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.

Concerns

Stage 1

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.

Complaints

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.

Stage 2

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

Head Teacher.

5. All correspondence from and to the complainant will be filed in the Head Teachers office

Stage 3

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

working days.

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

pupils.

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)

RATIONALE

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.

INTRODUCTION

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

issues.

PROCEDURES

St. Saviour’s school will:

1. Ensure it has a designated senior member of staff, who has undertaken the appropriate training

(Level 3);

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

September.

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

available.

- 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

weekend);

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.

GUIDANCE

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.

CASE RECORDING

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.

General Guidelines

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

inspection team;

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

school;

 Co-ordinate arrangements for the design and implementation of safe working practices within the

school;

 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

standards;

 Ensure that any equipment or tools used are appropriate to that use and meet accepted safety

standards;

 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

corrective action;

 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;

condition;

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.

Visitors

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.

Lettings

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

offices.

 The arrangements for first aid for sports, outdoor pursuits and field trips are the responsibility of

the supervising staff.

Introduction

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.

pupils.”

Aims

 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

their abilities.

 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.

Underlying Principles

 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

needs/styles.

 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

Needs.

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.

Responsibilities include:

 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

curriculum.

 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.

E.A.L. Pupils:

 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

models.

 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

We will:

 Plan for and provide appropriate stimuli for language development

 Encourage E.A.L. pupils to use English by generating opportunities for active participation in

lessons.

 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

levels).

 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

learners.

 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.

Introduction

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.

Values

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

physical growth.

 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

Aims

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.

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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

Education Plan.

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.

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Key Skills

The following skills have been deemed ‘key skills’ in the revised National Curriculum (2014) and EYFS

(2016).

 Communicating

 Critical and creative thinking

 Information processing

 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

products.

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.

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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

expected.

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: -

Category A

Siblings of children currently attending the school or of those who may have left the school within the last

two years.

Provided that in any one year; not more than 60% of admissions shall be under this category.

Category B

Children whose parents work for major corporate sponsors of the school, up to a maximum of 4 children

per academic year per sponsor.

Category C

Children of teachers in the school.

Category D

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.

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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

Attachment 1

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:

5. CURRICULUM

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.

6. EFFICIENCY

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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.

8. STAFF

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

teachers.

9. RESOURCES

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.

12. PARENTS

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.

13. ACCOMMODATION

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Accommodation will conform to building regulations, meet satisfactory health and safety requirements

and allow the school to provide the designated curriculum.

14. BEHAVIOUR

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:

 Name calling

 Threats – verbal or non-verbal

 Violence

 Ignoring

 Invading privacy or personal space

 Interfering with property

 Ridiculing

 Demanding money

 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.

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Aims

 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

community

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.

Prevention

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

arise.

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

School Counsellor.

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

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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

silence.

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

tolerate bullying.

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

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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

on.

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

staff.

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

taken.

After Care:

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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

Guidance

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

preferably agreed.

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

pastoral support.

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

Action: Interview

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.

Aims

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

My Rights

• 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.

My Responsibilities

• I have the responsibility to treat others

with compassion. This means I will not

laugh at others, tease others, or hurt

others’ feelings.

• 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

intimidating anyone.

• 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

appropriate uniform.

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Parent and teacher rights and responsibilities

Parent’s Rights

• To be given a copy of the Behaviour

Policy.

• To contact Teachers or Administration

with questions regarding the Policy.

• To expect that their child will be taught in

a safe and respectful classroom.

Parent’s Responsibilities

• Teach children accepted standards of

behaviour.

• Teach children to be responsible for their

actions.

• To support the school in sustaining a

welcoming, caring and safe environment.

Teacher Rights

• To be treated with respect by parents and

students.

• To be able to teach without disruption

from student or parents.

Teacher Responsibilities

• Communicate classroom

expectations/consequences to parents

and students.

• Demonstrate respect and care for

students.

• Contact parents when students fail to

meet expectations.

• To adhere to the Behaviour Policy.

Rewards

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)

 Special responsibilities

 Positive feedback to parents and carers

 End of year awards

Sanctions

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.