative This area is concerned with the process of making, composing and inventing. There
are aesthetic and creative aspects of all subjects, but some make a particularly strong contribution,
including art, music, dance, drama and the study of literature, because they call for personal, imaginative
and often practical responses.
To Excel Always
The Role of the Subject Leader
The role of the subject leader is to:
Provide a strategic lead and direction for the subject;
Support and advise colleagues on issues related to the subject;
Monitor pupils’ progress in that subject areas;
Provide efficient resource management for the subject.
The school gives Key Stage leaders non-contact time according to needs identified on the school
improvement so that they can carry out their duties. It is the role of each subject leader to keep up to date
with developments in their subject, at both national and local levels. They review the way the subject is
taught in the school and plan for improvement. This development planning links to whole-school
objectives. Each subject leader reviews the curriculum plans for the subject ensures that there is full
coverage of the National Curriculum, and sees that progression is planned into schemes of work. The
subject leader also keeps planning folder which contains current planning policies.
S/he uses to illustrate the achievements of children at each key stage, and to exemplify the attainment
Monitoring and Review
The management team is responsible for the day-to-day organisation of the curriculum. The SLT monitors
the weekly lesson plans for all teaches, ensuring that all classes are taught the full requirement of the
National Curriculum, and that all lessons have appropriate learning objectives.
Key stage leaders and Subject leaders monitor the way their subject is taught throughout the school. They
examine long-term and medium-term planning, and ensure that appropriate teaching strategies are used.
Subject leaders have responsibility for monitoring the way in which resources are stored and managed.
St. Saviour’s School, Ikoyi is a two-form entry school with a maximum class size set at 23. The first year is
the “Reception” class to which children can be admitted if they have reached the age of 4 years on or
before 31st August in the year entry.
The school currently numbers almost three hundred on roll. It adheres to but is not limited by the
requirements of the National Curriculum in England, whilst recognizing the importance of the culture of
the host country.
As the demand for places at St. Saviour’s School, Ikoyi is always high and in order to maintain the
multinational character of the school, the Board of Trustees has laid down that admissions to the school,
the Board of Trustees has laid down that admissions to the school will have an over-riding objective of
limiting the ratio of Nigerian to non-Nigerians to 60:40.
To assist in the achievement of that objective, the Head teacher will maintain two separate lists of
applicants, comprising Nigerians and Non-Nigerians. Selections will be made from each list as follows:
2. The Nigerian List
60% of vacancies will be filled with Nigerian children in the following order: -
Siblings of children currently attending the school or of those who may have left the school within the last
Provided that in any one year; not more than 60% of admissions shall be under this category.
Children whose parents work for major corporate sponsors of the school, up to a maximum of 4 children
per academic year per sponsor.
Children of teachers in the school.
Other Nigerian children in order of application.
3. The Non-Nigerian list
40% of vacancies will be filled with Non-Nigerian in the same order of precedence as the Nigeria list.
(N.B) An intending major corporate sponsor must be approved by the Trustees and shall donate in cash or
kind not less than five million naira per annum (or its equivalent in other currencies). The maximum of 4
children applies cumulatively to the two lists.
To Excel Always
The Board of Trustees, nevertheless, reserves the rights to admit a pupil if in its opinion, it is the over-
riding interest of the School to do so.
Entry to the school is subject to the child’s satisfactory interview with the Head teacher to determine
whether the child is likely to benefit from attending the school. The interview may include a test in English
and Mathematics depending on the child’s age. It should be noted that the school does not accept pupils
with special educational needs.
Prior to the end of each academic year, parents with children on the waiting lists must inform the school in
writing that they wish their child to remain on the waiting list. The school will endeavour to send annual
reminders to the addresses given by the applicants but it will be the responsibility of the parents to ensure
that they notify the school of their wish for their children to remain on the waiting list. Any child for which
such notification is not received by the school, will have its name deleted from the waiting list and if re-
registered, its name will be placed at the end of the waiting list.
The fore-going does not apply to applications for the Reception class. Names will
automatically remain on that waiting list until the end of the appropriate reception year. Written request
will then be required for inclusion on the year 1 waiting list. The waiting list for entry into Reception opens
two years prior to child’s appropriate Reception year.
4. 1998/1999 ANNUAL REPORT OF THE BOARD OF MANAGEMENT
General Educational Policy
The original Trustee calls upon the Trustees to ensure that the school
Be managed as an elementary school
Shall provide a standard of education equivalent to that provided in similar elementary schools in
the United Kingdom.
To meet the requirements listed above the Board of Trustees has mandated that the school will follow the
general educational policy laid down by the Trustees. The Board of Trustees in turn has appointed the
Board of Management to be responsible to the Trustees for supervising the administration of the school
and the application of the general educational policies laid down by the Trustees.
The general educational policy is defined as follows:
The school will adhere to, but not be limited by, the requirements of the National Curriculum of England
whilst recognizing the importance of the culture of the host country. The content and organization of the
curriculum and its assessment will provide pupils with access to the full range of learning experiences and
promote attainment, progress and personal development of all pupils.
To Excel Always
The school will provide high quality, cost effective education. The school will make good use of all its
available resources to achieve the best possible educational outcomes for all its pupils – and in doing so
provide excellent value for money.
7. LEADERSHIP AND MANAGEMENT
The leadership and management provided by the Board of Management, the Head teacher and staff with
management responsibilities, should produce an effective school: one that promotes sustains
improvement in educational standards achieved and the quality of education provided.
Approximately qualified and experienced staff will be hired to underpin the effective delivery of the
curriculum. The quality of teaching and its contribution to pupils’ attainment and progress is recognized as
a major factor in an effective school. Appropriate staff development opportunities will be provided for
Learning resources should be appropriate in range, quality and quantity and deployed well to ensure the
effective delivery of the curriculum.
10. SPIRITUAL, MORAL, SOCIAL AND CULTURAL DEVELOPMENT
The spiritual, moral, social and cultural developments are four aspects of personal development in which
the school has an important part to play.
11. PUPILS WELFARE
Pupils should have the opportunity to take full advantage of the education offered and have high, but
realistic, expectations of themselves. There will be a climate in which pupils’ well-being is paramount.
Essential to the effectiveness of any school are the ways in which regular attendance, punctuality, good
behaviour and respect for others is promoted. Opportunities for support and guidance for pupils will occur
during the daily routine such is registration, circle time, meal times, play and story times.
The school will develop a partnership with parents ensuring that communication regarding pupils’ work
and progress is effective. The school will expect parents to support the policies of the school with regard to
homework, attendance, punctuality and ensuring that children are fit enough to attend school.
To Excel Always
Accommodation will conform to building regulations, meet satisfactory health and safety requirements
and allow the school to provide the designated curriculum.
We believe pupils feel secure when they are aware of the boundaries of acceptable behaviour. They are
taught that they must not hurt others and should respect peers and all adults. We do not tolerate
unacceptable behaviour and will exercise the right of exclusion should the need arise.
At St. Saviour’s School Ikoyi we believe that every single child has the right to learn in a school
environment, free from bullying of any kind and in which they feel safe and supported. Bullying of any kind
is deemed unacceptable and will always be treated seriously and acted upon.
Definition of Bullying
Bullying is repeated over time and intentionally hurts another pupil or group physically or emotionally and
is often motivated by prejudice against particular groups, for example, on grounds of race, religion, culture,
sex, gender, homophobia, special educational needs and disability, or because a child is adopted or is a
carer - it may occur directly or through cyber-technology (social websites, mobile ’phones, text messages,
photographs and email).
What is Bullying
The Children and Staff at St. Saviour’s School Ikoyi have defined bullying (see above) and actions deemed
to be bullying might include any of the following:
Threats – verbal or non-verbal
Invading privacy or personal space
Interfering with property
Deliberately falling to recognize someone’s efforts or worth
Inciting others to act in any of the above ways
We understand the seriousness of bullying and the affect it can have on children including the
psychological damage it can cause.
What isn’t Bullying
Bullying is not when children have the odd argument, fall out or engage in a one off tussle.
To Excel Always
To create an ethos in which attending our school is a positive experience for all members of our
To make it clear that all forms of bullying are unacceptable at our school.
To enable everyone to feel safe while at St. Saviour’s School Ikoyi.
To encourage pupils to report incidents of bullying, including cyber bullying.
To deal with each incident of bullying as quickly and as effectively as possible, taking
into consideration the needs of all parties and of our community, and, as a result, to reduce the
incidents of bullying.
To support and protect victims of bullying and ensure they are listened to.
To help and support children/young people displaying bullying behaviour to change their
To liaise with parents and other appropriate members of our community.
To ensure all members of our community feel responsible for helping to reduce bullying.
1. Through the ethos of the school, incorporating our School Behaviour Guidance.
2. Opportunities within the school curriculum such as PSHE, assemblies, workshops, visiting speakers
and ICT provision.
3. Pastoral – through Class Teacher input and the use of class time to enable children to both express
their views in a safe and controlled environment and to feel that their views and beliefs are valued;
engaging children in dialogue on a regular basis.
4. Ensuring that the school environment is safe and that staff are aware of areas where problems may
5. Through the on-going training of all our staff.
6. Openness and communication are often the most powerful ways in which to combat bullying and
this should involve all members of the school community.
7. The children can also have access to Independent Listeners, Chaplain or can be referred to the
Advice to parents
We place an extremely high value on our relationship with parents which means that close communication
between Home and School can enable us to deal with difficult situations as they arise. Bullying occurs in all
schools and places of work from time to time. Parents should be aware that we do not tolerate any form of
bullying at St. Saviour’s School Ikoyi and we will always respond to reported incidents.
If your child shows any unusual behaviour or attitude, we would ask that you discuss this with the school
immediately. Your first line of contact should be your child’s Class Teacher who will then liaise and discuss
the issues / concerns with the Key Stage Leader and/or Deputy Head Teacher. Similarly, if your child says
that they are being bullied or that they know someone who is, we would ask you to let us know swiftly so
that we can take immediate / appropriate action.
attitudes and understand why it needs to change.
Advice to pupils
To Excel Always
If someone is being unkind and making you feel unhappy, you must tell someone. Remember, it may not
be bullying but your teachers will help you work through any problems you may have.
1. If you feel you are being bullied, you must tell someone about it. This does not have to be your
Class Teacher but someone who you feel comfortable to be able to talk to and who you trust to
support you e.g. Subject teacher, Teaching Assistant, School Nurse etc. Please do not suffer in
2. Treat everyone in your school with kindness – even if you don’t really like them.
3. Don’t get involved in name calling or gossip.
4. If you see someone being unkind please tell a teacher or your parents.
5. And remember, if you know that someone is being unkind and you don’t do something to help you
are letting the bully get away with it.
Advice to staff
Always set a good personal example. Be a good role model for the children and be clear that you will not
1. Be alert for children who appear upset, take action immediately. Look out for those children who
are often isolated or the butt of recurrent jokes by their peer groups.
2. Always ensure the children are supervised at all times in the classroom. Be aware of areas such as
the playground, field, changing rooms.
3. All staff should always be watchful for any signs of bruising or other marks on children which are
not easily accounted for. If you have any concerns, then please act immediately and see
Safeguarding and Child Protection Policy for guidelines.
If you have a concern, always take some form of action. Always raise issues with your Key Stage Leader,
Deputy Head or Head Teacher.
As part of our good practice staff should continue to observe the following objectives;
Being sensitive at all times to the feelings of students and especially to the possibility of bullying
Taking seriously a pupil’s request for help
Making time for children to speak to us
Respecting a pupil’s individuality, views and circumstances
Recognising the need to counsel both the aggressor and the victim
Sometimes children complain that they are being “picked on” by a teacher and there can occasionally be
‘clashes of personality’; staff use of sarcasm or humour can be misconstrued by some pupils especially the
younger years. If a member of staff is having problems with a pupil, that information should be shared with
the Deputy Head Teacher so that it can be seen whether it is an isolated incident or whether it is part of a
general picture. If there is a specific complaint from a child or a parent, then this needs investigating by the
Key Stage Leader or by the Deputy Head Teacher and the Head Teacher must be informed. There should be
To Excel Always
a written account of a complaint (Complaints and Concerns Policy). The member of staff needs to be given
an opportunity to be able to respond and communicate their side before any action is taken.
Equally it is true that staff may be subject to bullying from other staff, parents or pupils. Advice and
guidance for this can be found in the Cyber bullying section of this policy and the Staff Handbook.
Recognizing that certain methods of control (e.g. the use of sarcasm) and that of an overbearing manner
are inappropriate; also that children learn by example; therefore, any action which could be seen as
bullying by a teacher would be unprofessional and totally unacceptable.
Procedures for reporting acts of bullying
If an incident of bullying is reported, the following procedures should be implemented:
1. The member of staff to whom it was reported or who first discovers the situation, will
control the situation, reassure and support the pupils involved. They will need to make
detailed and dated records as verbatim as possible. Recording times, places, witness any so
2. All bullying incidents no matter how low level they may appear initially should be recorded
on the Central Bullying Database located on the central Sharepoint, as this information may
be vital in the future.
3. He/she will inform the Class Teacher as soon as possible. In more serious situations the Key
Stage Leader, Deputy Head Teacher or Head Teacher.
4. The alleged victim will be interviewed and an account will be recorded by the member of
5. The alleged bully, together with all others who were involved, will be interviewed
individually and their accounts recorded.
6. All children will be offered the opportunity for someone of their choosing to accompany
them. If they decline this opportunity this also needs to be recorded.
7. All staff involved with the pupil should be informed. The Head Teacher should be notified
there has been an incident recorded on the database, if he has not been notified already.
8. Written recordings of investigations, actions, outcomes and follow up procedures should all
be recorded on the Central Bullying Database.
Note: Children on both sides must feel that their voice has been fairly heard and appropriate action
To Excel Always
1. The victim will be supported and monitored by the Class Teacher, Key Stage Leader and
Deputy Head Teacher, separately from the bully. Strategies and coping methods will be set
out which may well involve Class Teacher, Key Stage Leader, Deputy Head Teacher, School
Counsellor acting together if necessary.
2. The bully will be interviewed at a later stage by the Deputy Head Teacher or Head Teacher,
separately from the victim, and it will be made clear why his/her behaviour was
inappropriate and caused distress. He/she will be offered guidance on modifying his or her
behaviour, together with any appropriate disciplinary sanctions as per the Behaviour
3. The parents/guardians of all parties should be informed and invited into school to discuss
the matter. Their support should be sought.
4. A way forward, including disciplinary sanctions and counselling, should be planned and
5. A monitoring and review strategy will be put in place, overseen by Key Stage Leader or
Deputy Head, depending on the severity of the incident.
Note: It is our responsibility to recognise that both the victim and the bully will be in need of
Overview of Procedure: What to do in a Bullying situation
People reporting an incident
Academic Staff Pupils Non-Academic Staff Parent
Class Teacher Head Teacher Deputy Head Teacher Key Stage Leader
Action: Gather information: make written notes and record them on the Central Bullying Database
Action: Informing those below and record on the Central Bullying Database
The alleged victim The alleged bully
Action: Information shared and recorded on Central Bullying Database
Class Teacher Key Stage Leader
Action: If matter is serious or repeated information should be shared who will take decisions on further
action* (Ref: Behavior Policy)
Head Teacher Deputy Head
* In cases of severe and persistent bullying sanctions may include suspension or expulsion.
At St. Saviour’s School Ikoyi all children have the right to an education, which offers them the best
opportunities to work hard, be happy and make good progress. Teachers and support staff are here to
create the right environment and opportunities for this to happen. Many others contribute towards this
process. Our behaviour policy was produced by all the staff working together and is based on the principles
and values that we seek to promote in our school.
We aim to:
Recognise and highlight good behaviour as it occurs
Ensure that all children are praised for behaving well, when appropriate
Ensure criticism is constructive highlighting the inappropriate behaviour, criticism is directed at the
behaviour of the child and not the child itself.
Explain, demonstrate and model the behaviour we wish to see
Encourage children to be responsible for their own behaviour
Inform parents about children’s good behaviour
Reward individual and groups of children for behaving well, when appropriate
Pupil’s rights and responsibilities
• I have the right to be happy and to be
treated with compassion in this school.
This means no one will laugh at me or
hurt my feelings.
• I have the right to be myself in this
school. This means no one will treat me
unfairly because of height, gender,
appearance, nationality or ability.
• I have the right to be safe in this school.
This means no one will: hit me, kick me,
push me, pinch me, threaten me, hurt me
or intimidate me.
• I have the right to expect my property to
be safe in this school.
• I have the right to hear and be heard in
this school. This means no one will: yell,
scream, shout, make loud noise, or
otherwise disturb me.
• I have the right to show pride in my
appearance, in line with the school policy.
• I have the responsibility to treat others
with compassion. This means I will not
laugh at others, tease others, or hurt
• I have the responsibility to respect others
as individuals and not treat others
unfairly because of weight, gender,
appearance, height, nationality or ability.
• I have the responsibility to make the
school safe by not: hitting, kicking,
pushing, pinching, threatening, hurting or
• I have the responsibility not to steal or
destroy the property of others.
• I have the responsibility to help maintain
a calm and quiet school. This means I will
not yell, scream, shout, make loud noise,
or otherwise disturb others.
• I have the responsibility to wear the
To Excel Always
Parent and teacher rights and responsibilities
• To be given a copy of the Behaviour
• To contact Teachers or Administration
with questions regarding the Policy.
• To expect that their child will be taught in
a safe and respectful classroom.
• Teach children accepted standards of
• Teach children to be responsible for their
• To support the school in sustaining a
welcoming, caring and safe environment.
• To be treated with respect by parents and
• To be able to teach without disruption
from student or parents.
• Communicate classroom
expectations/consequences to parents
• Demonstrate respect and care for
• Contact parents when students fail to
• To adhere to the Behaviour Policy.
Wherever possible we aim to have a positive approach to behaviour. The school uses a variety of rewards,
both whole school and in class, to promote good behaviour, good work and effort.
Teachers use verbal praise
Smiley charts and stickers
Caught Being Good (CBG) (Key Stage 1)
Assembly Awards each week
House system with house points (Key Stage 2)
Positive feedback to parents and carers
End of year awards
We believe pupils feel secure when they are aware of the boundaries of acceptable behaviour. They are
taught that they must not hurt others and should respect peers and all adults.
Sanction Communication Book will be taken to all subject lessons in order to record any sanctions.