Suggested Sample School Rules, Regulations and Policy.

 

SCHOOL POLICY

 

INTRODUCTION: ABOUT US

 

ARTICLE ONE: POLICY ON ADMISSION.

 

ARTICLE TWO: APPEARANCE.

 

ARTICLE THREE: ASSEMBLY.

 

ARTICLE FOUR: ACADEMIC STRUCTURE.

 

ARTICLE FIVE: CLASSROOM STRUCTURE.

 

ARTICLE SIX: HOMEWORK.

 

ARTICLE SEVEN: BULLYING.

 

ARTICLE EIGHT: DISCIPLINE.

 

ARTICLE NINE: MORAL CODE OF CONDUCT.

 

ARTICLE TEN: SUPERVISION.

 

ARTICLE ELEVEN: HEALTH, SAFETY AND ENVIRONMENT (H.S.E)

 

ARTICLE TWELVE: SPECIAL EDUCATIONAL NEEDS.

 

ARTICLE THIRTEEN: DISABILITY.

 

ARTICLE FOURTEEN: GENERAL RULES AND REGULATION FOR STUDENTS

 

INTRODUCTION: ABOUT US

Vision statement:

Mission statement:

Core values:

Brief history about the school:

School Anthem:

School Logo:

School Color:

ARTICLE ONE: POLICY ON ADMISSION.

Age.

1.1 Attendance at a school during school hours shall be compulsory for all pupils from the first day of school of the year.

The statistical age per grade is as follows:

CLASS

TODLER

PRENUSERY

NUSERY ONE

NUSERY TWO

PRIMARY ONE

PRIMARY TWO

PRIMARY THREE

PRIMARY FOUR

PRIMARY FIVE

PRIMARY SIX

AGE

0-2

2-3

3-4

4-5

5-6

6-7

7-8

8-9

9-10

10-11

Pupils born in January/ February may be admitted into the class above their chronological age but may have to repeat the grade if they are not coping after the first term. When it comes to age, we hold a strong believe that age is a core factor for coping so children should not be put in classes above their age.

Placement of pupils:

A pupil already registered who is repeating the year will be placed first. Thereafter classes will be filled on a first come first served basis once the pupil has been assessed by the school. Our optimum number in a class is 20. The school reserves the right to make a decision on numbers appropriate for a classroom.

Testing:

Pupils transferring from other schools will be required to undergo an assessment for correct placement.

Pupils from foreign countries will be assessed and will be placed in age appropriate grades unless the results prove otherwise.

1. The enrolment procedure:
2. Parent enquires about the school are to be rooted to the school administrative office.
3. Parents are to call admissions officer to check if we have space available or parents should visit the school. (Do not make purchase for forms until you confirm that there is space available for your child.
4. Registration forms are purchased and all relevant policy document is attached to the registration form. Forms should be filled correctly and returned with relevant documents required before child is admitted to the classroom, in the case of an incidence caused by not properly filling the forms, risk is transferred to parents.
5. Admissions officer arranges a date with the school head to assess the pupil (it would be best if the schools make the appointment themselves with the parent).
6. The pupil writes the relevant entrance test. Parents should find out result of the test to know what class the child should be placed.
7. Once the financial check has been done and approved, parents are given a letter of acceptance on condition that their deposit has been paid.
8. Admissions officer phones parent to come in with necessary documents and completed enrolment forms and sign the policy documents. Students are admitted in their classroom afterward. Students would not be admitted if the documents are not properly filled, necessary documents submitted and policies signed.

ARTICLE TWO: APPEARANCE.

Students will appear in the appropriate uniforms daily. Please find the school uniform schedule in your admission pack.

ARTICLE THREE: ASSEMBLY.

Assembly holds daily between 7:40am-8:10am.

The assembly is a compulsory part of the child’s day hence we take it very seriously. The assembly begins the day, missing it can cause a disconnect for the child. It is during the assembly that very pivotal activities such as; character modelling, public speaking, social interaction program etc. are conducted.

We frown at late coming to the school assembly and missing the assembly daily is totally unacceptable.

 

ARTICLE FOUR: ACADEMIC STRUCTURE.

We use the blend of the Early Year Foundation Stage (EYFS) and the Montessori system for delivering teaching in the early years.

We use a blend of the British curriculum and the Nigerian curriculum in the upper primary.

ARTICLE FIVE: CLASSROOM STRUCTURE.

Our classrooms are managed by professionally trained teachers.

The classroom is arranged in such a way that students have learning resources and interaction is not difficult.

We use furniture that is comfortable and not hazardous to the student’s health.

We ensure that classrooms are well ventilated and

Classrooms are well decorated with instructional materials to stimulate learning.

Note: We strongly believe that impartation of knowledge is a collaborative process between the school and parents. Below is our policy on Homework.

ARTICLE SIX: HOMEWORK.

Homework can be set in many different forms with many different expectations and outcomes. The following points are what we consider when setting homework:

1. The nature and type of homework changes throughout a pupil’s school career.
2. Amount and frequency of homework may increase as a pupil gets older.
3. Homework should not cause undue stress on the pupil, family or the teacher.
4. Homework will not necessarily come in the form of a written task.
5. Homework will be set regularly from Foundation Stage to end of the school stay.

The Role of the Class Teacher:

• To provide an explanation of homework tasks to parents when necessary and to give guidance on how parent might assist their child. This may be done through written communication, at a parents meeting or information session.

• To ensure that all pupils understand the homework they have been given.

• To plan and set a program of homework that is appropriate to the needs of the child.

• To set up regular homework in an easily followed routine.

• To ensure that homework is purposeful and links directly to the curriculum being taught.

• To be available to talk to parents and children about homework.

• To mark homework and give feedback to pupils.

• To inform parents if there is a problem regarding homework.

The Role of Parent:

• To assist students in ensuring that they do their homework themselves and not by anyone else.

• Parents are not allowed to do assignments for pupils.

• Lesson teachers employed by the parent are only to guide the student in their homework, on no account should a lesson teacher do an assignment for a student. Parents are to supervise this.

ARTICLE SEVEN: BULLYING.

Definition of Bullying

Bullying is behavior by an individual or a group, usually repeated over time that intentionally hurts another individual either physically or emotionally. Bullying can include: name calling, taunting, mocking, making offensive comments; kicking; hitting; taking belongings; producing offensive graffiti; gossiping; excluding people from groups and spreading hurtful and untruthful rumors. This includes the same inappropriate and harmful behaviors expressed via digital devices (cyberbullying) such as the sending of inappropriate messages by phone, text, Instant Messenger, through websites and social media sites and apps, and sending offensive or degrading images by mobile phone or via the internet.

Forms of Bullying covered by this Policy:

Bullying can happen to anyone. This policy covers all types of bullying including:

Bullying related to race, religion or culture.

Bullying related to Special Educational Needs or Disability.

Bullying related to appearance or physical/mental health conditions.

Sexual bullying of any kind.

Bullying via technology – “cyberbullying”

Preventing, Identifying and Responding to Bullying:

Dealing with Incidents:

The following steps may be taken when dealing with incidents:

If bullying is suspected or reported, the incident will be dealt with immediately by the member of staff who has been approached.

A clear and precise account of the incident will be recorded and given to the head teacher and/or designated lead.

The head teacher/ designated lead will interview all concerned and will record the incident.

Teachers will be kept informed.

When responding to cyberbullying concerns the school will take all available steps to identify the bully, including looking at the school systems, identifying and interviewing possible witnesses, and it would be addressed internally.

Where the bullying takes place outside of the school site then the school will ensure that the concern is investigated and that appropriate action is taken in accordance with the school’s behavior and discipline policy.

Parents/care givers will be kept informed.

Sanctioning in line with school behavior/discipline policy. This may include official warnings, detentions, removal of privileges, fixed-term and permanent expulsion.

If necessary and appropriate, the police or other local services will be consulted.

Supporting Pupils:

Pupils who have bullied will be helped by:

Discussing what happened and establishing the concern and the need to change.

Informing parents/care givers to help change the attitude and behavior of the child.

Providing appropriate education and support.

If online, requesting content be removed and reporting account/content to service provider.

Supporting Adults through the office of the guardian and counselling unit would be on watch to ensure that incident does not reoccur.

Involvement of Pupils:

Regularly canvas children and young people’s views on the extent and nature of bullying.

Ensure that all pupils know how to express worries and anxieties about bullying.

Ensure that all pupils are aware of the range of sanctions which may be applied against those engaging in bullying.

Involve pupils in anti-bullying campaigns in schools and embedded messages in the wider school curriculum.

Publicize the details of help lines and websites.

Offer support to pupils who have been bullied and to those who are bullying in order to address the problems they have.

ARTICLE EIGHT: DISCIPLINE.

The school places a lot of value on discipline, we believe strongly that discipline is also an ingredient in the development of a child.

Procedures for dealing with challenging behavior:

1. Verbal reprimand is always our first point of call. The pupil will be given the opportunity to discuss the situation and will be encouraged to modify their behavior. Every child has the right to say what they think should happen and be listened to, this gives us the ability to get the exact reason why the child behaved the way he/she did.
2. Disruptive behavior in class may result in a child being isolated from his/her peers and seated at a single desk, near the teacher.
3. If disruptive behavior continues, the child may be sent to the Principal, depending on the offence, the child might be given corporal punishment as a reinforcement for better conduct next time.
4. If, after applying all previous steps, no improvement in behavior or attitude is evident, parents will be informed by the school management.
5. If, after applying all previous steps, no improvement in behavior or attitude is evident, the pupil may be placed on a behavior IEP, so that behavior can be closely monitored and parents will be informed. All challenging behavior will be documented and, afterward, appropriate steps would be taken by the school management.
6. Expulsion from school is always our last point of call. Depending on the offence, if all other steps has been taken and the student still continues to break the school rules, then he/she would be sent to face the disciplinary committee, if they decide expulsion, it stands.

Serious breaches of discipline include:

1. Bullying.
2. Assault on a pupil with intent to cause injury.
3. Assault on a member of staff.
4. Possession of illegal drugs.
5. Possession of dangerous weapons.
6. Persistent intentional disruption of class.
7. Vulgar, abusive and inappropriate language.
8. When a serious breach of discipline is reported to the Board of Governors.

Note: all these might lead to immediate expulsion.

Positive behavior will be rewarded with:

1. Public praise, stickers, class stickers, principal’s stickers, certificates and golden pencils.
2. Positive comments in books.
3. Special mention in class or in Assembly.
4. Monthly Kindness Cup for Foundation Stage, Key Stage 1 and 2.
5. Individual class reward systems.

Note: We inform parents if we have any concerns about their child’s welfare or behavior and we would appreciate it, if parents have concerns, that they make these known to the Principal or class teacher.

ARTICLE NINE: MORAL CODE OF CONDUCT.

Our Moral code of conduct are simply underlining principles that govern every action of every child in the school

Children, teachers, classroom assistants, supervisors, canteen staff, parents and governors have worked together to draw up a moral Code of Conduct for our school. Our Code of Conduct outlines positive behavior throughout the school. The children discuss and sign the Code of Conduct with their parents every year and carry a copy of it in the school bags

BE HONEST

LOOK AFTER PROPERTY

WORK HARD

BE GENTLE

ARTICLE TEN: SUPERVISION.

Children will be supervised throughout their stay in school daily.

1. At break time children are supervised by teachers on duty and classroom assistants.
2. At lunchtime children are supervised by lunchtime supervisors.

ARTICLE ELEVEN: HEALTH, SAFETY AND ENVIRONMENT (H.S.E)

For their own safety, children will not be permitted to:

1. Run inside the school.
2. Exit the school perimeter fences.
3. Engage in rough play.
4. Enter classrooms without permission.
5. At the end of the school day children may only leave the school via the main entrance gate.

Areas out of bounds:

1. Any area outside the school perimeter fence.
2. The caretaker’s and cleaners’ store.
3. The school roof.
4. Inside the class during break unless a child is sick or going to the toilet.
5. No child may leave the school grounds during school hours unless accompanied by an authorized adult who has completed the sign-out sheet. If a child is going home for lunch, a note must be provided at the beginning of each school year.

ARTICLE TWELVE: SPECIAL EDUCATIONAL NEEDS.

We do not run a special education need school.

If the school notices that your child has any form of learning disability, the parents would be informed. We would refer the parents to schools or individuals who are professionals in dealing with such conditions.

ARTICLE THIRTEEN: DISABILITY.

Children with physical disabilities would be given special reference.

ARTICLE FOURTEEN: GENERAL RULES AND REGULATION FOR STUDENTS.

1. Borrowing of items from other student is strictly prohibited.
2. We place value on RESPECT for older ones hence, Students are mandated to greet senior students, teacher, parent, non-teaching staff, and any other older person inside or outside the school.
3. As regards the use of rest rooms, two students are not permitted to use one rest room. Student must respect the privacy of other students.
4. Standard mode of communication or all student is English language. The school is host to students from different culture and language hence our alignment with the national lingua-franca.
5. As regards appearance; Boys will appear in clean low cut, Girls are allowed to make the hair of their choice but their hair must be changed after every 2 weeks. Girls are not allowed to wear colored hair attachment; they are not allowed to put on any form of make-up. We take very seriously, the appearance of our students. We also want students to look uniformed.
6. Students who fail to meet-up with set average in the promotional term would be required to repeat the class.
7. If there is any concern, student should report to the school administration and the issue would be meticulously handled.
8. Students are to uphold high maintenance culture. They are responsible for their immediate environment. Any facility that is damaged by any student would be replaced by that student.