School Policies www.ibsb.ro
TABLE OF CONTENTS
Admissions Policy.........................................................................p. 3 Visitors Policy...............................................................................p. 6 Uniform Policy..............................................................................p. 8 Attendance Policy.........................................................................p. 11 Behaviour Policy and Procedures................................................. p. 14 Child Safeguarding Policy.............................................................p. 30 Anti-Bullying Policy .....................................................................p. 40 Equal Opportunities Policy...........................................................p. 49 School Complaints Procedure.......................................................p. 54 English as an Additional Language Policy.................................... p. 58 Earthquake Risk Policy.................................................................p. 62 Fire Risk Policy.............................................................................p. 66 First Aid Policy..............................................................................p. 71 Medical Policy...............................................................................p. 75
ADMISSIONS POLICY Purpose The purpose of this is to provide a clear guideline with the stages and requirements for pupil admission into IBSB.
Overview IBSB operates on an open admissions system, accepting children into the school throughout the year. All applications for admission are given equal status by the school and no child is excluded on the basis of nationality, culture, religious beliefs.
The admission process will include the following steps:
1.
Meeting with the Executive Director/Head of School (or person in charge with admission in the office) – parents will receive general information about the school and a school prospectus. A brief tour of the school, campus can be arranged at this time if requested.
2.
Meeting with Head of School / Deputy Head of School – information supplied about the academic programmes.
3.
A trial day in school for pupils may be offered if required by the parents.
4.
Admission tests will be set in English (with an additional English Proficiency Test), Mathematics across the school with the addition of Science in the Secondary School – in order to establish the general entry level of a student. Although students are placed into year groups according to their age on September 1st, in exceptional circumstances academic level may be used in order to ensure the best possible placement. In these cases the SLT will have the final say.
5.
An interview with the School Counsellor will be scheduled for secondary school admissions to establish a psychological profile of the child and detect any possible Special Educational Needs
6.
All paperwork shall be submitted along with previous academic reports (Three required- if possible) and any other useful information regarding the student (from previous schools) will be required.
7.
References from the previous school will be sought before an official offer is made.
8.
Parents pay the required deposit- at this time your child will be offered a confirmed place at IBSB
9.
Following the processing of a new admission, Heads of School will be supplied with all the relevant information. The Head of Primary and Secondary will in turn inform the staff as required prior to the first day of the respective student.
During the admission process new parents will be obliged to provide the school office with the academic history from previous schools (where possible, the reports for the last three years) and also where necessary the records in regard to any Special Educational Needs or Medical issues for their children. Following the processing of a new admission, staff will be supplied with all the relevant information about the new students prior to the first day of the respective student.
Minimum Level of English Requirement Parents must understand before enrolling their children that IBSB is an International British School offering the entire English learning experience from Reception/Year 1 to Year 13. It is not part of the ethos of this school to act solely as English Language Centre. The school will provide additional English support within the normal curriculum to help students to integrate quickly into the programme. In some situations, however, parents may also need to organise additional English lessons outside school hours, especially if the student is entering the secondary school with a low level of English. Owing to the fact that all exams, with the exception of MFL subjects, are in English, it is necessary for students to have attained a minimum level of English at the start of both IGCSE and A Level Programmes. EYFS –Year 6: No minimum level of English required Years 7-9: Intermediate Level- 40+ EPT Score/Intermediate Level Writing Skills Years 10-11: Upper-Intermediate Level- 55+ EPT Score/ Pre-advanced Level Writing Skills Years 12-13: Pre-advanced Level- 70+ EPT Score/Advanced Level Writing Skills (As required) Any student in years 7-12 who does not have the minimum level of English required for admission will be required to pay an additional EAL support supplement of up to 2000 euros.
Special Educational Needs IBSB seeks to meet the needs of all its pupils. Where specific needs are identified, the school’s SEND Coordinator and Student Counsellor will work with the class teacher and parents to provide an Individual Educational Plan (IEP). This will contain objectives appropriate to the individual child and progress will be monitored closely. In some exceptional cases, parents may be asked to provide one-to-one special educational needs support in the form of an additional assistant with fees for these services to be paid privately by the pupil’s family. IBSB does not have the resources or programmes in place to support students with major learning disabilities or physical challenges and accordingly reserves the right to deny admission to any child whose needs are unable to be met adequately by the school.
Payment Parents will be required to pay the registration fee and all the necessary fee payments on time; failure to do so will result in the loss of place.
Trial Period Each child will be admitted into the school on a six week trial period, during which time their ability and behaviour will be assessed to ensure we are able to supply their educational needs adequately.
Re-enrolment Policy Preference will be given to current students re-enrolling. Once the re-enrolment period has passed (February), places will be offered to new admissions.
Order of Priority 1.
Children of teachers at IBSB
2.
Brothers and sisters of students currently enrolled at IBSB
3.
Brothers and sisters of students previously enrolled at IBSB
4.
Children from “Acorns”– the deadline for registration is March 1st for the next academic year
5.
In order of students on the waiting list
6.
In order of students applying
Related Policies Equal Opportunities Policy Behaviour Policy
VISITORS POLICY Purpose The purpose of this policy is to provide a clear procedure for the admittance of external visitors to the school which is understood by all staff, parents, and visitors. This procedure complies with UK DfE child safeguarding guidelines and standards as set out by the.
Overview The ultimate aim of this policy is to ensure International British School of Bucharest pupils can learn and enjoy extra-curricular experiences in a safe environment. Staff are required to be familiar with the school’s Child Safeguarding Policy (included in the Staff Handbook and on the server) in relation to: preventing unsuitable people from working with children and young persons in the education service. This policy applies to all visitors invited to the school.
Where and to whom the policy applies The school is deemed to have control and responsibility for its pupils anywhere on the school site, during normal school hours, during after school activities, and during school-organised (and supervised) off-site activities. The policy applies to: • All teaching and non-teaching staff employed by the school • All external visitors entering the school site during the school day or for after school activities (including peripatetic tutors, sports coaches, and topic related visitors e.g. authors, journalists) • All governors of the school • All parents (particularly parent helpers) • All pupils • Education personnel (County Advisors, Inspectors) • Building & Maintenance Contractors
Protocol and Procedures Visitors Invited to the School a) Before a visitor is invited to the school the Head Teacher should be informed, with a clear explanation as to the relevance and purpose of the visit and intended date and time for the visit. Permission must be granted by the Head Teacher or Executive Director before a visitor is invited into school. b) Entering School • All visitors must enter by the main entrance - do not enter the school via any other entrance • The Gate Guard will contact reception to ask if they have permission to enter • If permission is given, all visitors must fill out the Visitors Record Book upon entry stating the purpose of their visit and who has invited them. They should be ready to produce formal identification.
• Entry time should be recorded by the gate guard. • Visitors will be given a Visitor Identification Badge, which must be worn and visible at all times • Visitors will then be escorted to their point of contact OR their point of contact will be asked to come to parent/visitor waiting area to receive the visitor. The contact will then be responsible for them while they are on site. c) On departing the school, visitors should leave via the main gate signing out with the time recorded by the gate guard, returning their visitor badge on exit. Unknown/Uninvited Visitors to the School a) Any visitor to the school site who is not wearing an identity badge should be challenged politely to enquire who they are and their business on the school site. b) The procedures for invited visitors then apply. c) In the event that the visitor refuses to comply, they should be asked to leave the site immediately and the Head Teacher or Deputy Head Teacher (or Site Manager) should be informed promptly. d) The Head Teacher or Deputy Head Teacher (or Site Manager if neither is available) will consider the situation and decide if it is necessary to inform the police. e) If an unknown/uninvited visitor becomes abusive or aggressive, they will be asked to leave the site immediately and warned that if they fail to leave the school grounds, police assistance will be called for.
Dissemination This policy is publicised to all in the school community through the school website and to staff via the Staff handbook and server.
Monitoring and Evaluation The suitability of all visitors invited into school to work with the children will be assessed at the end of their visit and a decision made as to whether they may be invited back to the school in future.
Related policies Health and Safety Policy Safeguarding Child Protection Policy
UNIFORM POLICY Purpose The purpose of the policy is to ensure that students, parents, and teachers are aware of the school uniform and the procedures relating to noncompliance.
Overview A school uniform is an integral part of the IBSB Programme and plays a valuable role in contributing to the ethos of a school and setting an appropriate tone. School leadership has opted to adopt a school uniform in the belief that a school uniform can help to instil pride, support positive behaviour and discipline, encourage identity with, and support for, school ethos, ensure pupils of all races and backgrounds feel welcome, protect children from social pressures to dress in a particular way, and nurture cohesion and promote good relations between different groups of pupils. IBSB has a school uniform/dress code, which is communicated to the public through the school website, the Student Planner, and the Parent Handbook. The IBSB school uniform, for students in Years 1-11, is available for purchase from the school office and should be acquired prior to starting school.
The school uniform/dress code • All students in Years 1-11 are required to wear either a white (girls) or light-blue shirt (boys) with the school logo, which should be buttoned-up and tucked-in at all times. • Dark Blue long trousers, dresses, skirts and shorts may be worn only. Dresses, skirts and shorts must be knee-length. Jeans of any kind may not be worn. • Only the IBSB school fleece may be worn inside over the school uniform. • Students are permitted to wear winter jackets outside in weather below zero degrees centigrade. • There should be no oversized clothing. Torn or radically altered clothing is not permitted. • Clothing with lettering or drawings may not be worn other than the school logo. • Students in Years 12 & 13 must be dressed tidy - casual at all times, with a collared shirt with buttons (no bright colours: pastel colours, white, or dark colours) and dark trousers or skirt (knee length), or knee length dress. • All clothing must be kept clean and tidy in appearance and be worn in the appropriate manner.
Headwear • Hats are not to be worn at school, with the exception of IBSB baseball caps, which may be worn only during PE lessons and break-time, and winter hats outside during the winter months.
Hair • Haircuts or hair styles which draw undue attention to the wearer are not permitted. Multi-coloured or unnatural coloured hair is not allowed. • Boys are required to keep their hair off their collar. • Girls are required to keep their hair off their face at all times.
Cosmetics • Students in Key Stages 1-3 are not permitted to wear any make-up or nail polish. • Students in Key Stages 4-5 are not permitted to use excessive make-up. Nail polish must be French (not coloured) for health and safety reasons. Coloured nail polish is not permitted.
Jewellery and other non-essential apparel • The only items of jewellery permitted to be worn at school are a single set of stud earrings (girls only) and a simple chain necklace with a single pendant. • No other items of jewellery are permitted, including bracelets or wrist bands.
Tattoos • Tattoos are to be covered at all times.
Sunglasses • Sunglasses are not to be worn indoors.
Other • Mobile phones, iPods, and PDAs are allowed at school as long they remain off in class; any personal electronic device is not the responsibility of IBSB. • Key Stage 3-5 students are permitted to bring laptops/notepads to school at their own risk. These devices may only be used in class at the discretion of the teacher. These devices may also only be used in accordance with the IBSB School Computer Use and Internet Use Policies. Students are solely responsible for ensuring the safety of any electronic or personal devices or items brought to school. • Students are required to bring a school bag, pencil case, and Student Planner to school each day. If Student Planners are lost, the student will be required to pay for an immediate replacement. • PE kit is also required on days when it is timetabled. • The possession of skateboards / skates / roller blades / scooters and their use is prohibited at school. • Students are permitted to ride bikes to school providing they have returned the Parent Permission Form. Bikes should be stored and locked in the bike rack behind the Secondary School building.
Related Polices Internet Use Policy Computer Use Policy Behaviour Policy
ATTENDANCE POLICY Purpose The purpose of this policy is to ensure that all students, parents, and teachers are aware of the times and procedures relating to school attendance.
Overview The school week runs Monday to Friday, with the day starting at 8.30am for all students across the school, and finishing at 3.50/4.00pm Monday-Thursday, and 3.00pm on Friday. School Schedule Primary School
Monday Tuesday Wednesday Thursday Friday
Registration
8.30am
Classes end
3.00pm
Clubs
3.00 - 4.00pm (Optional)
Secondary School
Registration
8.30am
Classes end
3.50pm 3.00pm
Students are allowed in the school grounds from 8.00am onward, when there is a teacher on duty on the playground. Attendance in the 8.30am morning line up and morning registration is compulsory for all students.
AM and PM Registration – Primary School In the Primary School registration time is between 8.30-9.00am and 12.50-1.10pm.
AM and PM Registration – Secondary School In the Secondary School registration time is between 8.30-8.40am and in the afternoon between 1.45-1.50pm. Friday afternoon registration is at 1.30pm, due to the fact that Friday is a shorter day. In both the Primary and Secondary Schools, students not present at the registration time are marked absent in the register. Registers must be in the office before 9.00am. The Office staff total the absences on a daily absence sheet and this is put in the staff room. The Office also keeps a record of these sheets.
Arriving to School Late Students who miss the 8:30am line up will be recorded in the registers as a late with an `L`. Students who arrive after the start of period 1 (8:40am) are required to go to the office to sign in, where they will be issued with a late slip. This will be given to the subject teacher on arrival at the first lesson; acceptance into the first lesson is conditional on this. The late slip must be kept by the student and given to the form tutor who will keep a record. If students enter the school late, this will be acknowledged in the register by marking the absence circle with the letter L (if they arrive before the register is not closed) or U (if they
arrive after the register is closed). If students are regularly late (typically three days in a row), parents will be contacted to discuss a solution or subsequent action. If students are absent from school they must bring a letter written by their parents, a note in their diaries signed by a parent, or parents must place a phone call to the Office to explain the reason for the period of absence. Two consecutive unexplained absences will be followed up by the Office with a phone call home. Ongoing absence problems will result in a meeting with parents to address the issue and to discuss a solution. If parents wish for their child to be absent from school for a period of time, then they must ask the school for permission, either the Head of the School or the Executive Director. The class teacher or the Form Tutor has the responsibility of keeping a track of the daily register of attendance. Any concerns should be shared with the Head of Primary/Secondry before talking to parents. It is important that parents should be kept informed as to their children’s attendance and punctuality.
School Egress At the end of the day in the Primary School it is the responsibility of the class teacher or the teacher in charge of an afternoon activity to ensure the children go with one of the designated Recipients. The school has a record of those authorised to collect Primary School children and children must never be allowed to go without anyone without prior written authority. Parents and other Recipients may gather on the playground in preparation for meeting their children and may then enter the school after the students have left the building if they wish to see a teacher. Private cars are not allowed on the school grounds during school hours. School buses are permitted to enter the camps at selected times to drop off and pick up students. Special care should be taken by staff (teaching and ancillary) on duty to ensure that students are kept away from school buses. In the Secondary School the students who are not travelling on school buses or are not collected by parents must have permission from parents to leave school by themselves. There must be a list with the name of these students in the office and available for the teachers on duty.
Attendance Policy for External Exams The Attendance Policy for sitting formal examinations in IBSB is in place in order to highlight the importance of attendance to all lessons and the link between this and success in exams. A successful pass achieved in any Cambridge or Edexcel exam is closely related to maintaining a very good attendance record in the lessons. Success in exams also requires hard work in class and at home, but attendance to all lessons is the first step in the right direction. In the Secondary School all subject teachers are required to complete daily lesson registration on SchoolBase. If a student has attendance BELOW 95% without good cause (health or serious family problems) then that student will not be eligible to sit the exam. The entry for any CIE or Edexcel exam at IGCSE, Advanced Subsidiary, or Advanced Level is conditional on the student maintaining a minimum 95% attendance record in the respective subject. Parents will be informed whenever a student drops below this level.
Any teacher with concerns about low attendance will inform the SLT prior to the exam entries. The SLT will analyse the overall academic performance and progress of the respective student before the final decision regarding the exam entry is made.
Related policies Health and Safety Policy Safeguarding Child Protection Policy Missing or Lost Student Policy Educational Visit Policy
BEHAVIOUR POLICY AND PROCEDURES Purpose The purpose of this policy is to provide clear guidelines for pupils, parents, and staff in regard to pupil behaviour at IBSB in order to ensure an optimal learning environment for all staff and pupils.
Overview This document is a statement of the principles and strategies for managing student behaviour at IBSB. It was reviewed through a process of consultation with staff, parents and students. This policy is follows a positive approach developing and maintaining student behaviour: • It recognises that the vast majority of our students are well behaved • It works actively to reinforce and reward this good behaviour • It recognises the impact poor behaviour has on learning and teaching This policy has been founded on the belief that: • Good behaviour must be modelled, directly taught, continually encouraged, developed, and positively reinforced • Effective classroom management, the setting of high expectations, and a consistency of approach are essential to achieve and maintain good behaviour • It is the responsibility of every member of staff in collaboration with the school prefects to do this and to work together to achieve this end
Foreword Behaviour, which respects the rights of all children to learn and teachers to teach, is fundamental to all children’s success at school. This policy provides a basis upon which our school will establish effective behaviour codes to provide the framework for a safe, orderly, happy, productive, and success oriented learning environment at IBSB. Our school Behaviour Policy will endeavour to ensure that all students at IBSB exhibit two essential components of successful learning in schools: mutual respect and responsible behaviour. The focus should be and will be on providing opportunities and the necessary support for our students to experience success in a positive, affirming environment.
Rationale The IBSB SMT has deemed it necessary to write a new Code of Behaviour for the following reasons: • To amalgamate the individual behavioural policies from the Primary and Secondary Schools in order to formulate a single policy that is able to prescribe a coherent code of behaviour across the entire school • To provide very clear guidelines as to the expectations of student behaviour at IBSB and what conduct is deemed appropriate and what conduct is deemed inappropriate • To provide very clear guidelines as to the disciplinary action that will be taken in circumstances where student behaviour breaches the IBSB Code of Behaviour as outlined within the Golden Rules
• To help to promote positive behaviour across the school to best facilitate the school to function in an orderly and harmonious way in the belief that this will enhance a learning environment where students can make progress in all aspects of their development • We believe that good behaviour follows naturally when children see the need for it, when they are treated with respect themselves and when they see good role models in the behaviour of the adults round about them. We need to be aware as adults that we are a powerful influence upon the children in our care and this influence can be experienced by the children even when we are not consciously aware of it • We believe that good behaviour promotes mutual respect and fosters greater levels of peer support, which are necessary for students to learn effectively • We believe that mutual respect and high levels of peer support help to develop the self-belief and self-confidence needed for students to become active learners • We believe that students actively involved in the learning process learn best and are more likely to work at their full potential • We believe that a core responsibility of IBSB curriculum is not merely to provide an academic programme that strives to support our students in achieving excellence, but also to provide an environment that teaches students right from wrong, encouraging students to take responsibility for their actions and to become responsible citizens able and willing to contribute to the wider community in a positive, meaningful way • It is a requirement under DES Circular 20/90 on School Discipline.
In accordance with this policy pupils can expect to: • Be treated fairly, consistently, and with respect • Feel safe, respected, and secure • Have their individual differences and beliefs recognised and respected • Have positive behaviour reaffirmed • Have inappropriate behaviour dealt with appropriately, in line with disciplinary procedure outlined in this policy • Receive the appropriate support to best achieve their academic potential.
In accordance with this policy pupils are expected to: • Attend school unless ill or absent with permission • Show respect for all members of the school community • Be punctual to registration and classes • Follow the school dress code and to bring PE attire on the appropriate days • Work quietly and safely to the best of their ability at all times • Respect the right of other pupils to learn • Respect school property, the property of others, and their own belongings, taking responsibility for their own possessions (please label everything!) • Keep the school environment clean, tidy and litter-free. Defacing school property is deemed serious misbehaviour. Damage caused by pupils to school property will be replaced/paid for by their parents and may result in suspension • Have the correct books and materials for class • Follow the Golden Rules, as well as individual class rules at all times • Move quietly and responsibly around the school
• Line up in an orderly manner before registration and after break and at other times when classes are on the move • Stay with the class group when engaging in activities outside of the school e.g. swimming, school tours, matches etc. They are also expected to abide by the school rules on these occasions • Stay on the premises and within designated areas during school times including lunch time • Do their homework to the best of their ability • Seek help from staff members when they have a problem; speaking back to teachers will not be tolerated under any circumstances.
In accordance with this policy staff can expect to: • Be treated with respect • Teach in a well-maintained physical environment relatively free from disruption • Receive support and co-operation from colleagues and parents in order to achieve the school’s aims and objectives • Be listened to and participate in decision-making which affects their own work and that of the school in general • Work in an atmosphere that encourages professional development • Receive support and professional advice where needed from the Middle Management or Senior Leadership Teams • Have grievances dealt with according to agreed procedures as outlined within the Internal Regulations and Teachers’ Handbook.
In accordance with this policy staff are expected to: • Treat all members of the school community with due respect • Teach a well-planned lesson which adheres to National Curriculum guidelines and expectations • Offer support and co-operate with colleagues and parents in order to achieve the school’s aims and objectives • Participate in regular meetings and contribute to the decision-making progress which affects their own work and that of the school in general • Make a positive contribution to the atmosphere of the school • Make suggestions for CPD that will benefit the general school environment • Ask for support and professional advice from the MMT and SLT when needed • Follow the line of management unless there is a grievance which requires otherwise • Follow procedures in regard to any grievances that may arise during the course of their duties.
In accordance with this policy parents can expect to: • Be treated with respect • Have a safe and welcoming environment for their child • Have their child’s differences and beliefs recognised and respected • Have fair and consistent procedures applied, in the school’s dealings with pupils • Receive progress reports in accordance with agreed school policy • Be informed if their child fails to complete homework set by the agreed date • Be informed of inappropriate behaviour in accordance with the disciplinary procedures outlined in this policy • Access information on the school’s policies and procedures through the parent porthole on the school website.
In accordance with this policy parents are expected to: • Complete the necessary paperwork relating to student enrolment and to pay school fees on time • Ensure their children follow the school dress code, wearing a school uniform where required • Ensure their children attend school on time • Inform the school in writing if their child/children will be away from school for any reason • Ensure their children have the correct books and materials • Ensure their children’s belongings are clearly labelled • Read written communication received from the school and respond appropriately • Report to the office first if visiting the school for any reason • Make an appointment beforehand if they need to see a member of staff • Treat all members of the school community with respect • Inform class/form teacher of any change to the collection procedure for their children • Encourage their children to follow the school’s Behaviour Policy • Help their children to learn and practise good behaviour and to have a positive attitude towards themselves, other people and towards the school • Co-operate with teachers in instances where their child’s behaviour is causing difficulty to others • Communicate to the school problems which may affect their child’s behaviour • Attend meetings at the school if requested • Help their children with their homework and ensure it is completed where possible • Communicate (to the class teacher) difficulties that their child may be having with homework • Inform the school of any infectious illness their child may have immediately Every effort will be made by all members of staff to adopt a positive approach to the question of behaviour in our school. The Behaviour Policy offers a framework below within which positive techniques of motivation and encouragement are utilised by the teachers. In adopting a Positive Approach to behaviour management, the school places greater emphasis on rewards than on sanctions, in the belief that this will, in the long run, bring the best results.
The Golden Rules for the Primary School WE ARE GENTLE WE ARE KIND AND HELPFUL WE ARE HONEST WE WORK HARD WE LOOK AFTER PROPERTY WE ARE CLEAN AND TIDY WE LISTEN TO OTHERS WE PUT OUR HAND UP WHEN WE WANT TO SPEAK WE WAIT OUR TURN WE LINE UP QUIETLY
The Golden Rules: • Treat all people with courtesy and respect at all times • Be a positive role model and influence on those around you • Conduct yourself honourably at all times (don’t lie, cheat, or steal)
• Strive for excellence in all that you do • Wear the school uniform with pride/ follow the dress code • Be punctual to lessons • Raise your hand when you wish to speak in class, unless otherwise instructed • Always leave the classroom tidy with chairs under the desk at the end of each lesson • Use mobile phones only during break times • Consume drinks only during break times • Lunch should be consumed only in the lunch room (unless on detention) (Year 13 are permitted to eat at the French Bakery, weather permitting) • Leave bags tidily in classrooms during break times • Remain quiet before and during assemblies • Look after your own property • No chewing gum These Golden Rules will need to be adjusted for children of different age groups so that the rules are clear and in appropriate language for the children concerned.
Implementation of Behaviour Policy We encourage and support the following strategies towards disciplining children. • We believe that discipline is more effective when there is no element of judgement. For this reason we acknowledge the educational benefits of making mistakes and learning from natural consequences. • The Golden Rules will be displayed prominently in classrooms, and referred to regularly, so that children will be quite clear as to expectations of their behaviour. • It must be made clear to children that the expectations are the same whether they are in the classroom or out, whether it is their teacher or any other adult within school - appropriate behaviour is expected in all aspects of school life. • Each teacher should make a concerted effort to identify students who behave well. We believe we can shape the behaviour of students by rewarding and praising good behaviour when it is observed.
Strategies for Avoiding Power Struggles • Use non verbal communication; non verbal gestures to ask for silence, to ask students to start writing or non verbal gestures to ask a student to move can all achieve co operation and avoid power struggle. • Write instructions on the board instead of giving them orally, this could include for example, ‘I would like everyone to sit quietly.’ If children continue to talk, you can simply tap the board with a pen and ask the class, ‘Are we currently following this instruction?’ • Describe desirable behaviour as an indirect instruction instead of directly giving orders. For example, ‘Sitting quietly’ ‘Walking in a line’ ‘Pack up quietly’. • Use curiosity questions: These are questions that encourage the students to find solutions for
themselves instead of being given instructions. Examples include, ‘What do we need to do to prepare for the lesson?’ instead of ‘Sit down and be quiet.’ • Use discretion: When giving instructions to individual students, approach the student and whisper the instructions in the student’s ear. This gives them the opportunity to avoid embarrassment. • Give choices: Word your instructions in a manner that gives the child a choice without being disrespectful. An example could include, ‘I know I can’t force you to cooperate so I’m going to say, you have the choice either to leave the room when I ask you, or you can choose not to and take it up personally with the school Principal. • Make promises not warnings: A warning provokes fear and aggression, instead explain to the child what action you are going to take if they continue their behaviour. This can be delivered in a calm and respectful way. • Give the child an opportunity to contribute: Power struggle is linked to a child’s attempt to gain autonomy, therefore give the child responsibility for an area of the class, for example, put the child in charge of handing out books, or perhaps making sure the class sit in a seating arrangement.
Strategies for dealing with Attention Seeking • Give only due attention: Attention seeking is when a child attempts to get attention at an undue or inappropriate time. Therefore when a child is attention seeking, ignore them. If you have to speak to them, do not give them eye contact. Then come back and give them the full attention when they are quieter. This takes some time, but will in the long term stop the negative behaviour. • Catch them out when behaving: Quite simply, ignore the bad behaviour and give full acknowledgement when they are behaving positively. Use physical touch on the shoulders and talk with them when they are on task.
Strategies for dealing with a rowdy class • Be unpredictable: Doing something unpredictable can maintain the attention of the class, this could include teaching while walking around the room or teaching from the back of the room. Teaching while standing beside a student who is likely to be talkative can be effective. Other strategies include using PowerPoint with sound effects, using related music as a lesson starter or intriguing tasks that provoke the curiosity of the student. The idea is to keep it fresh! • Fight fire with fire: an example of behaviour such as note passing could include a teacher writing a note saying, ‘STOP PASSING NOTES’ and then pass the note around the class. Another example is to ignore the noise and begin teaching but to speak very quietly so that the students will have to stop talking to hear what you are saying. • Use humour: A good sense of humour and personal stories makes a teacher interesting and also builds a relationship with the students. Making a short joke or a short funny story and then bring the conversation back to the topic of the lesson is a good way to redirect the attention of the students. • Go with what works: any respectful dignified method of making a class quiet is worth trying again.
We do not condone the following strategies for disciplining children: • Public humiliation: this includes shouting at children, embarrassing punishments, unreasonable criticism, publicly highlighting failures, writing names on the board, and disrespectful use of humour and sarcasm. These types of behaviour can encourage children to give up on learning or seek revenge. Long term effects can include damage to the individual’s self esteem or social withdrawal. • Unrelated punishment: this may include, break time detentions for not understanding lesson material or writing lines for arriving late to class. This approach is often perceived as unfair and can create deep resentment and anger towards a teacher, which can have long term effects on the child in the future. • Intimidation: this may include, continuous staring at a child for being talkative, making unreasonable threats to the child, shouting aggressively, blackmailing, or insulting the child. Children have a right to learn in an environment without fear. This type of approach invites rebellion as all human beings tend eventually to turn against authority figures that they perceive to be tyrannical. • Dismissal of rights: Teachers should expect to explain the reasons behind their requests. If a child objects to an assigned task then the reasons for the task should be explained. However, this should be done at a time that is convenient to the teacher and student, and it is understood that there may be times when “Please, for now, start the task and I will explain the reasons soon” is necessary. The important point though, is that we as teachers should be required to answer these questions and students’ rights should not be dismissed out of hand. • Disrespecting the individuality of the child: this includes telling the child what they are feeling, aggressively forcing our beliefs and values onto the child, unnecessary violation of privacy e.g. opening text messages on a student’s mobile phone, publicly discussing students’ academic performance or relationships in front of other students. Children have a great need for privacy as part of the individualisation process. If we consider the word ‘education’: in its original meaning in Ancient Greece, to educate meant to ‘bring forward’ not to ‘stuff in.’
Furthermore we strongly oppose the following methods of disciplining children: • Corporal Punishment: this includes slapping, hitting, spanking or any other method of physically assaulting a child as a means to punish them. This method teaches children that physical violence is an acceptable method of handling difficult situations. Children model their behaviour on the adult figures in their lives. Discipline through violence teaches children to be violent, discipline through mutual patience and respect teaches children to be patient and respectful. • Promoting bigotry: this includes racist, sexist, or homophobic humour. This includes making statements that encourage children to support the oppression of the identities of other people. As an International School we have a duty to promote the United Nations Universal Declaration of Human Rights. As children will model the adults in their lives, we must act with integrity,
professionalism and with a healthy worldview. • Unhealthy relationships: this includes, offering exclusive privileges to certain students that creates an imbalance in fairness, having personal relationships or personal friendships with a student that transcend the professional requirements of the institution. This can also include spending inappropriate time with students that compromises the teacher-student relationship. Our role as teachers is to be friendly well-wishers, not friends.
Rewards and Sanctions Rewards • Praise the good behaviour of others or find a way to praise the individual’s good behaviour if possible. • Celebrate good work, attitude, contribution to school in the Primary School weekly assemblies, including awarding Star of the Week. • A merit/housepoint system will be used to award good behaviour and academic effort and achievement in classes. Students in the Secondary School will collect merits throughout the year and bronze, silver, gold and platinum certificates will be awarded by the Head of School (225 merits = bronze, 450 = silver, 675 = gold, 900 = platinum). In addition a diamond certificate will be awarded for the student with the most merits at the end of the year. Merits will be awarded taking into account the following criteria: classroom contribution (1 to 3 merits), homework (1 to 3 merits) and test results (1 to 3 merits). Merits will be recorded on a weekly basis in the school database. Teachers will be required to enter student merits and warnings in the SchoolBase system or to submit a merits and warnings sheet to the designated coordinator be Wednesday 4pm each week. The students will also keep a record of their merits in their students profile folder and in their homework diaries. • A house points system will also be used to reward student involvement in extra-curricular activities and school life.
Sanctions/Disciplinary Procedures In the case where students do not demonstrate good behaviour in the school a hierarchy of sanctions (detailed below) will be followed. This is necessary in order to promote a good educational environment where the highest standards of teaching and learning can be achieved. IBSB has the right to impose reasonable sanctions if a pupil misbehaves. Sanctions a school might use include: • a verbal reprimand • a written warning • removal from a class or group • loss of privileges • confiscating something belonging to your child if it’s inappropriate for school (for example, a mobile
phone or music player) • detention • referral to Behavioural Committee and student report • suspension • exclusion Please note that teachers cannot punish pupils physically. They can however physically restrain them where it’s necessary to stop a pupil injuring him or herself or someone else, damaging property, or causing serious disruption.
Primary School Disciplinary Procedure Stage 1: Verbal warning Give a verbal warning (up to 3) A verbal warning should be given in situations where a student is behaving in an inappropriate way that is disrespectful of others, including both the teacher and or students and is affecting the learning and or enjoyment of another student. Verbal warnings may be given for the following misbehaviour: • Class disruption • Disobedience • Failure to engage in lessons as required • Failure to follow the Golden Rules
Stage 2: Written warning on SchoolBase and in student planner (KS2) or Sad Face (KS1) [Parents informed via SchoolBase/Student planner] Children who continue to misbehave after being given a verbal warning will be given a warning (KS2) or sad face (PreSchool & KS1). This will be recorded and their parents will be told also, with the reason for receiving the warning. Children who receive a warning/sad face will lose a break time with the teacher who gave the warning supervising. If it persists they will be sent to the Key Stage Coordinator, and if required subsequently then to the Head of Primary School. In a more serious situation a student may need time out, during which time the student will be placed in a MMT classroom to work under the supervision of a MM Staff Member.
Stage 3: Behavioural Contract [Parents invited by class teacher to attend an informal meeting] If a child’s poor behaviour persists the teacher will place the child on a behaviour contract after discussing the behaviour with both the parents and the Head of the Primary School. 1 or 2 targets will be agreed and the report will be signed each morning and afternoon by the class teacher, and the parent each evening. This report will last for a week initially and will be reviewed on a weekly basis. [Please note that student counselling will be provided during Stages 4-6]
Stage 4: Student placed on IEP [Parents informed via email by Student Counsellor: meeting to be arranged between Student Counsellor, Class Teacher, and Parent] Failure to improve behaviour sufficiently will lead to the child receiving an IEP with clear targets set to improve behaviour.
Stage 5: In-School Suspension [Parents informed via letter by Head of Primary, Head of School and Executive Director: Parent - Head of Primary Meeting] If behaviour does not improve or it is deemed to be detrimental to the welfare or learning of other pupils in the school, the child will be removed from class as part of an in-school suspension for a fixed period after consultation with the parents. During this time the child will be given work to be completed whilst being supervised by the Head of Primary School.
Stage 6: Out of School Suspension [Parents informed via letter by Head of Primary, Head of School and Executive Director: Parent - Head of Primary Meeting] If behaviour still does not improve or it is deemed to be detrimental to the welfare or learning of other pupils in the school, the child will be suspended from school for a fixed initial period of 1-5 days after consultation with the parents. During this time the child will be given work to be completed. This work must be handed in to the Class Teacher when returning to school after suspension.
Stage 7: Exclusion/Expulsion [Parents informed via letter by Head of Primary, Head of School and Executive Director: Parent - Head of Primary Meeting] Ultimately, the school reserves the right permanently to exclude a child in extreme cases or if all the above steps have been followed.
Secondary School Procedure Stage 1: Verbal warning Give a verbal warning (up to 3) A verbal warning should be given in situations where a student is behaving in an inappropriate way that is disrespectful of others, including both the teacher and or students and is affecting the learning and or enjoyment of another student. Verbal warnings may be given for the following misbehaviour:
• Class disruption • Disobedience • Failure to engage in lessons as required • Failure to follow Golden Rules
Stage 2: Written warning on merit sheet [Parents informed via SchoolBase/Student planner] In situations where a warning has been given and is not heeded a written warning may be given. The written warnings are entered into SchoolBase. Each warning should also be recorded in a student’s diary. Each student should have their diaries with them during each lesson, if not then this is a possible warning in itself. In addition a written warning may be given for unexplained lateness. A teacher may also decide to redraw a break time in order to discuss the student’s behaviour. Detentions may be given for the following misdemeanours: • Repeated instances of misbehaviour noted in Stage 1 • Deliberate physical aggression • Rough play, play fighting • Intentional hurting of feelings • Leaving school grounds without permission • Intentional ignoring of staff instructions • Use of bad language • Intentional minor damage of property • Theft of minor items • Insolence, cheekiness, back answering • Bullying (isolated incidences) • Not doing homework • Cheating in a test (more than one detention may be given depending on the test) • Not wearing the correct school uniform Teachers must complete an incident form in cases relating to Health and Safety.
Stage 3: Behavioural Committee / Detentions [Parents informed by email by form tutor] In situations where a student has received 3 warnings (or more) in a given week, or with less in situations where the behaviour is considered to be highly inappropriate (prolonged bullying, excessive use of bad language, physical displays of aggressions such as slamming a door or kicking a chair over, or purposefully damaging school or another student’s personal property) that student will be required to attend a behavioural committee meeting, and may be placed on report and assigned a Prefect/Teacher mentor.
The Behavioural Committee will meet weekly to discuss students referred to the committee as well as students currently on report. • Students in weekly behaviour committees will be given detentions according to the number of written warnings they have. • During Behaviour Meetings student behaviour and possible additional sanctions will be discussed (listed below in possible sanctions list). • A letter will be sent home to inform parents if their child is placed on report with a clear account of the reasons why. The parent will be asked to sign the report each night. • During mentor teacher-student meetings the student’s planner will be checked (to see if any warnings have been recorded by teachers) and an entry made as to the mentor meeting (if the student does not have it with them then breaks will continue to be removed until they do).
Stage 4: Weekly Reports [Parents asked to attend meeting to set agreed targets] In situations where students have received 3 or more behaviour committee referrals in one half term a weekly lesson by lesson monitoring sheet is created, which includes targets set by the student in collaboration with their form teacher, a parent, a member of the behaviour committee, and where appropriate a school prefect. • This sheet is to be collected by the student from the person monitoring the student when they arrive in the morning at the beginning of the week and submitted at the end of each day/morning registration the next morning to their form teacher and a designated staff member of the behaviour committee. Students are required to give the sheet to their teacher at the beginning of each lesson/break and to collect it at the end of each lesson/break. • It is the responsibility of the student to hand the report sheet to the class teacher at the start of the lesson. Teachers are not obliged to fill out the report sheet after the lesson has ended. • The monitoring sheets are kept by the students themselves in their student planners (a plastic folder will be available in their planners) after they have been seen by their form teacher. • The monitoring sheets can also be used at the discretion of form teachers in special cases. • Comments will be written in regard to: Punctuality by individual subject and form teachers, Whether or not the student is working appropriately in the lesson, General behaviour in class, Completion of any homework set. • Students will be removed from the monitoring sheet at the end of 2 weeks if they complete 130 consecutive sessions (2 weeks worth) with an average score of 3 (Satisfactory) or above. • In situations where a student fails to pass their report, a parent teacher meeting will be called to discuss the report. A student may also be placed on Report in the following situations: • Academic underperformance (academic report) • Bullying (singling another pupil out for repeated mistreatment) • Inappropriate language to school staff • Questioning authority
• Minor Theft • Refusal to work • Serious disrespect • Serious insolence Please note that students on report are not entitled to enjoy privileges and as such may not be allowed to participate on Educational Visits.
Stage 5: Internal Student Suspension [Parents informed via letter by Head of Secondary: Parent - Head of Secondary Meeting] In situations where a parent meeting has been held and the parent informed of the situation, and a student has failed to correct his/her behaviour during the period of the following report, the school may elect to suspend that student for 1-5 days. In this situation the parent will have 2 weeks’ warning of the impending suspension in writing and will be informed in a meeting before the second week of the report period commences. An Internal Suspension will only take place in cases relating to poor behaviour. Suspension will not be the result of lateness and non-completion of homework alone. In cases relating to continued failure to complete homework set, students will be required to continue with lunchtime detentions and will use this time to complete homework set. Please be aware that in situations where student behaviour is considered to interfere with the right to learn of other students, teachers may decide to place a student under direct Internal Suspension with the combined consent of the Head of Secondary and Head of School. In this situation the Executive Director must be informed and a letter sent to parents to inform them of the ISS and the grounds for taking this action.
Stage 6: External Student Suspension [Parents informed via letter by Head of School: Parent - Head of School Meeting] In situations where a student has had a period of Internal Suspension, a parent meeting has been held and the parent informed of the situation, and a student has failed to correct his/her behaviour during the two week report period following the Internal Suspension, the school may elect to externally suspend that student from school for an initial period of 1-5 days. In this situation the parent will again have received prior notice of this possibility when meeting with the Behavioural Committee, with 2 weeks warning of the impending possible suspension in writing and will be informed in writing of the second External Suspension. External suspension will only take place in cases relating to poor behaviour. Suspension will not be the result of lateness and non-completion of homework alone. In cases relating to continued failure to complete homework set, students will be required to continue with lunchtime detentions and will use this time to complete homework set. Extenuating Circumstances for suspension without notice: The school reserves the right to miss out any of the stages above if the student’s behaviour is deemed severe (severity differs from one circumstance to another).
Examples of inappropriate behaviour that is likely to lead to suspension include: • Smoking on campus • Drinking alcohol on campus • Gambling on campus • Verbal abuse of a teacher • Serious fights where a person is seriously injured • Severe theft or the destruction of other people’s property (including the school’s) • Possession of a potentially dangerous weapon such as a sharp knife • Any willful behaviour that is deemed to place or potentially place the health of others in jeopardy • Deliberate, intentional significant damage to property • Any situation that is deemed potentially harmful to the reputation of the school This list is not exhaustive but does cover the types of behaviour that are considered to be highly inappropriate. Steps to be taken following serious misbehaviour 1. Head of School informs Executive Director of the situation 2. Head of School contacts parents inviting them to a meeting 3. At this stage, if parents and pupil come in and give a serious under-taking, the decision to suspend may be deferred. If, however, parents do not come in, or do not give an undertaking of good behaviour suspension applies automatically 4. If serious/gross misbehaviour continues suspension applies 5. Suspension will be notified by letter The decision to suspend from the school will be considered as a last resort when other possibilities have been tried or immediately after incidences of Gross Misbehaviour. Once a pupil has been suspended other suspensions may follow should the misbehaviour continue. In the case of Gross Misbehaviour, the Executive Director will authorise the Head of School to sanction an immediate suspension, pending a discussion of the matter with the parents. Students who have been suspended will be assigned work to complete during the period of suspension. If this work is not handed in when returning to school at the end of the suspension period the student concerned will go into internal suspension until the assigned work has been completed. Expulsion may be considered in an extreme case Please note the following: • We will take the individual circumstances of children into account as much as possible and at all times aim to be fair, consistent, understanding and compassionate. • We will note improvements in behaviour and praise them to encourage further development.
• We will make use of outside agencies and other professions such as psychologists, in order to assist children who are having serious difficulty.
Stage 7: Student Exclusion/Expulsion [Parents informed via letter by Head of School: Parent - Head of School Meeting] A school will usually only expel a pupil as a last resort after trying to improve the pupil’s behaviour through other means. However, there are exceptional circumstances in which a school may want to decide to expel a pupil for a ‘one-off’ offence. In cases of repeated suspension and/or extremely inappropriate misbehaviour that endangers the health of others at school, or damages the reputation of the school, the school may elect to exclude a student from attending IBSB indefinitely. Examples of severe cases of behaviour that are likely to lead to exclusion include: • Drug use or the selling of drugs • Physical aggression toward a member of staff • Extreme physical violence toward a student • Extreme cases of bullying • Significant willful damage to school property including arson or, for example, breaking a window by throwing a chair through it • Possession of a firearm • Use or attempted use of a weapon at school, including a knife • Sexual misconduct including sex with consent on school grounds Again this list is not exhaustive but does cover the types of behaviour that are considered to be entirely unacceptable and as such will receive zero tolerance.
Homework
If a student does not complete homework then a warning will be given but also subject teachers will inform the parents by email or phone (at the discretion of the teacher after two or three repeated incidents). Detentions may be given by subject teachers for students to complete missing homework – lunch time detentions as these will give enough time to students to complete the task. Parents of the students doing the detention will be informed by email.
Parental Contact / Meetings
• Parents will be contacted first through the school database. If there is no response parents will then be contacted by phone and then by letter. • All parental meetings will be recorded on a parental meeting form and all in attendance (including the parents) will be asked to sign this form. This form should be kept by a relevant member of staff and copies given to the parents and to all other relevant members of staff.
Related policies This policy must be viewed in conjunction with several other inter-related documents and policies: School Mission and Aims Universal Rights Declaration Admission Policy Attendance Policy Anti-bullying Policy Child Safeguarding Policy Health and Safety Policy Homework Policy Uniform Policy Playground Policy Educational Visit Policy House System Policy This school policy has also been written taking into account the school philosophy statement that reads: 'we will promote a caring ethos throughout the school (between children, staff and parents) so there is an atmosphere of mutual respect and co-operation.'
CHILD SAFEGUARDING POLICY Purpose This policy outlines school procedures in place that are intended to ensure the safety of pupils.
Overview This policy has been developed in accordance with the principles established by the United Nations Convention on the Rights of the Child (UNCRC) 1989; and is in line with the following UK Government and Romanian publications: •
Keeping children safe in education: Statutory guidance for schools and colleges.’ April, 2014
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‘Keeping children safe in education: information for all school and college staff.’ April, 2014
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Working Together to Safeguard Children, March, 2013
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Dealing with Allegations of Abuse, October 2012’
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Teacher Standards 2012
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Guidance on Safe Working Practices for the Protection of Children and Staff in Education Settings 2009
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Romanian law No. 272/2004 on Protection and Promotion of Childs Right 2004 (For information on Romanian Child Protection procedures and agencies www.dreptonline.ro/legislatie/legea_protectiei_copilului.php)
The school takes seriously its responsibility under section 175 of the UK Education Act 2002 to safeguard [6] and promote the welfare of children; and to work together with other agencies to ensure adequate arrangements within our school to identify, assess, and support those children who are suffering or potentially at risk of harm. A child is defined as someone who has not reached 18 years of age [1]. We recognise that all staff [7] and the management team have a full and active part to play in protecting our pupils from harm, and that the child’s welfare is of paramount concern. To facilitate this, our school will provide a safe, caring, positive and stimulating environment that promotes the social, physical and moral well being of the individual child. The aim of this policy is to: •
support the child’s development in ways that will foster security and confidence
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provide an environment in which children and young people feel safe, secure, valued and respected, feel confident and know how to approach adults if they are in difficulties
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raise the awareness of all teaching and non-teaching staff of the need to safeguard children and of their responsibilities in identifying and reporting possible cases of abuse
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provide a systematic means of monitoring children known or thought to be at risk of harm, and ensure that we, the school, contribute to assessments of need and support plans for those children
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acknowledge the need for effective and appropriate communication between all members of staff in relation to safeguarding pupils
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develop a structured procedure within the school that will be followed by all members of the school community in cases of suspected abuse
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develop effective working relationships with other agencies involved in safeguarding children
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to implement a safer recruitment policy to ensure that all adults within our school who have access to children have been checked as to their suitability through up to date DBS clearance for staff from the UK or equivalent clearance for staff from Romania or other countries. This clearance will be renewed at regular intervals.
Child Safeguarding Procedures Our school procedures for safeguarding children are in line with Working Together to Safeguard Children (2013), ‘Keeping children safe in education: Statutory guidance for schools and colleges.’ (2014), and the Romanian law No. 272/2004 on Protection and Promotion of Childs Right [8]
We will ensure that: •
The school understands and fulfils its safeguarding responsibilities.
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Our Recruitment and Contract Renewal Policy is followed, including all checks on staff suitabilityDBS checks for UK based teachers and equivalent checks for Romanian staff and teachers from other nations.
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All members of staff must receive training by the Designated Senior Person for Child Protection (Hereafter, Child Protection Officer, CPO) in order to develop their understanding of the signs and indicators of abuse every three years. [see appendix 1]
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All adults, new to our school, will be made aware of the school’s policy and procedures, the name and contact details of the Designated Senior Person.
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All members of staff know how to respond to a pupil who discloses abuse and the procedure to be followed in appropriately sharing a concern of possible abuse or a disclosure of abuse.
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All parents/carers are made aware of the school’s responsibilities in regard to child protection procedures through publication of the school’s Child Protection Policy, and reference to it in our prospectus/brochure.
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Our procedures will be annually reviewed and up-dated by the CPO in conjunction with the Senior Leadership Team.
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Children’s rights will be represented by an Advocate in the school, currently the School Psychologist/Counsellor.
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Adults should respect the children’s rights as they are presented in Romanian law.
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In the event of a member of the staff (teaching and non-teaching) having a Child Protection concern about a pupil, he/she will immediately inform the CPO and record accurately the events giving rise to the concern. This will be kept by the Child Protection Officer in a locked filing cabinet marked ‘Child Protection’. A sheet of beige paper will be placed in the student’s file in the school office to indicate that there is a child protection concern on the child but no detail is to be included in the child’s general file.
Roles and Responsibilities We understand that our responsibility to safeguard children requires that we all appropriately share any concerns that we may have about children. The school will ensure that staff are properly trained in order to provide a high standard of child safeguarding at IBSB. The School will ensure that sufficient staff receive Advanced Child Safeguarding Training every two years.
Staff with Advanced Child Protection Training:
Name
Kendall Peet Ciprian Tiplea Aida Ivan Manuela Contantin Jane Broadhurst Katie Bickell
Position
Head of School Deputy Head of School WS CPO PS CPO SS CPO
Date of Course
19/04/2013 19/04/2013 19/04/2013 19/04/2013 19/04/2013 19/04/2013
Expiry Date of Cert.
20/04/2015 20/04/2015 20/04/2015 20/04/2015 20/04/2015 20/04/2015
Note: The next Adv. Child Protection Course has been booked for 20/4/2015 [Kidscape]
The Child Protection Officer is responsible for: •
Ensuring that detailed and accurate written records of concerns about a child are kept even if there is no need to make an immediate referral.
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Ensuring that all such records are kept confidentially and securely and are separate from pupil records, with a front sheet listing dates and brief entry to provide a chronology.
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Ensuring that an indication of further record-keeping is marked on the pupil records. A beige sheet of paper will be placed in the child’s general record to indicate that there is a child protection issue but no details are to be included in the main file.
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Acting as a focal point for staff concerns and liaising with other agencies and professionals.
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Ensuring that all school staff are aware of the school’s Child Safeguarding Policy and procedures, and know how to recognise and refer any concerns.
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Maintaining a record of staff who have attended the school’s and external child protection updates. [see Appendix 1 that staff need to sign]
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Keeping up to date with knowledge to enable them to fulfil their role.
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Arranging suitable cover, in conjunction with the Senior Leadership Team, for planned absences by the CPO.
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Ensuring that the child’s child protection file is copied if the child transfers to a new institution and that this is transferred securely.
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Contacting the appropriate local authorities in regard to any concern within 24 hours.
The CPOs and a member of the SLT will meet at the start of each term and the end of Term three to review specific cases in the Child Safeguarding Folder and to discuss the Child Safeguarding Policy and procedures at IBSB.
Types of Abuse and Neglect Abuse: a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. They may be abused by an adult or adults or another child or children. Physical abuse: a form of abuse which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child. Emotional abuse: the persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development. It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child’s developmental capability as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyberbullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone. Sexual abuse: involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children. Neglect: the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to: provide adequate food, clothing and shelter (including exclusion from home or abandonment); protect a child from physical and emotional harm or danger; ensure adequate supervision (including the use of inadequate care-givers); or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs Specific Safeguarding Issues Expert and professional organisations are best placed to provide up-to-date guidance and practical support on specific safeguarding issues. For example, NSPCC offers information for schools and colleges on the TES website and also on its own website www.nspcc.org.uk. Schools and colleges can also access broad government guidance on the issues listed below via the www.gov.uk website:
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Child sexual exploitation (CSE) – see also below
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Bullying including cyberbullying
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Domestic violence
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Drugs
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Fabricated or induced illness
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Faith abuse
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Female genital mutilation (FGM) – see also below
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Forced marriage
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Gangs and youth violence
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Gender-based violence/violence against women and girls (VAWG)
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Mental health
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Private fostering
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Radicalisation
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Sexting
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Teenage relationship abuse
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Trafficking
Further information on Child Sexual Exploitation and Female Genital Mutilation Child sexual exploitation (CSE) involves exploitative situations, contexts and relationships where young people receive something (for example food, accommodation, drugs, alcohol, gifts, money or in some cases simply affection) as a result of engaging in sexual activities. Sexual exploitation can take many forms ranging from the seemingly ‘consensual’ relationship where sex is exchanged for affection or gifts, to serious organised crime by gangs and groups. What marks out exploitation is an imbalance of power in the relationship. The perpetrator always holds some kind of power over the victim which increases as the exploitative relationship develops. Sexual exploitation involves varying degrees of coercion, intimidation or enticement, including unwanted pressure from peers to have sex, sexual bullying including cyberbullying and grooming. However, it also important to recognise that some young people who are being sexually exploited do not exhibit any external signs of this abuse. Female Genital Mutilation (FGM): professionals in all agencies, and individuals and groups in relevant communities, need to be alert to the possibility of a girl being at risk of FGM, or already having suffered FGM. There is a range of potential indicators that a child or young person may be at risk of FGM, which individually may not indicate risk but if there are two or more indicators present this could signal a risk to the child or young person. Victims of FGM are likely to come from a community that is known to practise FGM. Professionals should note that girls at risk of FGM may not yet be aware of the practice or that it may be conducted on them, so sensitivity should always be shown when approaching the subject. Warning signs that FGM may be about to take place, or may have already taken place, can be found on pages 11-12 of the Multi-Agency Practice Guidelines referred to previously. Staff should activate local safeguarding procedures, using existing national and local protocols for multi-agency liaison with police and children’s social care.
Supporting Children We recognise that a child who is abused, who witnesses violence or who lives in a violent environment, or may suffer emotional abuse or neglect, may feel helpless and humiliated, may blame him/herself, and find it difficult to develop and maintain a sense of self worth. We recognise that the school may provide the only stability in the lives of children who have been abused or who are at risk of harm. We accept that research shows that the behaviour of a child in these circumstances may range from that which is perceived to be normal to aggressive or withdrawn. Our school will support all pupils by: • • • •
•
Encouraging the development of self-esteem and resilience in every aspect of school life including through the curriculum. Promoting a caring, safe and positive environment within the school. Liaising and working together with all other Romanian support services and those agencies involved in the safeguarding of children. Providing continuing support to a pupil (about whom there have been concerns) who leaves the school, by ensuring that such concerns and school medical records are forwarded under confidential cover to the Head Teacher at the pupil’s new school as a matter of urgency, a photocopy of these records should be kept in a confidential file. Having access, or being referred, to the School Counsellor in school who will offer individual and/or family counselling.
Information Sharing 6.1
Confidentiality • •
We recognise that all matters relating to child protection are confidential. The Head of School or Child Protection Officer will disclose personal information about a pupil to other members of staff on a need to know basis only. • All staff must be aware that they have a professional responsibility to share information with other agencies in order to safeguard children. • All staff must be aware that they cannot promise a child to keep secrets which might compromise the child’s safety or well-being or that of another. • All staff should not disclose any information on a child to a third party, including pupil’s driver, unless there is written authorisation by the parent or guardian of the pupil.
6.2 •
Estranged Parents
Unless there is a legal document limiting access to a pupil by one parent, or special circumstances deemed to put the pupil at risk by the school professionals, the school will endeavour to inform both parents on the progress and welfare of the pupil and information on the school. • Confidential information about a pupil will not be disclosed to only one of the parents, especially when there is an impending legal process.
6.3 •
Informing the appropriate authorities and agencies Where is has been discovered that a student is in danger or risk of being abused or neglected, the student counsellor will contact the local welfare authorities within 24 hours to assist as appropriate under the direct advisement from the Head of School.
1. Directia Generala de Asistentia Sociala si Protectia Copilului- Sector 2, Bucuresti: www.social4.ro Email: social@social2.ro; Tel: (021) 252.22.02 2. Federatia Organizatiilor Neguvernamentale Pentru Copii (FONPC): www.fonpc.ro Tel: (021) 314 6611 •
Where a staff member or any person involved in offering the IBSB Curriculum has been found to be in breach of Child Safeguarding Standards, the school will inform the following as appropriate within one month of the person leaving IBSB:
1. Local Police 2. Disclosure and Barring Service: www.gov.uk/disclosure-barring-service-check/contact-disclosure-and-barring-service ispatch@dbs.gsi.gov.uk 3. Directia Generala de Asistentia Sociala si Protectia Copilului- Sector 2, Bucuresti: www.social4.ro Email: social@social2.ro; Tel: (021) 252.22.02 4. Federatia Organizatiilor Neguvernamentale Pentru Copii (FONPC): www.fonpc.ro Tel: (021) 314 6611
7. Supporting Staff We recognise that staff working in the school who have become involved with a child who has suffered harm, or appears to be likely to suffer harm may find the situation stressful and upsetting. We will support such staff by providing an opportunity to talk through their anxieties with the Child Protection Officer and to seek further support. In order to limit complaints against staff, advice on the boundaries of appropriate behaviour can be found in the document Guidance on Safe Working Practices for the Protection of Children and Staff in Education Settings.
8. Allegations against staff All school staff should take care not to place themselves in a vulnerable position with a child. It is always advisable for interviews or work with individual children or parents to be conducted in view of other adults. All staff should be aware of the school’s Staff Code of Conduct Policy. We understand that a pupil may make an allegation against a member of staff. If such an allegation is made, the member of staff receiving the allegation will immediately inform the Head of School or the most senior teacher if the Head of School is not present. If the allegation made to a member of staff concerns the Head of School, the person receiving the allegation will immediately inform the Executive Director without informing the Head of School first. Suspension of the member of staff against whom an allegation has been made needs careful consideration. Any disciplinary investigation should be carried out once the child protection
investigation has been completed. Whistle blowing •
All staff should be aware of their duty to raise concerns about the attitude or actions of colleagues. Concerns should be raised directly with the Head of School, the Executive Director or the Child Protection Officer.
9. Prevention We recognise that the school plays a significant part in the prevention of harm to our pupils by providing pupils with effective lines of communication with trusted adults, supportive friends and an ethos of protection. The school community will therefore: •
Establish and maintain an ethos, which is understood by all staff, which enables children to feel secure and encourages them to talk knowing that they will be listened to.
•
Ensure that all children know there is an adult in the school whom they can approach if they are worried or in difficulty.
•
Provide, across the curriculum, opportunities that equip children with the skills they need to stay safe from harm and to know to whom they should turn for help.
Physical Intervention/Positive Handling • Our policy on physical intervention/positive handling by staff is set out separately, as part of our Behaviour Policy. It complies with DfES Guidance on Positive Handling Strategies (2001) and The Use of Force to Control or Restrain Pupils 2010. This guidance states that staff must only ever use physical intervention as a last resort, e.g. when a child is endangering him/herself or others and that, at all times it must be the minimal force necessary to prevent injury to another person. • Such events should be recorded and signed by a witness. • We understand that physical intervention, of a nature that causes injury or distress to a child, may be considered under Child Protection or disciplinary procedures. Anti-bullying Policy •
Our policy on the prevention and management of bullying and cyber-bullying is set out in a separate document and acknowledges that to allow or condone bullying may lead to consideration under Child Protection procedures.
Child Protection in the Curriculum •
The delivery of the curriculum in general will take into account the needs of all children. The curriculum will include materials and activities, mainly within Personal, Social and Health Education which are designed to help children to be less vulnerable to abuse, without in any way implying that the responsibility for Child Protection lies with the child. The aim will be to raise awareness of Child Protection issues and equip children with the skills needed to keep them safe.
Health & Safety • Our Health & Safety Policy, set out in a separate document, reflects the consideration we give to the protection of our children both physically within the school environment and when away from the school on educational visits.
10. Policy Review The Child Protection Officer(s) is responsible for ensuring the annual review of this policy in accordance with changes in UK and Romanian law. The Board will meet once a year to review the IBSB Child Safeguarding Policy and to make recommendations in line with current law and safe practice. This policy requires that any found deficiencies or weaknesses in Child Safeguarding arrangements are remedied without delay.
Related Policies Health and Safety Policy Curriculum Policy Anti-bullying Policy First Aid Policy Medical Policy Staff Behaviour Policy Staff Internal Regulations Staff Code of Conduct Policy Recruitment and Contract Renewal Policy Recruitment of Ex-Offenders Policy
Further Reading
Updated_October_2014_KP
Child Safeguarding Policy Appendix 1: Staff acknowledgement form
Name Job Title I have read: 1. The IBSB Child Safeguarding Policy_Aug_2014 2. The UK Document: Keeping children safe in education, Guidance for Staff, April 2014 and I understand my role with regards to Child Safeguarding at IBSB. Signature
Date
ANTI-BULLYING POLICY Purpose IBSB aims to establish a positive school culture in which all members of the community feel safe and confident, and treat each other with respect and courtesy, particularly with regard to individual differences. To this end, the school treats bullying very seriously and has a policy and systems in place to ensure that all students are aware that bullying is unacceptable, are aware of the consequences of bullying, are actively dissuaded from bullying, and that staff and students together are continually alert for signs of bullying and will proactively intervene and take action whenever there is an indication that an instance of bullying may be taking place.
Overview This policy should be read and understood in the context of our Behaviour Policy, our Equal Opportunities Policy, and our approach to PSHE (Personal, Social, Health, Care and Education). This policy has been developed in concordance with the DfE documents on Anti-Bullying: “Preventing and tackling bullying” and “Supporting children and young people who are bullied” - March 2014 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/288444/preventing_ and_tackling_bullying_march14.pdf https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/292505/supporting_ bullied_children_advice.pdf The Independent School Standards Regulations 2010 provide that the proprietor of an independent school is required to ensure that an effective anti-bullying strategy is drawn up and implemented. Under the Children Act 1989 a bullying incident should be addressed as a Child Safeguarding concern when there is ‘reasonable cause to suspect that a child is suffering, or is likely to suffer, significant harm’. Where this is the case, the school staff should report their concerns to the Head of School and Child Safeguarding Officer. The support of external services may be accessed to tackle any underlying issues which have contributed to a child engaging in bullying. Even where safeguarding is not considered to be an issue, schools may need to draw on a range of external services to support the pupil who is experiencing bullying, or to tackle any underlying issue which has contributed to a child engaging in bullying. Although bullying in itself is not a specific criminal offence, it is important to bear in mind that some types of harassment or threatening behaviour – or communications – could be a criminal offence. If school staff feel that an offence may have been committed they should inform the Head of School who could seek assistance from the police.
Statement of Intent We are committed to providing a caring, friendly, and safe environment for all of our pupils so they can learn in a relaxed and secure atmosphere. Bullying of any kind is unacceptable at our school. If bullying does occur, all pupils should be able to tell and know that incidents will be dealt with promptly and effectively. We are a TELLING school. This means that anyone who knows that bullying is happening is expected to tell the staff.
We respect difference and welcome diversity in our children, young people and in society in general, and believe our school should be inclusive. We believe that students should have the right to feel safe, secure and valued and that creating a safe environment and dealing with bullying is everyone’s responsibility. We discuss the bullying within the School’s PSHE programme, actively support a range of positive strategies to deal with bullying and actively challenge the use of humiliation, fear, ridicule and other similar approaches in an effort to reduce bullying.
What Is Bullying? Bullying is behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally. Bullying can take many forms (for instance, cyber-bullying via text messages or the internet), and is often motivated by prejudice against particular groups, for example on grounds of race, religion, gender, sexual orientation, or because a child is adopted or has caring responsibilities. It might be motivated by actual differences between children, or perceived differences. Stopping violence and ensuring immediate physical safety is obviously a school’s first priority but emotional bullying can be more damaging than physical. Many experts say that bullying involves an imbalance of power between the perpetrator and the victim. This could involve perpetrators of bullying having control over the relationship which makes it difficult for those they bully to defend themselves. The imbalance of power can manifest itself in several ways. It may be physical, psychological (knowing what upsets someone), derive from an intellectual imbalance, or by having access to the support of a group, or the capacity to socially isolate. It can result in the intimidation of a person or persons through the threat of violence or by isolating them either physically or online. Bullying is use of aggression with the intention of hurting another person. Bullying results in pain and distress to the victim. Bullying can be: • Emotional - being unfriendly, excluding, tormenting (e.g. hiding books, threatening gestures) • Physical - pushing, kicking, hitting, punching or any use of violence • Racist - racial taunts, graffiti, gestures • Sexual - unwanted physical contact or sexually abusive comments • Homophobic - because of, or focusing on the issue of sexuality • Verbal - name-calling, sarcasm, spreading rumours, teasing • Cyber - all areas of internet, such as email, social networks & internet chat room misuse. Mobile threats by text messaging & calls. Misuse of associated technology, i.e. camera & video facilities
Cyber-bullying The rapid development of, and widespread access to, technology have provided a new medium for ‘virtual’ bullying, which can occur in or outside school. Cyber-bullying is a different form of bullying and can happen at all times of the day, with a potentially bigger audience, and more accessories as people forward
on content at a click. The wider search powers included in the Education Act 2011 give teachers stronger powers to tackle cyber-bullying by providing a specific power to search for and, if necessary, delete inappropriate images (or files) on electronic devices, including mobile phones. Separate advice on teachers’ powers to search (including statutory guidance on dealing with electronic devices) is available – see below for a link to this document.
Why is it Important to Respond to Bullying? Bullying hurts. No one deserves to be a victim of bullying. Everybody has the right to be treated with respect. Pupils who are bullying need to understand that bullying is wrong and unacceptable in any form and need to learn different ways of behaving. IBSB has a responsibility to respond promptly and effectively to issues of bullying.
Objectives of this Policy Our policy is to be implemented whenever the school is responsible for the conduct and welfare of children and young people. The senior leadership team and all staff are responsible for its implementation. We aim to: • enable students to understand clearly what constitutes bullying and to understand that bullying, whatever its form, will not be tolerated by the school community • enable parents to feel confident that bullying incidents will be firmly dealt with by the school • create a safe environment and promote a non-aggressive ethos in the school • raise staff awareness of the presence of different types of bullying, and an awareness of groups of students who are bullied disproportionately • establish guidelines for action where bullying is evident • develop a range of effective strategies for pupils to learn about moral and social issues • ensure students are able to explain how we expect them to behave
Possible Signs and Symptoms of Bullying A child may indicate by signs or behaviour that he or she is being bullied. Adults should be aware of these possible signs and that they should investigate if a child: • is frightened of walking to or from school • doesn't want to go on the school / public bus • begs to be driven to school • changes their usual routine • is unwilling to go to school (school phobic)
• begins to truant • becomes withdrawn anxious, or lacking in confidence • starts stammering • attempts or threatens suicide or runs away • cries themselves to sleep at night or has nightmares • feels ill in the morning • begins to do poorly in school work • comes home with clothes torn or books damaged • has possessions which are damaged or " go missing" • asks for money or starts stealing money (to pay bully) • has dinner or other monies continually "lost" • has unexplained cuts or bruises • comes home starving (money / lunch has been stolen) • becomes aggressive, disruptive or unreasonable • is bullying other children or siblings • stops eating • is frightened to say what's wrong • gives improbable excuses for any of the above • is afraid to use the internet or mobile phone • is nervous & jumpy when a cyber message is received These signs and behaviours could indicate other problems, but bullying should be considered a possibility and should be investigated
Our Procedures Training for staff is an important aspect of our work to prevent and tackle bullying, including the different types of bullying. At IBSB, staff receive relevant training and understand the importance of this policy. We all understand that bullying can occur in any school and that we have a responsibility to be vigilant for incidents especially at times and in places where it is more likely to occur. We ensure that the physical layout of our buildings and our safety mechanisms such as CCTV all help to discourage and reduce the risk of bullying. We aim to ensure staff feel confident to consistently tackle all forms of bullying and that students are empowered to say “NO” to bullying. If a member of staff suspects that bullying is taking place, or a disclosure is made to them about an incident of bullying, they should always consult a senior member of staff. Under the guidance of a senior staff member, an age appropriate investigation should take place. Separate meetings, at which all conversations
should be recorded in writing, should be arranged with those involved to establish their version of events and assure them that the situation will be dealt with sensitively, but firmly, and fully. Parents of both parties are always kept fully informed about how the bullying is being stopped. Bullying behaviour will normally be addressed through the provision of counselling for all parties involved. A proven allegation of serious bullying will result in suspension or exclusion with the possible involvement of the police authorities. Following the incident, a senior staff member oversees the monitoring of the situation, liaising directly with the relevant advisor/class teacher to check that further bullying is not occurring. Parents are asked to keep the school and staff informed of any concerns, and encourage their child to report any incidents immediately to an appropriate staff member. The Head of School will ensure that the incident and any action taken are formally recorded in the behaviour/incident log. The immediate priority is to stop the bullying so instances will be dealt with without delay. IBSB takes the standpoint that most pupils involved in bullying do not intend to inflict significant harm. As a first recourse those who bully will be counselled by pastoral staff: an appeal will be made to ‘better nature’ and a commitment to correct the behaviour will be elicited. The bully should apologise to the victim. In serious or persistent cases of bullying parents should be informed and may be asked to come in to a meeting to discuss the problem, and if necessary and appropriate, police will be consulted. All attempts will be made to help the bully or bullies change their behaviour. Incidents of bullying will be recorded by relevant pastoral staff in the incident book placed on the server: \\NEWSERVER\Academic\Teachers\Whole school\Admin\Accident, Incident Report This will enable patterns to be identified, and keeping records of bullying incidents will also enable the school to: • manage individual cases effectively; • monitor and evaluate the effectiveness of strategies; • identify possible areas in the school where bullying is more likely to take place and improve monitoring as required • celebrate the anti-bullying work of the school; • respond effectively and swiftly to concerns from parents. Sanctions for bullying are intended to hold pupils who bully to account for their behaviour and to ensure that they face up to the harm that they have caused and learn from it. They also provide an opportunity for the pupil to put right the harm they have caused. Sanctions available are detailed in the school’s Behaviour Policy. Ultimately, bullies will not be tolerated at this school and permanent exclusion will be used
if, at the Head of School’s discretion, it is considered appropriate and that the relevant procedures have been followed accordingly. The Head of School must discuss serious cases that lead to suspension and exclusion with the SLT and the Executive Director.
Preventative Strategies As a successful school, we create an environment that prevents bullying from being a serious problem in the first place. We talk with pupils through the curriculum about issues of difference and use dedicated project time and events such as special assemblies. We cover the issue of bullying within the school PSHE programme, ensuring that students understand what types of behaviour can be defined and identified as bullying, why bullying is unacceptable, ensure that students understand that IBSB has a “No Tolerance Approach’ to bullying, and what the consequences of bullying are at IBSB for the student/s involved in bullying. We have established a mentoring system in which the older students, including Senior School Prefects, work to provide a safe inclusive learning culture for our younger children, We proactively gather intelligence about issues between pupils which might provoke conflict and develop strategies to prevent bullying occurring in the first place. This is done through the staff and student mentoring system, through staff reporting signs of potential bullying observed in class or on duty, and through regular termly questionnaires given to students, which include a section on bullying. We have also set up an anti-bullying box in both the primary and secondary school, where students can leave a message to say that they are being bullied or that they know someone who is being bullied. We are aware that schools which excel at tackling bullying have created an ethos of good behaviour where pupils treat one another and the school staff with respect because they know this is the right way to behave. Values of respect for staff and other pupils, an understanding of the value of education, and a clear understanding of how our actions affect others permeate the whole school environment. We reinforce these messages by the behaviour and attitudes of our staff who set a good example.
Successful Intervention Strategies We apply disciplinary measures to pupils who bully in order to show clearly that their behaviour is wrong. In accordance with our behaviour policy, we apply sanctions fairly, consistently and reasonably, taking account of any special educational needs or disabilities that pupils may have and taking into account the needs of vulnerable pupils.
We also consider carefully the motivating factors which may have affected the bullying behaviour and whether it indicates any concerns for the safety of the perpetrator. Where this is the case, the child engaging in the bullying behaviour may need support themselves. We involve parents to ensure that they are clear that the school does not tolerate bullying and that they are aware of the procedures to follow if they believe that their child is being bullied. At IBSB, we make sure that our parents feel confident that we will take any complaint about bullying seriously and resolve the issue in a way which protects the child. We involve pupils so they understand our approach towards bullying and so they are clear in the part they have to play to prevent bullying, including when they find themselves as bystanders. We regularly evaluate our approach and ensure that our policy and practice is up to date. We make sure that the consequences of bullying reflect the seriousness of the incident so that others see that bullying is unacceptable. We teach children that using any prejudice based language is unacceptable. We work with the wider community such as the police and children’s services where bullying is particularly serious or persistent and where a criminal offence may have been committed. We make it easy for pupils to report bullying either directly to a staff member, to a senior student mentor, or through the student drop box positioned inside the entrance of both the Primary and Secondary School buildings so that they feel assured that they will be listened to and incidents acted upon.
Monitoring & Evaluation We regularly report to our senior leadership team on the views of our pupils, and in particular, the incidences of bullying in school including which types are prevalent so that we can continuously improve our practices.
Frequently Asked Questions Q: Should we prioritise tackling some types of bullying over others? A: Immediate physical safety obviously comes first. All bullying, whatever the motivation or method, is unacceptable and should not be tolerated. Some issues will be more familiar to schools than others and this guidance points to other specialist organisations for further information about how to tackle specific types of bullying.
Q: Should I discipline pupils for bullying outside the school? A: Yes. If an incident of bullying outside the school premises is reported to the school, it is important that it is investigated and appropriate action is taken. This will send a strong signal to pupils that bullying will not be tolerated and perpetrators will be held to account. Q: How do schools deal with parents with particular religious beliefs – respond to prejudice based bullying? A: As a school we should always uphold the values of tolerance, non-discrimination, and respect towards others and condemn all forms of bullying, religious or otherwise. Q: How can we involve parents more in our anti-bullying work? A: It is important to talk to parents about their anti-bullying policy and make it available to them and prospective parents as part of our behaviour policy. We should ensure that parents know what measures are being taken to prevent bullying, as well as how incidents are responded to, and may also encourage positive messages about good behaviour and respect for others at home. Q: Should I record incidents of bullying? A: Staff should develop a consistent approach to monitoring bullying incidents in school and evaluating whether our approach is effective. Incidents should be recorded in the incident log on the server so that we can monitor incident numbers and identify where bullying is recurring between the same pupils. \\NEWSERVER\Academic\Teachers\Whole school\Admin\Accident, Incident Report
Related Policies Health and Safety policy Safeguarding policy Attendance policy Behaviour Policy Equal Opportunities Policy First Aid and Medical Policy Senior School Prefect Policy PSHE Policy
Background information BESAG, V Bullies and victims in schools Open University Press, 1989. A thorough account of the problem of bullying, summarising research into the subject and describing practical strategies for schools BBC EDUCATION Bullying: A Survival Guide P.O. Box 7, London W12 8UD. A booklet dealing with all aspects of bullying DOUGLAS N, WARWICK I, KEMPS S, WHITTY G. playing it safe: Responses of Secondary school teachers to lesbian, gay and bisexual pupils, bullying, HIV and AIDS, and Section 28 London: Health and Education Research Unit, Institute of Education, November 1997. ELLIOTT, M. (editor) Bullying: a practical guide for coping in schools. Harlow: Longman, second edition 1997 KELLY, E & COHN, T Racism in schools - new research evidence Stoke on Trent: Trentham Books, 1988 McLEOD, M & MORRIS, S Why Me? Children talking to Childline about bullying Childline, Royal Mail Building, Studd Street, London N1 0QW, 1996 OLWEUS, D. bullying at school: What we know and what we can do. Oxford: Blackwell, 1993. RIGBY, K. Bullying in schools and what to do about it London: Jessica Kingsley, 1997.A clear single-authored overview of the topic. ROSS, D M. Childhood bullying and teasing: What school personnel, other professionals, and parents can do. Alexandria, VA: American Counselling Association, 1998. SMITH, P K & SHARP, S, (editors) School bullying: Insights and perspectives London: Routledge, 1994. An account of the intervention project in Sheffield on which the 1994version of this Pack was based SMITH, P.K., MORITA, Y., JUNGER-TAS, J., OLWEUS, D., CATALANO, R. & SLEE, P.(editors). The nature of school bullying: A cross-national perspective. London: Routledge, 1999. TATTUM, D P (editor). Understanding and managing bullying London: Heinemann, 1993. A collection of contributions from the UK and overseas TATTUM, D P & HERBERT, G Countering bullying Initiatives by schools and local authorities. Trentham Books, Stoke on Trent, 1993
EQUAL OPPORTUNITIES POLICY Purpose The purpose of this policy is to ensure that protocol and procedures are in place to ensure equal opportunities are available to all staff and pupils irrespective of their age, gender, nationality, ethnic background or academic ability.
Overview IBSB is committed to providing equality of opportunity to all children and staff at our school, irrespective of their age, gender, nationality, ethnic background or academic ability. We recognise our responsibility to ensure positive attitudes to diversity and difference – not only so that every child is included and not disadvantaged, but also so that they learn from the earliest age to value diversity in others and grow up making a positive contribution to society. We understand the importance of providing a challenging and enjoyable programme of learning and development and we undertake to make reasonable adjustments to enable all to participate in our programme of learning, where all are valued and supported. We are committed to avoiding all forms of discrimination. This applies to all pupils, parents, and staff members and includes inappropriate discrimination on the grounds of: gender: age; religion or belief; physical ability or disability; learning ability, other special educational needs or academic or sporting ability; race (including colour, nationality, ethnicity, family, cultural or linguistic background); marital status and civil partnership; sex; sexual orientation; trade union membership; part-time and fixed-term working; gender reassignment; pregnancy and maternity. These factors are taken into account in the care of our community members so that care is sensitive to different needs. We seek to ensure that the individual needs of all our pupils are met and pupils are included, valued, and supported, and that reasonable adjustments are made for them. We undertake to work with the school community, with parents, and with other relevant agencies as required to ensure that any form of discriminatory behaviour is treated seriously and action is taken to prevent any repetition. This policy statement and the effectiveness of our inclusive practices at IBSB are reviewed annually by the SLT.
Procedure for Pupils IBSB seeks to implement this policy statement effectively through the following actions: • Provision of our policy statement for equal opportunities to all pupils, staff and parents, including those of prospective pupils. • Working with outside agencies such as educational psychologists, occupational therapists, and family/pupil medical practitioners to support the endeavour of the school in serving the needs of all pupils, parents, and staff. • Discussing, where appropriate, equal opportunities and the special needs of individuals at staff meetings. • Delivering the message of equal opportunities within PSHE, the wider curriculum and through the extra-curricular programme. • Dedicating whole school and class assemblies, and form time and 'circle time' to the importance of kindness, care and unconditional respect for members of the school and the wider community, and on promoting and valuing diversity and differences. • Meeting the individual needs of pupils, as detailed by parents and by the pupil's previous setting, through teachers, teaching assistants, and outside agencies working together with the pupil and the pupil's parents. • Monitoring the needs of all pupils as they progress through the school, through discussion at meetings, and written information circulated confidentially, relating to specific support for learning or emotional, social, mental, physical or other difficulties. • Discussing, reviewing, monitoring and evaluating at staff meetings, pastoral care meetings, and leadership meetings, the effectiveness of inclusive practices which enable all pupils, parents and staff to access and enjoy school life. • Ensuring that the Personal, Social, Health, Educational Programme includes discussion of Equal Opportunities. • Ensuring school documents demonstrate a commitment to Equal Opportunities and avoid inappropriate discrimination of all forms. • Making appropriate provision or exemption, where feasible and desirable, for pupils with special dietary, dress or religious observance requirements or needs because of religious or cultural backgrounds.
Student Admissions The school admits pupils no matter their gender, race, religion, academic potential, disability or special educational needs, provided that there are good and practical prospects of meeting their needs without unduly prejudicing the education and welfare of other pupils. Where there is evidence of drug or alcohol use, and a history of serious behavioural issues that would lead to suspension or exclusion in accordance with the IBSB Behaviour Policy, IBSB reserves the right not to admit the student in question. [See Admissions Policy]
Additional Early Years Foundation Stage (EYFS) procedure: The Special Educational Needs Coordinator is responsible to ensure that 'arrangements are in place for reviewing, monitoring and evaluating the effectiveness of inclusive practices that promote and value diversity and difference; how inappropriate attitudes and practices will be challenged; and how the provision will encourage children to value and respect others' (EYFS Statutory Framework: 3.66).
• Following the graduated approach as described in the SEND Code of Practice, 2011, starting with classroom support which is additional to, or different from, the support which was previously in place. The Early Years Action/School Action process begins when it is necessary for the SENDCO to give additional support, advice or assessment. Early Years Action Plus/School Action Plus begins when external agencies are called in to give professional expertise, advice and support. • Challenging inappropriate attitudes and practices by using role play in drama and circle time, by speaking with those involved and by the graduated approach of form teacher, SEN Coordinator, EYFS Coordinator, Head of the Primary School, and SLT becoming involved as necessary with pupils, parents, and staff. Pupils are made fully aware of the school's Behaviour Policy and sanctions system. • Including the Special Needs Coordinator and other relevant staff, in discussing pupil needs and progress in staff meetings and weekly pastoral care meetings. On such occasions the strategy for each individual child is focused around respect for the child's needs, the need for the pupil to have access to all opportunities within the school and the child's right to feel confident, happy, and valued. • Delivering the PSHE programme through whole school assemblies and class assemblies, in circle time and form time and within the curriculum. The Music and Humanities Schemes embrace other cultures. The Science programme celebrates physical differences in the human race. Drama provides an opportunity to promote and value diversity and differences. The languages within the extra-curricular programme as well as those within the curriculum starting from Key Stage 1 promote global citizenship.
Procedure for Members of Staff To ensure the elimination and prevention of discrimination and the promotion of equality of opportunity in employment 1. Sex Discrimination Unless the job is covered by a statutory exception we will not discriminate directly or indirectly on the grounds of sex, gender assignment, sexual orientation, pregnancy, marital status, or civil partnership. • In the arrangements made for deciding who should be offered a job • In any terms of employment, including pay • By refusing or omitting to offer a person employment • In the way we afford access to opportunities for promotion, transfer or training • In the manner in which employment is offered or in affording access to any benefits, facilities or services • By victimising an individual for a complaint made in good faith about sex, gender assignment, sexual orientation or pregnancy discrimination or for giving evidence about such a complaint • In connection with redundancy or termination of employment however caused or by treating an employee unfavourably in any other way.
2. Race Discrimination Our equal opportunity policy statement aims to ensure that: • No job applicant or employee receives less favourable treatment than another on racial grounds • No applicant or employee is placed at a disadvantage by requirements or conditions which have a disproportionately adverse effect on his/her racial group and which cannot be shown to be justifiable on other than racial grounds • Where appropriate and where permissible under the Race Relations Act employees of an under-represented racial group are given training and encouragement to achieve equal opportunity within the organisation. We will not: • Discriminate in recruitment, promotion, transfer or training, nor in the arrangements made for recruitment and in the ways of affording access to opportunities for promotion, transfer or training • Discriminate on racial grounds in connection with dismissal, redundancy or any other termination of employment or other detriment to an employee • Discriminate on racial grounds in appraisals of employee performance or in the operation of grievance disputes and disciplinary procedures • Discriminate on racial grounds in affording terms of employment and providing benefits, facilities and services for employees • Victimise individuals who have made allegations or complaints of racial discrimination or provided information about such discrimination. 3. Disability Discrimination In connection with dealings in relation to persons with a disability within the meaning of the Disability Discrimination Act 1995 we will: • Not discriminate against disabled people or those who have been disabled • Make any reasonable adjustments of our employment arrangements or premises which place disabled people at a substantial disadvantage compared with non-disabled people • Not treat a disabled employee or disabled job applicant less favourably for a reason relating to the disability than others to whom that reason does not apply unless the reason is material to the particular circumstances and substantial • Not knowingly help another to discriminate unlawfully against a disabled employee • Not discriminate against a disabled person in the arrangements made for determining who should be offered employment or by refusing to offer, or deliberately not offering, employment • Not discriminate against a disabled person whom we employ in terms of the employment we offer him/her; in the opportunities, which we afford him/her for promotion, a transfer, training or receiving any other benefit; by refusing to afford him/her or deliberately not affording him/her any such opportunity; by dismissing him/her or subjecting him/her to any other detriment • Not discriminate against an employee who becomes disabled or has a disability that worsens.
4. Religion IBSB is not designated as a school adhering to any particular religious faith or order. Unless the job is covered by a statutory exception we will not discriminate directly or indirectly on religious grounds: • In the arrangements made for deciding who should be offered a job • In any terms of employment, including pay • By refusing or omitting to offer a person employment • In the way we afford access to opportunities for promotion, transfer or training • In the manner in which employment is offered or in affording access to any benefits, facilities or services • By victimising an individual for a complaint made in good faith about discrimination on religious grounds or for giving evidence about such a complaint • In connection with redundancy or termination of employment however caused or by treating an employee unfavourably in any other way. 5. Age Discrimination In connection with any dealing in relation to age, as described in the Employment Equality (Age) Regulations which came into effect on the 1st October 2006, we will not discriminate: • In the arrangements made for deciding who should be offered a job • In any terms of employment, including pay • By refusing or omitting to offer a person employment • In the way we afforzd access to opportunities for promotion, transfer or training • By victimising an individual for a complaint made in good faith about discrimination on the grounds of age or for giving evidence about such a complaint • In connection with redundancy or termination of employment however caused. • Maintaining a common contractual retirement age for all staff of 65 (see separate Retirement Policy for details).
Related Policies This policy statement should be read in conjunction with school's policies on Behaviour and Discipline, Anti-bullying, Admissions, and the PSHE schemes of work designed in accordance with the new National Curriculum Framework, Sept 11, 2013. Staff are also covered by IBSB’s Equal Opportunities Procedures, found later in this document This policy, though not required by Romanian law to abide by the UK Equality Act (2010), being a British School located in Romania and operating in accordance with Romanian law and legislation, does take the principles of this act into consideration. Curriculum Policy Recruitment and Contract Renewal Policy
SCHOOL COMPLAINTS PROCEDURE Purpose The purpose of this policy is to provide clear policy and procedure for formal complaints to be made to the school by any member of the IBSB community to ensure that complaints are dealt with both professionally and efficiently.
Overview In IBSB we believe that parent’s feedback is highly important and closely related to students’ academic and social development. For this reason we encourage our parents to raise their concerns with no hesitation as we are always happy to respond and clarify any possible complain. Parents should raise concerns and complaints with members of staff either in person, or in writing, by email. Parents should be given an opportunity for discussion of concerns formally with the appropriate member of staff.
Formal Complaints Stage 1 First stage complaints are made to the class/subject teacher. Feedback (satisfactory solution) should be given in writing within 24 hours from the complaint. The relevant Head of School will be made aware of the complaint and the feedback. Stage 2 First stage complaints are made to the class/subject teacher. Feedback (satisfactory solution) should be given in writing within 24 hours from the complaint. The relevant Head of School will be made aware of the complaint and the feedback. Stage 3 If your concern has been raised with the Head of Primary/Secondary and you feel that the feedback is not satisfactory, please contact the Head of School (Deputy Head) if Head of School is not available. A feedback should be given within 24 hours. The Executive Director will be made aware of the complaint and the feedback. Stage 4 If you raised your concern with the Head of School or Deputy Head and you feel that the feedback is not satisfactory, please contact the Executive Director who is the representative of the Proprietor. At this stage, your concern will be made available to the school Proprietor as well. All formal complaint should be made in writing (by email) to the appropriate person. However, all verbal and written complained will be logged by the school SMT and an appropriate feedback will be given within 24 hours. Formal meetings should be agreed between the parent and the member of staff in order to better clarify the issue. The member of staff could ensure that if necessary the relevant line manager or Head of Primary/Secondary School will be in attendance if required or if necessary.
Stage 5 Where the complainants are not satisfied by the response made to the complaint resulting from Stage 4 a hearing shall be arranged before a panel appointed on behalf of the school proprietor.
Stage 1 – Formal Complaint to the class/subject teacher •
The class/subject teacher should acknowledge your complaint and inform the relevant Head of School in writing. The Head of PS/SS will record the complaint in writing • An opportunity to meet and discuss the complaint should be given to the parent. In this case the meeting will be recorded and the log will be send to the relevant Head of School. • A satisfactory feedback and a solution should be sent in 24 hours. The Relevant Head of School will be informed about the feedback and any possible follow up. • You should also be advised that if you are not satisfied with the response and wish to take the matter further, you can do so, by writing to the relevant Head of School - PS or SS.
Stage 2 – Complaint to the line manager (Head of Primary/Secondary School) • • • • •
•
The Head of PS/SS should acknowledge your complaint in writing. In some cases the Head will have already been involved in looking at the matter; in others it will be his/her first involvement. The Head of PS/SS should consider providing an opportunity to meet with you to supplement any information previously provided. If the complaint is against a member of staff the Head of PS/SS should talk to the staff member against whom the complaint has been made. If necessary, the Head of PS/SS should interview witnesses and take statements from those involved. The Head of PS/SS has to fill in the complaint form and should include an explanation of the deci sion taken and the reasons for it. Where appropriate, it should include what action the school will take to resolve the complaint. You should also be advised that if you are not satisfied with the response and wish to take the matter further, you can do so, by writing to the Head of School / Deputy Head.
Stage 3 – Complaint to the Head of School / Deputy Head • • • • •
•
The Head should acknowledge your complaint in writing. In some cases the Head will have already been involved in looking at the matter; in others it will be his/her first involvement. The Head should consider providing an opportunity to meet with you to supplement any informa tion previously provided. If the complaint is against a member of staff the Head should talk to the staff member against whom the complaint has been made. If necessary, the Head should interview witnesses and take statements from those involved. The Head has to fill in the complaint form and should include an explanation of the decision taken and the reasons for it. Where appropriate, it should include what action the school will take to resolve the complaint. You should also be advised that if you are not satisfied with the response and wish to take the matter
further, you can do so, by writing to the Executive Director.
Stage 4 – Complaint to the Executive Director If the complaint is wholly or mainly about the School Heads the Executive Director should consider the complaint in accordance with the procedure described below. However, before following the steps below, the Executive Director will invite the Head to respond to the complaint within 3 school days. The Executive Director will send a copy of the Head’s response to the complainant and the parent will be asked to indicate within 5 school days of receipt of the response whether s/he is satisfied with the response. If the parent is not satisfied with the response the procedure below will commence as described.
Consideration by the Executive Director •
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•
If the complainant decides to take the matter further, the Executive director should write to the parent to acknowledge the complaint within 3 school days of receipt of the complaint. A copy of the acknowledgement and the complaints form should be sent to the School Head. Investigating the complaint – If the complaint has been investigated at other stages, the result of the investigation must be made available to the Executive Director by the School Head. However, where the complaint is against the Head and the complaint is referred to last stage, the Executive Director must decide whether and how the complaint should be investigated. The Executive Director should reconsider the issues raised in the original complaint and not confine himself to consideration of procedural issues The parent should be invited to have a meeting. The date and time of the meeting should be convenient to the parent within reason. The Head should also be invited to prepare a written report in response to the complaint. All relevant correspondence regarding the complaint should be discussed. The aim of the meeting should be to resolve the complaint and achieve reconciliation between the school and the complainant. However, at the end of the meeting the Executive Director will need to issue a finding in writing either upholding or not upholding the complaint or upholding some parts and not others. Stage 4 should be completed in 15 school days. However, it is recognised that this timetable is likely to prove impossible for complaints which are complex.
A written, confidential record will be kept of all stages complaints considered by the SMT and the Executive Director.
Stage 5 - Panel Hearing •
Where the complainants are not satisfied by the response made to the complaint resulting from Stage 4 a hearing shall be arranged before a panel appointed on behalf of the school proprietor. • The panel will be made up of at least three people who were not directly involved in the complaint, one of whom will be independent from the running of the school • Parents involved will be invited to attend such panel hearings, and may be accompanied if they wish • The panel will provide a copy of their findings and recommendations for the complainant, proprietor, head teacher and person(s) complained about (where relevant)
Complaints rose at the school office •
In the case of any complaints raised by phone or by email in the school office, the of office personnel will direct the parent towards the relevant class/subject teacher, Head of PS/SS or Head of School according to the degree of complaint. In addition, the office personnel will inform the relevant Head of PS/SS, Head of School and Executive Director in writing (email) about the concern raised.
Informal Complaints This form of complaint can be raised verbally by parents directly to the class/subject teacher (Eg: End of the day when pick up the child). This stage should be completed speedily with appropriate detail. The member of staff dealing with the concern should make sure that you are clear as to what action (if any) or monitoring of the situation has been agreed. The relevant teacher will ensure that the Head of PS/SS will be informed in writing about the complaint and the feedback (be email). In case of informal complaint with no satisfactory feedback, you are encouraged to consider making a formal complaint following the steps and stages of a formal complaint.
Related Policies Equal Opportunities Policy Health and Safety Policy Child Safeguarding Policy Curriculum Policy
ENGLISH AS AN ADDITIONAL LANGUAGE POLICY Purpose The purpose of this policy is to provide a clear framework for assessing and identifying pupils who need additional English Language Support.
Overview IBSB is an international school with students enrolling from a number of countries. Many of the students attending the school speak English as a second or an additional language and as such do not have the English language skills necessary to cope with the demands of the British National Curriculum. For this reason, students entering IBSB need to first be assessed to determine and if there is a need additional English support, or for IGCSE and A Level, whether they have the level of English needed to cope with the demands of the curriculum, and where a need has been identified, be provided with sufficient support to enable them to better integrate into their mainstream classes.
Aims • To assess students applying to study at IBSB in order to accurately determine their level of English proficiency • To determine whether they will be able to study with success according to their level of English • To place students in need of English support in an appropriate EAL class • Where a special need has been identified, to design a program to cater to that individual need • To develop the ability to understand and use English effectively for the purposes of practical communication • To develop the ability to use English effectively in order to be able to achieve academic success • To teach in such a way as to motivate students to learn • To provide a positive, supportive, learning environment • To provide the basis for greater vocational opportunities and recreational fulfilment.
Objectives • To ensure that we are able to supply the level of support needed for students, with the resources available, to make sufficient progress in their studies and to succeed academically within the IBSB curriculum. It must be noted that IBSB is not a language school and is only able to offer a maximum of one hour of additional English support per day, unless the student pays the supplement and joins the intensive English Support Programme. • To set in place a curriculum that caters to the different levels of English proficiency each year group • To have teachers hand in lesson plans at the start of each term for each class • To ensure that planning takes into account the 12 strands of literacy for years Foundation through Year 6 • To ensure that planning caters to the four skills (reading, writing, speaking, and listening) and is differentiated • To ensure that English grammar is covered properly, including the 12 tenses, syntax, and textual cohesion
• To teach appropriate meta language in order to better facilitate learning • To undertake teacher observation to ensure the quality of teaching at least once per term • To have teachers carry out at least one observation per term and complete and observation feedback form • To ensure that EAL teachers provide regular feedback to the class teacher (years 0-6) and form teachers (years 7-13) • Where resources permit, to provide the following support at each level: Elementary: up to 5 hours per week Pre-intermediate: up to 3 hours per week Intermediate/Upper intermediate: up to 2 hours per week • To provide small group or 1-2-1 support where necessary • To support students to attain a comprehensible level of English • To support Years 1 and 2 in achieving a pre-intermediate level of English proficiency • To support Years 3 - 6 in achieving an intermediate level of English proficiency • To support Year 7 to 8 in achieving upper-intermediate level of English proficiency • To support Years 10-13 to achieve an pre-advanced level of English proficiency • To provide on-going staff training in working with EAL students in mainstream classes • Where teaching is deemed inadequate, teacher support and training will be available and regular evaluations carried out in order to ensure that good teaching practice is maintained.
Admissions Requirements All students applying to enrol at IBSB will be required to complete the set of admissions tests, including the IBSB EAL Test and English test for reading and writing. . Foundation-Year 6 There is no minimum level of English required for students entering Foundation-Year 8. Years 7-11 Students entering Years 7-11 will be required to have a minimum intermediate level of English to ensure they have the minimum level of English required to be successful in their studies at IGCSE Level, Where their level is below this, they will be required to go onto a special intensive EAL timetable and will be required to pay a 2000 euro supplement. Years 12-13 Students entering the A Level Programme in Years 12 &13 will be required to have a minimum pre-advanced level of English to ensure they have the minimum level of English required ot be successful in their studies at A Level. Where their level is below this they will be required to go onto a special intensive EAL timetable and will be required to pay a 2000 euro supplement. Where a pupil’s level of English is below the required level, pupils will be required to go onto a special intensive EAL timetable and will be required to pay an English language support supplement up to 2000 euros.
Timetabling EAL student should be timetabled during non-core subject time: English, Math, Science, ICT, Elementary level students in the Secondary School may be taken our native English classes if it is considered that they
will progress more in EAL classes. Elementary students should also be taken out of humanity classes. If possible elementary students should also not be taken out of PE, Art and Music, as these are subjects in which they can participate with the class with minimal English language requirements. Students below Intermediate level English should be timetabled for EAL during MFL time, unless the student in question is already studying an MFL; in which case the student may continue with the MFL and be taken out of non-core subjects.
EAL Homework Policy Primary School:
Years 1 & 2: No homework to be given out. Years 3 & 4: Maximum of 20 minutes per week Years 5& 6: Maximum of 30 minutes per week
Secondary School:
Years 7- 9:
Elementary maximum of 2 ½ hours per week Pre-intermediate/Intermediate: maximum 1 ½ hours per week Upper-intermediate: maximum 1 hour per week Years 10-13: Elementary maximum of 5 hours per week Pre-intermediate/Intermediate maximum 3 hours per week Upper-intermediate: maximum 2 hours per week
Differentiation We recognise the importance, in all areas of our planning and teaching, of catering to the needs of individual students, understanding that students work at different rates, in different ways, and have a different language backgrounds. Accordingly, differentiation will be carried out by each teacher, who has the best knowledge of their class; in many cases differentiation is as simple as the choice of question aimed at a particular pupil, or extra support given to a pupil who needs it. When using the class texts, there are a range of activities and additional resources which allow the teacher to cater to the specific needs of each student within their group. Extension tasks should always be available for students who finish tasks early and to challenge more able students. Teachers are responsible for utilising/creating appropriate resources for the level of each child.
Assessment & Evaluation Formal assessment There will be a general English proficiency assessment at the start of the year and at the end of each term. Where it is deemed that a student would benefit from moving up to a more challenging class, or no longer needs EAL support, consultation with the class teacher (Years Foundation -6) or with the subject teachers at Key Stages 3-5 (years 7-13) will be carried out and parents informed accordingly. Where a parent wishes the student to continue to receive EAL support, this possibility will be discussed and where it is deemed
that the student will continue to benefit, EAL support will continue. Informal assessment There will be on-going informal assessment through the year in the form of homework, regular class quizzes (including periodic unit tests for class texts) to check student knowledge of grammar and vocabulary covered, as well as general reading, writing, listening, and speaking levels. There will also teacher observation.
Equal Opportunities All students attending IBSB are entitled to receive EAL support. All students are given the same opportunities, irrespective of their abilities, gender, or race. Teachers will plan lessons in such a way as to ensure that a sufficiently broad variety of language contexts is covered to cater to the interests of both boys and girls. Parent Consultation Parents of students requiring additional EAL support will be notified and informed of the number of hours the student will receive EAL and what classes the student will be taken out of in order to receive EAL support. Parents will also be notified as to the minimum expected length of time EAL support will be required. Health & Safety School and classroom rules apply at all times during EAL lessons. EAL teachers should be informed about the school rules and health and safety procedures in regard to problematic situations arising, such as fire, earthquake, or any other situation that may place students at risk. Students should be made aware of the school rules, health and safety procedures, and classroom expectations in regard to behaviour and these should be enforced by the classroom teacher to ensure a safe, enjoyable learning environment.
Related Policies Admissions Policy Equal Opportunities Policy Curriculum Policy Differentiation Policy
EARTHQUAKE RISK POLICY Purpose The purpose of this policy is to ensure the safety of all students, staff and visitors at IBSB in the event of an earthquake. This policy sets out clear guidelines for staff to follow in preparation for the possibility of an earthquake and in the event of an actual earthquake. Our priority at all times is the safety of individuals.
Overview Bucharest has in the past been close to the epicentre of a number of major earthquakes, some of which have caused much damage to buildings and great loss of life. The last major earthquake to hit the capital was the great Bucharest Earthquake of 1977 (7.3 on the Richter scale: 1,500+ people were killed, 11,500+ people were injured, and 35,000 homes were destroyed). The current trend however has been towards smaller tremors (two or three can be felt in Bucharest throughout the year), which in theory at least reduces the risk of a major quake. However, despite much research and speculation, nobody can predict when or where a large earthquake might occur, but there are things you can do to be ready. These can make the difference between life and death. As a COBIS school we take our earthquake safety duties seriously. We have formulated this policy to help us comply with our legal obligations to staff, students and visitors under Romanian law and also the UK standards where possible. Due to its importance, this Earthquake Risk Policy forms part of our overall Health and Safety Policy. To assist us in achieving the highest level of earthquake safety we are inspected regularly by the Romanian Fire Department to carry out regular Risk Audits on the school to ensure that all precautions are taken and all procedures followed both on the main campus and the new Sixth Form campus, located on level three of the Codecs Building.
Earthquake Wardens Main Campus Primary Ground Floor: Primary First Floor: Primary Second Floor:
Primary Warden Manuela Constantine Silvia Hewett Peter Ennion
Secondary Warden Alina Radu Alina Mereuta Oana Marcu
Secondary Basement: Secondary Ground Floor: Secondary First Floor: Secondary Second Floor: Secondary Third Floor:
Angel Militaru Cristina Marascu Neil Lee Mihaela Senszaconi Jane Broadhurst
Office: Library: Examination Room:
Lea Cohen Ioana Batu Ioana Nitescu
Iulia Boboc Aida Ivan Person on duty for exams
Sixth Form Campus:
Johanna Croci
Blessy Savu
There shall be a meeting with all fire wardens as the start of the school year to confirm roles and responsibilities.
Staff Duty of Care All staff have a duty to take reasonable steps to ensure that they do not place themselves or others at risk or harm. All staff are expected to cooperate fully with any procedures that may be introduced as a measure to protect the safety and well-being of staff, students, and visitors.
Communication All staff will be kept informed by their line manager or respective Head of School of any relevant changes to earthquake safety procedures or earthquake risk assessments. If staff have any concerns regarding earthquake safety within the school, they should inform the Head of School directly.
Procedures The following procedures are in place to ensure high standards of fire safety. •
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Earthquake risk assessments have been undertaken and are reviewed regularly. However, other reviews will occur if there are changes that will impact on them. These may include alterations to the premises or new work processes. Earthquake risk assessments are carried out by the Site Manager and by the Earthquake Wardens. Training will be provided to all staff during the Staff Induction on what to do in the event of an earthquake. All new staff joining the school after the induction week will be made aware of procedures relating to earthquakes. All new members of staff and temporary employees will be given induction training on how to raise the alarm and the available escape routes. Regular staff will be given annual refresher training. Each room has an emergency evacuation plan. Staff should be familiar with the plan and should inform all students of the procedures in regard to safe evacuation at the start of each course. The earthquake evacuation procedure will be practised each term. A record will be kept by the Deputy Head of School of the date and the time taken to evacuate the buildings. It is noted that there are two distinct situations where different evacuations procedures are required: firstly, when students are in class, and secondly, during break time and after school when students are out of their classes. Evacuation procedures will be practised for both scenarios. All escape routes shall be clearly signed and kept free from obstructions at all times. Escape routes shall be checked weekly by the Health and Safety Officers or their ‘responsible person’. Evacuation procedures are posted prominently in every corridor next to the Fire Alarm Call Point. Alarms are checked every year by a suitable contractor and tested regularly. Emergency lighting is checked annually by a suitable contractor and monthly by the Health and Safety Officer or their responsible person. All visitors must be logged into the Visitors’ Log Book in the admin offices on arrival on site.
Please see the School Control Register for all records of checks, certificates and remedial works.
Emergency Evacuation Plan To try to account for occasions where members of staff designated with various functions within this Emergency Evacuation Plan are absent, deputies have been allocated to all functions. However, in the event that both members of staff designated for a specific function are absent, the Head of Primary/ Secondary/Office Manager will sweep their respective buildings or shall temporarily allocate this function to an alternative suitably trained member of staff. Each class has been equipped with clear evacuation plans and procedures.
In the event of an earthquake 1. Move away from the windows Windows can break during an earthquake and so it is important that any person near a window move away from the window 2. Protect yourself from falling objects It is possible to be injured by falling objects in the event of an earthquake. If inside Stay within the room you are in. Shelter underneath a table if possible and/or under a safe beam within the room or a doorway. If outside Move away from buildings and stand together. 3. Once the earthquake stops, evacuate immediately using the nearest available safe exit If a teacher is with his/her students in a classroom, he/she should take the students to the line-up area outside. If there is time and it is safe to do so, staff should switch off any electrical items. Do not stop to pick up any personal possessions. Do not stop to shut windows. The last staff member leaving the room should ensure that the door is shut and that the Fire Safety Sign is taken from the back of the door and placed on the outside of the door to show the room has been cleared. When exiting, ensure that stairways and access pathways are safe: it is not advisable to use exterior stairwells after an earthquake as they may have been affected by the tremor and tiles etc. may be liable still to fall off after the quake. If children are out of the classroom when an earthquake starts, they should move away from any building immediately and calmly make their way to the designated meeting area (School football field). Pupils, staff, and visitors in the Codecs building should use the stairs (Not the elevator). Once outside the Codecs building, staff and students should make their way to the main campus for roll call. Having exited the buildings, no-one should re-enter the building for any reason. In a situation where there is a missing person, the Head of School (or in their absence, the Deputy Head of School) will assess the danger of re-entering a building to search for a missing person. 4. Earthquake Wardens Earthquake Wardens should encourage everyone on their level to evacuate as soon as possible and check rooms are all empty before evacuating their level.
5. Report to the assembly point for a roll call: • Main campus: • Codecs Building
Football field Main campus football field
Students should line up in front of their class number on the wall. The office staff will bring the class registers to check all students are present. If you are with a visitor, ensure they accompany you. If possible, the Health and Safety Officers should bring the Visitors’ Log Book. 6. Staff responsible for taking roll calls The Form Teachers take roll and report to the Head of Primary and Secondary (or Deputy Head of School in their absence). If there are any students absent another sweep of the buildings will be carried out by the Heads of School if possible. Office staff will try to contact any missing person by phone, and will contact parents and the fire department to inform them of the situation. Staff should take every measure to calm students and to ensure their safety. 7. Before the Fire Brigade arrives If there is a fire that results from the earthquake, which is a likely scenario, the staff who have received appropriate training, and if it is agreed that the situation does not place them at risk, can make use of the fire extinguishers located on every floor in every room to put out the fire. If, at any time, they feel that the situation places them at any risk at all, they must not proceed but must wait for the Fire Brigade to arrive. 8. Liaising with the Fire Brigade The persons designated to liaise with the Fire Brigade on its arrival are the site manager Iulian Marin and the Deputy Head of School. The persons designated to liaise with the Fire Brigade on its arrival shall ensure they give the Fire Brigade as much information as possible regarding the evacuation and the roll call and must provide them with the Visitors’ Log Book and the names of any person not accounted for during roll call. 9. Injured persons Any person who is injured at the time of the fire should receiving care in accordance with the First Aid Policy. 10. Re-entering buildings In the event of a serious earthquake, no one shall renter any building until it has been checked by engineers to ensure it is safe for re-entry.
Related Policies Health and Safety Policy First Aid Policy Fire Risk Policy
FIRE RISK POLICY Purpose The purpose of this policy is to ensure the safety of all students, staff and visitors at IBSB in the event of a fire. This policy sets out clear guidelines for staff to follow in preparation for the possibility of a fire and in the evident of an actual fire. Our priority at all times is the safety of individuals.
Overview As a COBIS school we take our fire and safety duties seriously. We have formulated this policy to help us comply with our legal obligations to staff, students and visitors under Romanian law and also the UK Fire Safety Order (2005). These include the provision of a safe place of work where fire safety risks are minimised and include the documentation or reduction of risks from dangerous substances. Due to its importance, this Fire Safety Policy forms part of our overall Health and Safety Policy. To assist us in achieving the highest level of fire safety we are inspected regularly by the Romanian Fire Department to carry out regular Fire Risk Audits on the school to ensure that all precautions are taken and all procedures followed both on the main campus and the new Sixth Form campus, located on level three of the Codecs Building.
Fire Wardens Main Campus
Primary Warden
Secondary Warden
Primary Ground Floor: Primary First Floor: Primary Second Floor:
Manuela Constantine Silvia Hewett Peter Ennion
Alina Radu Alina Mereuta Oana Marcu
Secondary Basement: Secondary Ground Floor: Secondary First Floor: Secondary Second Floor: Secondary Third Floor:
Angel Militaru Cristina Marascu Neil Lee Mihaela Senszaconi Jane Broadhurst
Raluca Barbu Andrea Carmen Afzal Shaikh Cristian Munteanu Diana Lia
Office: Library: Examination Room:
Lea Cohen Ioana Batu Ioana Nitescu
Iulia Boboc Aida Ivan Person on duty for exams
Sixth Form Campus: Sixth F
Johanna Croci
Security Guard
There shall be a meeting with all fire wardens as the start of the school year to confirm roles and responsibilities.
Staff Duty of Care All staff have a duty to take reasonable steps to ensure that they do not place themselves or others at risk or harm. All staff are expected to cooperate fully with any procedures that may be introduced as a measure to protect the safety and well-being of staff, students, and visitors.
Communication All staff will be kept informed by their line manager or respective Head of School of any relevant changes to fire safety procedures or fire risk assessments. If staff have any concerns regarding fire safety within the school, they should inform the Head of School directly.
Procedures The following procedures are in place to ensure high standards of fire safety. •
• • •
• • • • •
• • •
Fire risk assessments have been undertaken and are reviewed regularly. However, other reviews will occur if there are changes that will impact on them. These may include alterations to the premises or new work processes. Fire risk assessments are carried out by the Site Manager and by the Fire Wardens. Each room has an emergency evacuation plan. Staff should be familiar with the plan and should inform all students of the procedures in regard to safe evacuation at the start of each course. The fire evacuation procedure will be practised each term. A record will be kept by the Deputy Head of School of the date and the time taken to evacuate the buildings. It is noted that there are two distinct situations where different evacuations procedures are required: firstly, when students are in class, and secondly, during break time and after school when students are out of their classes. Evacuation procedures will be practised for both scenarios. Training will be provided to all staff during the Staff Induction on the use of fire extinguishers. All new members of staff and temporary employees will be given induction training on how to raise the alarm and the available escape routes. Regular staff will be given annual refresher training. All escape routes shall be clearly signed and kept free from obstructions at all times. Escape routes shall be checked weekly by the Health and Safety Officers or their ‘responsible person’. Evacuation procedures are posted prominently in every corridor next to the Fire Alarm Call Point. All fire extinguishers are serviced and maintained annually by a suitable contractor. If any staff member notices defective or missing equipment, they must report it to the Health and Safety Officer (Head of Primary/Secondary). Alarms are checked every year by a suitable contractor and tested regularly. Emergency lighting is checked annually by a suitable contractor and monthly by the Health and Safety Officer or their responsible person. All visitors must be logged into the Visitors’ Log Book in the admin offices on arrival on site.
Please see the School Control Register for all records of checks, certificates and remedial works.
Emergency Evacuation Plan To try to account for occasions where members of staff designated with various functions within this Emergency Evacuation Plan are absent, deputies have been allocated to all functions. However, in the event that both members of staff designated for a specific function are absent, the Head of Primary/Secondary/Office Manager will sweep their respective buildings or shall temporarily allocate this function to an alternative suitably trained member of staff.
If you discover a fire 1. Raise the alarm immediately. This can be done by activating the Fire Alarm Call Point. Fire Alarm Call Points are located on the ground floor of both the Primary and Secondary buildings on the left directly inside the main entrance, and can be activated by pressing hard against the button with your thumb. The fire alarm is a continuous ring. [The earthquake practice alarm is a staccato ring]. 2. If you hear the fire alarm: Leave the building immediately using the nearest available fire exit. Report to the assembly point for a roll call. If you are with a visitor, ensure they accompany you. 3. Evacuate immediately using the nearest available fire exit. If a teacher is with his/her students in a classroom, he/she should take the students to the line-up area outside. Do not stop to pick up any personal possessions. Do not stop to shut windows. The last staff member leaving the room should ensure that the door is shut and that the Fire Safety Sign is taken from the back of the door and placed on the outside of the door to show the room has been cleared. If children are out of the classroom when a fire starts they should make their way quickly and safely, by the nearest exit, to the playground where they should report to their teacher. If students, staff or visitors are outside the buildings, they should make their way to the designated meeting area. Pupils, staff, and visitors in the Codecs building should use the stairs (not the elevator). Once outside the Codecs building, staff and students should make their way to the main campus for roll call. Having exited the buildings, no-one should re-enter the building for any reason. In a situation where there is a missing person, the Head of School (or in their absence, the Deputy Head of School) will assess the danger of re-entering a building to search for a missing person. 4. Fire Wardens– on hearing or setting off the alarm Fire Wardens should encourage everyone on their level to evacuate as soon as possible Check rooms are all empty before evacuating their level. 5. Report location of the fire if known If you were in the room with the fire, you should inform the Fire Warden and Health and Safety Officer (Heads of School) as to the location of the fire.
6. Report to the assembly point for a roll call: • Main campus: • Codecs Building
Football field Main campus football field
Students should line up in front of their class number on the wall. The office staff will bring the class registers to check all students are present. If you are with a visitor, ensure they accompany you. If possible, the Health and Safety Officers should bring the Visitors’ Log Book Staff responsible for taking roll calls The Form Teachers take roll and report to the Head of Primary and Secondary (or Deputy Head of School in their absence). If there are any students absent another sweep of the buildings will be carried out by the Heads of School if possible. Office staff will try to contact any missing person by phone, and will contact parents and the fire department to inform them of the situation. 7. Fire Alarm Status In the event that the fire alarm is for a genuine fire, then the designated person (Office manager Lea Cohen or office staff) must call the fire brigade as soon as possible. In the event that the fire alarm is a false alarm, then the Fire Wardens should establish the cause before letting anyone re-enter the building. 8. Before the Fire Brigade arrives If there is a fire, the staff who have received appropriate training, and if it is agreed that the situation does not place them at risk, can make use of the fire extinguishers located on every floor in every room to put out the fire. If, at any time, they feel that the situation places them at any risk at all, they must not proceed but must wait for the Fire Brigade to arrive. 9. Liaising with the Fire Brigade The persons designated to liaise with the Fire Brigade on its arrival are the site manager Iulian Marin and the Deputy Head of School. The persons designated to liaise with the Fire Brigade on its arrival shall ensure they give the Fire Brigade as much information as possible regarding the evacuation and the roll call and must provide them with the Visitors' Log Book and the names of any person not accounted for during roll call. 10. Injured persons Any person who is injured at the time of the fire should receiving care in accordance with the First Aid Policy.
Related Policies Health and Safety Policy First Aid Policy Earthquake Risk Policy
FIRST AID POLICY Purpose The purpose of the IBSB First Aid Policy is to ensure that there is adequate First Aid provision for people who may become ill or are injured on campus or on an educational visit.
Overview All teaching staff and drivers shall receive basic first aid training as a part of the Induction Programme before school commences. Teaching staff will be familiarised with a current UK sanctioned First Aid Booklet and shall be familiar with its location in each classroom. In accordance with UK law, the EYFS first aider, in addition to basic medic first aid training will also receive additional MFA training in accordance with a 12hr Paediatric First Aider course. A Paediatric First Aider must be present at all times at school or on visits where the children are five years or younger (EYFS Statutory framework). On visits with children over 5 years old, a qualified EYFS First Aider must be present. During the school day when children are present, either a nurse or a qualified doctor is on site.
First Aiders • •
First Aiders are employees who have received MFA training from a professionally qualified person and have been assessed as being capable of administering MFA. All teaching staff and drivers will be required to maintain up-to-date MFA Certification at least every three years, by a trainer as determined by the. Head of School as being suitable for training staff as nominated First Aider.
First Aid Boxes A Medic First Aid Box has been positioned in selection locations around the campus: • • • • • •
on each level of the Primary and Secondary School in the School Library at the SLT entrance of the office building in the Medic First Aid Room annexed to the office on the first level in the school library in each school van
The location of MFA Boxes will be clearly marked on the floor plans in each class and on each level of each building. In addition to the medic first aid boxes in fixed position around the campus there are also additional MFA Boxes for teachers to take on educational visits. It is the responsibility of the Health and Safety Officer (Head of Primary/Secondary) to ensure that all MFA boxes are kept fully resourced. MFA Boxes should be checked each half term, with checks recorded along with any restocking required. The record sheet of these checks should be held by the site manager.
Any staff member using supplies from a MFA box should inform the office immediately, in order to ensure that MFA are restocked immediately after use. The Health and Safety Officer (Head of Primary/Secondary) should ensure that all classrooms and areas used by students and staff have a MFA Manual easily accessible at all times. In general this should be located just inside the entrance to the room on the wall in a secure holder, easily visible.
First Aid Procedure • • • • • • • •
•
Notify a qualified First Aider that someone needs first aid assistance The First Aider to check the site to ensure safety For Minor First Aid injuries on campus, the student should be sent to the school office, where the office staff will administer MFA For Minor First Aid injuries off campus, the First Aider should address the injury following standard MFA practice If the injury is a suspected spinal injury, to remain with the person and to ask someone in the office to phone for urgent medical assistance For other serious injuries, to provide support as appropriate and to ask someone in the office to phone for urgent medical assistance For serious, but not life threatening injuries, such as a broken bone, to provide relief and organise for the patient to be taken to a hospital For all injuries the First Aider needs to complete a report and email this to the office and to SLT and to complete an entry in the Accident Book, located in the Medic First Aid Room next to the school office, and an entry in the file available on the server. If the injury occurs whilst on a trip, the report must be completed on returning from the trip. \\NEWSERVER\Academic\Teachers\Whole school\Admin\Accident, Incident Report For all injuries requiring MFA, parents should be notified by phone at the earliest possible convenience.
First Aiders • • • •
• • •
•
•
First aiders must complete an approved MFA training course First aiders must be readily available to give immediate help to casualties with common injuries or illnesses and those arising from specific hazards at school First aiders must follow the principles and practices as laid down by the first aid course and manuals First aiders must comply with the aims of first aid: o To preserve life. o To prevent the condition worsening. o To promote recovery. First aiders must quickly and accurately assess the situation First aiders must identify the disease or condition from which the casualty is suffering; but not to treat any illness or injury which is beyond their capability First aiders must give immediate, appropriate, and adequate treatment, bearing in mind that a casualty may have more than one injury and that some casualties will require more urgent attention than others First aiders must, when necessary, ensure that an ambulance or other professional medical help is called or arrange, without delay, for the transfer of a casualty (should it be required) to Hospital Accident and Emergency Unit or home, according to the seriousness of the condition First aiders must stay with the casualty until they are handed over to the care of a Doctor, Paramedic, the Hospital Accident Emergency Unit or other appropriate person
• • • •
•
First aiders must not ignore accidents or illness under any circumstances, or refuse to give treat ment and assistance if required to do so First aiders must respect the patient's confidentiality at all times, and not discuss the patient’s condition with anyone other than the Head of School or the First Aider First aiders must maintain the highest practicable level of cleanliness whenever treating a patient and should take precautions to avoid infection and must follow basic hygiene procedures First aiders should have access to single-use disposable gloves and hand washing facilities, and should take care when dealing with blood or other body fluids and disposing of dressings or equip ment. First aiders must maintain a record of all patients treated, no matter how trivial.
Requirements of all staff • • • • • • •
Must complete an approved MFA training course as required Ensure that there is a First Aid manual in their class and be familiar with the location and content of the manual and MFA boxes Know their own work area thoroughly, paying special attention to potential hazards and to know the correct treatment for injuries common to your area Promote accident prevention and safe working practice Be physically fit enough to move a patient Ensure that accident forms are completed appropriately Complete risk assessments as required: • Departmental • Educational visits • Other
Accident Records An Accident/Incident Report Log Form must be completed in the case of an accident/incident by the Teacher/TA witness of the accident/incident and emailed to SLT and the Office. The Head of Primary/Secondary will then update the Accident/Incident Log Excel Tracking File.
List of First Aiders All staff completed the 4 hour BASIC MEDIC FIRST AID Certification Course as a part of the staff induction programme. The following staff completed a 12 hour Medical First Aid Paediatric Diploma on August 23rd. Certifying agency: www.firstaidforschools.com [OFSTED/COBIS SANCTIONED MFA PROVIDER] Certifying instructor: Kathleen Frances Sullivan
Staff Member
Date of Certification
Kendall Peet [Head of School]
23/08/2014
Ciprian Tiplea [Deputy Head of School]
September 2012
Robert Hewett [Head of Secondary]
23/08/2014
Stephanie Jones [Head of Primary]
23/08/2014
Manuela Constantine [EYFS Coordinator]
23/08/2014
Irina Ruse [Reception Teacher]
23/08/2014
Silvia Hewett [Year 4 Teacher]
23/08/2014
Paul Georgescu [Primary PE Teacher]
23/08/2014
Ciprian Iacob [Secondary PE Teacher]
23/08/2014
Johanna Croci [Humanities Coord/DofE Coord]
23/08/2014
Rebecca Hunter [Year 5 Teacher/DofE Leader]
23/08/2014
Simon Quysner [Key Stage 1 Coord/Year 2 Teacher]
23/08/2014
Iulia Boboc [Office]
23/08/2014
Ana Maria Stere [Office]
23/08/2014
Related Policies Health and Safety Policy Medical Policy Recruitment Policy Educational Visit Policy
This policy is to be updated yearly at the start of each year
MEDICAL POLICY Purpose The purpose of this medical policy is to provide clear guidelines to follow in situations relating to the medical health and safety of students both on campus and away on school trips.
Overview This policy includes the following information: •
The medical procedure relating to new students joining IBSB
•
The storage and administering of both prescription and non prescription medicine
•
The procedure to follow when a child in the care of IBSB staff feels unwell
•
Minor first aid accident procedure [Refer First Aid Policy]
•
Serious Accident Procedure [Refer First Aid Policy]
•
Suspected and Confirmed Contagious Disease Procedure
•
The procedure for recording all student medical information
•
Form to complete to allow IBSB staff to administer medicine to a student
•
Accident/Incident Report Log procedure
•
Location and contents of Medic First Aid Boxes on IBSB campus [Refer MFA Policy]
•
Standard letters to be sent out relating to the above
1. School Attendance At the start of each academic year each student is required to bring a medical certificate confirming that the student is healthy and fit to enter the school’s community. New staff will be required to complete a Health Declaration Form, 2014 at the time of signing their work contract confirming that they are physically well and able to work in a school environment prior to the start of the new academic year. In addition to this all staff will be required to complete a medical examination at the start of each school year, to be arranged and paid for by IBSB. \\NEWSERVER\Office\HR\Recruitment\New Staff Infor and Forms to send out
New child in school • •
• •
The family completes the medical admissions form prior to admission [available on school website in Admissions section] The family presents a copy of each child’s vaccination, a note from the doctor (Appendix 7) which states that the child/ren are healthy and fit to enter the school’s community. If the child has a medical condition they have to present a medical note signed and stamped by the child’s doctor containing the name of the illness/disease and the emergency medication needed if necessary. The Office informs the school doctor and the teacher before the child’s first day of school. The school doctor carries out a medical check of the child on the first day of school.
2. Medication 2.1 Storage • • • • • •
All medicine is to be kept in the First Aid Room in a safe and lockable cupboard. (First Aid Kits are to be kept in secure locations around the campus, with one in each level of school buildings) First Aid Boxes are to be found on every floor of the BSB buildings. Please see Appendix 2 The Health and Safety Officer are responsible for checking and replacing any missing items from the First Aid Boxes. First aid kits are available for all staff to use and to give first aid for small accidents when the nurse is not available. First Aid Boxes are available in the school’s office for teachers to take on trips off campus. Teachers must take a First Aid Box from the office when going on a trip.
2.2 Administration of medicine • • • • • • • • •
No non-prescribed medication, including creams and lotions, can be administered to children by any member of BSB staff. Prescribed medication can only be administered by the school doctor or teacher if the parent has filled out and signed a Medication Form. The Medication Form (Appendix 1) must be filled in and signed stating what medication is to be given and when. The office staff sends a copy of the medication form to the school’s nurse and one copy to the class teacher. The original form will be kept in children’s file in the office. Emergency medication may be given only after a phone conversation with the parent by the Office staff/doctor. The phone call is to be confirmed in writing at the end of the day. The Office Staff/School Nurse will administer medication in accordance to prior training from the parent and parent’s indications on the medication form. The Office Staff/ School Nurse must wear medical gloves at all times when medication is administered. It is the form/class/subject teacher’s responsibility to ensure that the child visits the First Aid Room at the correct time to administer the medication. Any emergency medication (ventilators, Epipens etc) must be provided by the parents and accompanied by a letter stating exactly how and when they are to be administered and include the doctor’s prescription. Parents are also asked to come to school to instruct the nurse what to do in certain circumstances. Emergency medication will be labelled with the child’s name on it and be kept in a lockable cupboard.
2.3 Child refusal to take medication •
In the case of child refusing to take the medication, the family should be advised by phone immediately by the Office Staff/School Doctor and the phone call to be confirmed in writing at the end of the day’s session.
•
An entry should be made in the school’s accident log on the server.
3. Sickness •
If a child is feeling sick during class or playtime/break, the TA will take the child to see the school doctor or the Secondary teacher will send the student to visit the First Aid Room in the Office sending another student to accompany the sick child if he/she feels it is a serious matter.
•
The HOS/HOP/HOSec.is informed after the Office Staff/ School Nurse contacts the parents.
•
If a child arrives at school and appears sick, the teacher will send him/her to First Aid Room, accompanied by a TA if it is a primary school student.
•
The school nurse will inform HOS about the symptoms and physical state of the child and if the HOS/Executive Director feels it is appropriate, the Office Staff/ School Nurse will then they will contact the parents, so that the child can be picked up early.
•
The parents/student will fill the Leave Early Form at the office when they collect the child.
•
Should the illness be contagious or after 3 days of medical absence, the school will require a confirmation note from the child’s doctor stating he is no longer contagious and can rejoin the school (Appendix 7). The School Office is to follow up any missing medical notes.
4. Accidents [Refer First Aid Policy] 4.1 Small accidents (cuts and bruises) • • •
• •
•
Cuts and bruises: All students with cuts and bruises should be taken to the school office to receive MFA treatment as required All small cuts and bruises should be cleaned with water or disinfectant by the teacher or teaching assistant. In most cases where bleeding is absent, cleaning with water will suffice. Individually wrapped sterile plasters will be used only in case of bleeding. In this case use disinfectant on a sterile dressing to clean the wound from the centre outwards. Only apply the plaster when no more traces of dirt are visible in the wound. Do not apply the plaster if there is a known allergy to such products; use a wrapped sterile bandage instead. In the case of a head injury, a call will be made by the Office Staff/School Nurse (or in her absence by the form/class/subject teacher) to inform the parents, followed by a note from the class/subject teacher sent home by Student Planner. As a concussion can reveal itself later, any serious bump to the head should be communicated to the parents, at the teacher’s judgment. In case of small accidents the class/form teacher must inform the parents by email.
4.2 Serious Accidents or emergency •
• • •
• •
In case of serious accidents, the staff member at the scene of the accident will call for the /staff member on the MFAiders List in the staff room/nurse/doctor who will come to the place of accident and offer first aid using the nearest first aid boxes or the first aid boxes from First Aid Room. A list of first aid boxes in school and contents (Appendix 2). Ambulance number must be labelled at the back of the first aid kits. One member of staff present needs to inform the office immediately and the office will call the ambulance, the children’s parents to ask them to meet the ambulance at the hospital, and inform the class teacher, HOS, DHOS, HOP, and HOSec. Contacts for Ambulance (Appendix 3) A member of teaching staff will remain with a child at the hospital until the parent/ guardian arrives.
An Accident/Incident Report Log Form must be completed in the case of an accident/incident by the Teacher/TA witness of the accident/incident and emailed to SLT and the Office. The Head of Primary/Secondary will then update the Accident/Incident Log Excel Tracking File and inform the Head fo School/Executive Director. Serious accidents include death, asthma, an epileptic seizure, diabetes related conditions or incidents, any incident involving a spillage of bodily fluids.
5. Contagious health problems/diseases 5.1 Head lice • •
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•
School Nurse The School doctor has to check all children at the beginning of each term for head lice The School nurse has to carry out class checks for head lice, starting with students in Preschool and working through to Y13. This check should be completed in the first week of term as the school doctor must send a health declaration form (Appendix 6) to SANEPID within 5 working days of school opening. If a case of head lice is found in one class and the child has siblings in school, the following classes to be checked are the ones of the siblings. Random checks should also take place in others classes over the next 2 weeks. The doctor has to inform office of any confirmed cases of head lice by email by 12.00 noon The School Office has to phone parents of children concerned to inform them of the situation and to ask them to treat their children before they return to school. Parents are asked to collect their child and to treat or give permission for nurse to treat in school. Following the phone conversation or if the parent was not contactable, a letter will be sent home (Appendix 9) and the School Office will call again the following morning to confirm treatment was carried out and if not ask that the child be collected from school. Office prepares letter to go home with the children concerned informing them in writing that their children have head lice asking them to treat their children before they return to school (Appendix 9). Office needs to have names by 12 noon at the latest in order for the letters to go home that day. If the office receives the name of a confirmed case after 12pm the parents will be contacted by e-mail with a hardcopy of the letter going out the following day. Where there is a confirmed case the entire class will receive an e-mail to inform them of the situation, asking them to check their children daily (Appendix 10) The office also needs to contact the Director and Head of School to inform her/him of the confirmed case of head lice, and the class teacher/form teacher to inform them that letters and e-mails have gone out and to ask that they send the child to the school nurse on their first day back at school. Class teacher/Form tutor asks student with head lice on returning to school to visit the school nurse for a check before their first class. Office to remind teachers to send the children on the list straight to the First Aid Room in the morning. School Office will contact the Form Teacher to inform them of any student/s who did not visit for their check. If the student is in school the School Office will locate the student/s and carry out a head lice check. If the child has not been treated the parents will be contacted and asked to collect their children from school in order to take them home to treat them.
5.2 Chicken Pox (To be actioned after a confirmed diagnosis is sent by fax/e-mail by parent) • •
• •
Nurse must check all pupils in a class where a chicken pox case was reported and if a child has brothers or sisters the siblings’ class should be also checked. A Letter/leaflet informing parents of that there has been a confirmed case of chicken pox in the school is to be sent out and describing symptoms (Appendix 11) to parents of effected classes via email and via a book bag on the same day. Children will be allowed to join the class again after they are treated and after receiving a note from the doctor stating that they are ready to return to school (Appendix 7) If the child does not present a note from the doctor when rejoining school, the child needs to be send to the First Aid Room to be checked by the school doctor in order to stay in school. The school doctor is to inform the office and the office to inform the parents that the child needs a note from the doctor saying they are well and able to return to school.
5.3 Scarlet Fever (To be actioned after a confirmed diagnosis is sent by fax/e-mail by parent) • • •
• •
•
Parents of suspected scarlet fever cases will be asked to provide a medical note confirming the case. Doctor must check all pupils in a class where a suspected scarlet fever case has been reported and if a child has brothers or sisters, the siblings’ class should be also checked. A Letter/leaflet informing parents of the suspected scarlet fever case in the school and describing symptoms (Appendix 13) is sent to parents of affected classes via e-mail and via a book bag on the same day. Children diagnosed with Scarlet Fever will be allowed to join the class again after they are treated and after receiving a note from the doctor that they are ready to rejoin (Appendix 7) If the child does not present a note from the doctor when rejoining school, the child needs to be sent to the First Aid Room to be check by the school doctor in order to stay in school, the school nurse informs the office and the office informs the parents that the child needs a clear note from the doctor. Once a note is received confirming the case, a letter will be sent to whole Primary or Secondary School of infected child plus that of siblings. (Appendix 13ii)
5.4. Rubella (To be actioned after a confirmed diagnosis is sent by fax/e-mail by parent) • • •
• •
•
Parents of suspected rubella cases will be asked to provide a medical note confirming the case. Doctor must check all pupils in a class where a suspected rubella case has been reported and if a child has brothers or sisters, the siblings’ class should be also checked. A Letter/leaflet informing parents of the suspected rubella case in the school and describing symptoms (Appendix 13) is sent to parents of affected classes via e-mail and via a book bag on the same day. Children diagnosed with rubella will be allowed to join the class again after they are treated and after receiving a note from the doctor that they are ready to rejoin (Appendix 7) If the child does not present a note from the doctor when rejoining school, the child needs to be sent to the First Aid Room to be check by the school doctor in order to stay in school, the school nurse informs the office and the office informs the parents that the child needs a clear note from the doctor. Once a note is received confirming the case, a letter will be sent to whole Primary or Secondary School of infected child plus that of siblings. (Appendix 13ii)
5.5 Measles (To be actioned after a confirmed diagnosis is sent by fax/e-mail by parent) • • •
• •
•
Parents of suspected measles cases will be asked to provide a medical note confirming the case. Doctor must check all pupils in a class where a suspected measles case has been reported and if a child has brothers or sisters, the siblings’ class should be also checked. A Letter/leaflet informing parents of the suspected measles case in the school and describing symptoms (Appendix 13) is sent to parents of affected classes via e-mail and via a book bag on the same day. Children diagnosed with measles will be allowed to join the class again after they are treated and after receiving a note from the doctor that they are ready to rejoin (Appendix 7) If the child does not present a note from the doctor when rejoining school, the child needs to be sent to the First Aid Room to be check by the school doctor in order to stay in school, the school nurse informs the office and the office informs the parents that the child needs a clear note from the doctor. Once a note is received confirming the case, a letter will be sent to whole Primary or Secondary School of infected child plus that of siblings. (Appendix 13ii)
5.6 Mumps (To be actioned after a confirmed diagnosis is sent by fax/e-mail by parent) •
Parents of suspected mumps cases will be asked to provide a medical note confirming the case.
• •
• •
•
Doctor must check all pupils in a class where a suspected mumps case has been reported and if a child has brothers or sisters, the siblings’ class should be also checked. A Letter/leaflet informing parents of the suspected mumps case in the school and describing symptoms (Appendix 13) is sent to parents of affected classes via e-mail and via a book bag on the same day. Children diagnosed with mumps will be allowed to join the class again after they are treated and after receiving a note from the doctor that they are ready to rejoin (Appendix 7) If the child does not present a note from the doctor when rejoining school, the child needs to be sent to the First Aid Room to be check by the school doctor in order to stay in school, the school nurse informs the office and the office informs the parents that the child needs a clear note from the doctor. Once a note is received confirming the case, a letter will be sent to whole Primary or Secondary School of infected child plus that of siblings. (Appendix 13ii)
5.7 Mononucleosis (To be actioned after a confirmed diagnosis is sent by fax/e-mail by parent) • • •
• •
•
Parents of suspected mononucleosis cases will be asked to provide a medical note confirming the case. Doctor must check all pupils in a class where a mononucleosis case has been reported and if a child has brothers or sisters, the siblings’ class should be also checked. A Letter/leaflet informing parents of the suspected mononucleosis case in the school and describing symptoms (Appendix 13) is sent to parents of affected classes via e-mail and via a book bag on the same day. Children diagnosed with mononucleosis will be allowed to join the class again after they are treated and after receiving a note from the doctor that they are ready to rejoin (Appendix 7) If the child does not present a note from the doctor when rejoining school, the child needs to be sent to the First Aid Room to be check by the school doctor in order to stay in school, the school nurse informs the office and the office informs the parents that the child needs a clear note from the doctor. Once a note is received confirming the case, a letter will be sent to whole Primary or Secondary School of infected child plus that of siblings. (Appendix 13ii)
5.8 Intestinal worms •
A letter informing parents of intestinal worm’s case in the school and describing symptoms (Appendix 12) is sent to parents of effected classes via e-mail on the same day.
6. Chronic illness •
• •
Parents and the child’s doctor are asked to complete a medical form (Appendix 6) for Asthma and (Appendix 6) Food allergy at the beginning of the school year. This medical form contains child specific emergency measures of individual child’s condition. This medical form must be signed and stamped by the child’s doctor. The medical form will be kept in the child’s file at the office.
7. Medical Records • • •
• •
All children’s medical records (vaccination records, note from doctors) are to be kept with children’s file at the Office. A Medical Log is kept by the school doctor. This contains an entry with date, hour, name, classroom, symptoms and action taken for every child that visits the First Aid Room. An Accident/Incident Report Log Form must be completed in the case of an accident/incident by the Teacher/TA witness of the accident/incident and emailed to SLT and the Office. The Head of Primary/Secondary will then update the Accident/Incident Log Excel Tracking File A Medical Record is kept by the doctor for each child. This contains every visit to the First Aid room of the child with: date, symptoms and action taken. (KEPT ON Schoolbase) A Medical E-mail is sent to the principal, HOS, teacher and office in case of an accident or if a child needs to leave early.
Related Policies First Aid Policy Health and Safety Policy Admissions Policy Exclusion Policy
APPENDIX 1 REQUEST FOR THE ADMINISTRATION OF MEDICINE IN SCHOOL To be completed by the parents/guardian of any child to whom drugs may be administered under the supervision of school staff. Please complete in block letters: Child's name: _________________________________ Form:__________________ Doctor’s Name:_______________________________ Doctor’s Tel No:___________________
The Doctor has prescribed the following:
Name of Drug/Medicine to be given:
When to be taken, before/after food:
How much: one 5ml/one tablet:
1. 2. 3.
My child may/may not carry the drug on their person if the school agrees. (Delete accordingly) NB: Parents are responsible for keeping medicines up-to-date, for notifying school of any changes and removal of out of date medicines and if necessary return to dispensing pharmacy. Please record below any special/emergency procedures to be followed or side effects known. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
I request that the treatment be given in accordance with the above/attached information by a responsible member of the school staff who has/has not received any necessary training. I understand that it may be necessary for this treatment to be carried out during educational visits and other out of school activities, as well as on the school premises. I will inform you immediately of any changes in the above. I undertake to supply the school with the drugs and medicines in properly labeled containers, including a 5ml medicine spoon or oral syringe for liquid medicines. I accept that whilst my child is in the care of the School, the School staff stand in the position of the parent
and that the School staff may, therefore, need to arrange any medical aid considered necessary in an emergency, but I will be informed of any such action as soon as possible. I understand that whilst school staff will use their best endeavors to carry out these arrangements, no legal liability can be accepted by the School staff or Principal in the event of any failure to do so, or of any adverse reaction by my child to the administration of the drug. Signed :_________________________________ Parent/Guardian) Date:______________________ Note for special/emergency circumstances: (please describe precisely the circumstances and the nature and dosage of the prescribed medication or treatment). ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
APPENDIX 2 Medic first aid manuals can be found on the wall in every room in a wall holder near entrance Location of First Aid Kits in School A Medic First Aid Box has been positioned in selection locations around the campus: • on each level of the Primary and Secondary School • in the School Library • at the SLT entrance of the office building • in the Medic First Aid Room annexed to the office on the first level • in the school library • in each school van The location of MFA Boxes will be clearly marked on the floor plans in each class and on each level of each building. In addition to the medic first aid boxes in fixed position around the campus there are also additional MFA Boxes for teachers to take on educational visits. It is the responsibility of the Health and Safety Officer to ensure that all MFA boxes are kept fully resourced. MFA Boxes should be checked each half term, with checks recorded along with any restocking required. The record sheet of these checks should be held by the site manager. Any staff member using supplies from a MFA box should inform the office immediately, in order to ensure that MFA are restocked immediately after use. The Health and Safety Officer should ensure that all classrooms and areas used by students and staff have a MFA Manual easily accessible at all times. In general this should be located just inside the entrance to the room on the wall in a secure holder, easily visible.
APPENDIX 3 Ambulance contact numbers 021 9505 The ambulance will take the child to a Regina Maria Hospital
APPENDIX 4 FIRST AID KIT CONTENT LIST Blunt scissors …………………………………………………………………………..….….…….1 pc Artificial Respiration Device ………….……………………………...……….…….….…….1 pc Guedel Pipe size 4…………………………………………………………………………………...1 pc Guedel Pipe size 10 .……………………………………………………………………………...1 pc Mouth opener device ……………………………………………………………………………..1 pc Elastic tourniquet 50 cm………………………………………………………………………….1 pc Plastic splints …………………………………………………………………………….………….2 pc Adhesive plaster 5 cm / 3 m ………………………………………………………..………..1 role Adhesive plaster 2.5 cm / 2.5 m ……………………………………………….…........... 1 role Individual emergency bandage 2/6 cm …………………………………….....………. 10 pc Bandage with Rivanol (disinfectant solution) 6/10 cm ………………….…………. 5 pc Patch 6/50 cm …………………………………………………………………..................…….1 pc Gauze roll / bandage 5 cm / 4 m …………………………………………..........….……....5 pc Gauze roll / bandage 10 cm / 4 m ………………………………………........……….....3 pc Triangular bandage l=80 mm …………………………………………………...........…….2 pc Sterile hydrophilic wadding 50 g……………………………………………....….......2 packs Examination gloves ……………………………………………….…………...........…......4 pairs Sterile compresses 10/8 cm x 10 p ……………………………………....………......10 packs Sanitary alcohol ……………………………………………………………..............……...200 ml Iodated alcohol ………………………………………..…………….………..............…...200 ml Rivanol solution 1% …………………………….………………….…….............…….....200 ml Perogen ………………………………………………………………….................…….......1 bottle Paper handkerchiefs with disinfectant solution ……………..……………………....10 pc Safety pins …………………………………………………………………….................….....12 pc Plastic cups ……………………………………………………………….................……….....5 pc 50 pages Notebook …………………………………………………...............…………….. 1 pc Pen / Pencil ……………………………………………………………………..................….. 1 pc First aid instructions brochure …………………………………………..........…………. 1 pc