School Policies

1 – Admissions Policy

Introduction

Lycée International de Londres Winston Churchill (the “School”) is an independent, international, and non-denominational school which teaches the curriculum set by the French Ministry of Education (“Ministère de l’Education Nationale, de l’Enseignement supérieur et de la Recherche“) and which opened in September 2015 after being registered with the Department of Education (“DfE”). The aim of the School is to offer a French bilingual curriculum taught mostly in French adding more classes taught in English as the pupils progress from Grande Section de Maternelle to Cours Moyen 2 (years 1 to 6) and to teach a French curriculum with additional English language options for its secondary classes, Sixième to Terminale (years 7 to 13). The programme culminates in the French exam, the “Baccalauréat”, which is externally assessed and grants students the right to pursue higher education in France and apply for colleges and universities in most countries of the world.
The School aims to welcome all francophone pupils and does not tolerate any form of discrimination.

1. Pre-registration

Pre-registration for the following school year is done by completing an online application available via the school’s website. A fee of £100 is payable to register any application.
Parents are requested to complete the pre-registration application form with true statements about their child. Any misleading application will be treated as an incomplete application and will not be processed. An automated confirmation of receipt will be sent by email with an application reference number.
Throughout the pre-registration period, the School will regularly contact parents for confirmation that they wish to maintain their application. You must inform the School of any change of personal details (contact email in particular) and reply as requested. A lack of response on your part entitles the School to cancel your application.
In compliance with French Educational practice, a child must have his or her fifth birthday during the calendar year of entry into the Grande Section de Maternelle and his or her sixth birthday in the calendar year of entry into Cours Préparatoire, and so on for other classes.

  • For pupils transferring from an “école homologue”, the School complies with any decision made by the Conseil de Classe or de Cycle.
  • For pupils not transferring from the French Education Nationale system, Lycée International de Londres will take into account the age of the pupil and the previous school’s profile and curriculum in order to assess the class assignment in the best interest of the pupil. The Head of School may require that the pupil take an aptitude test in the French language before the child can be registered.

2. Processing of application

An Admissions Committee (“Commission d’Affectation des places”) is put in place each year. It comprises the Head of School, the CFO, the Legal Manager and the Admissions Officer.
The Admissions Committee meets on dates set at the start of the year to update and determine waiting lists for each year group in accordance with the priority criteria set out under paragraph 5.
The waiting lists established by one Committee meeting are valid and remain unchanged until the next Committee meeting. The Committee will not consider applications for which the £100 fee has not been paid as requested.
Places cannot be “reserved”. If parents do not accept an offer for a place, the place will be allocated to the next applicant on the waiting list. However, parents will be asked whether they wish to remain on the waiting list and defer their application to a later stage of the school year.
The School will process applications regardless of the origin or previous school results of the child.
The School’s Terms and Conditions, fees and conditions for qualifying for bursaries (“bourses scolaires”) are published on the School’s website. The fees set out for each year group apply equally to all pupils.

3. Available places

The number of places available in each school year is limited. The quality of teaching which the School seeks to deliver and health and safety considerations determine the number of pupils the School can accept.
The maximum permitted capacity of the School is 1100 pupils.
The organisation of classes is described on the School’s website.

4. French aptitude test

All pupils who wish to attend Lycée International de Londres must demonstrate mastery of the French language, depending on the class attended, which might mean a good knowledge of written French. An aptitude test in the French language may be requested from students not coming from an “école homologuée” before the child can be registered. This requirement applies equally to all applicants regardless of their priority status.

5. Priorities for admitting applicants

Applications are listed, under the following categories of priority (in descending order):

Priority 1:
a. Entering 6e (y7) and Seconde (y11), pupils from an “école homologuée” established in London at the end of the schooling offered by the said school;
b. Entering any other year, pupils who have a sibling registered at Lycée International de Londres at the time of the application;

Priority 2: Children of employees of companies or organisations named by the Wembley Educational Charitable Trust Ltd (“WECT”) *

Priority 3: Pupils from an “école homologuée” (accredited by the French Ministry of Education) established in London transferring at the end of the schooling offered by the said school;

Priority 4: Pupils transferring from a school recognised by the AEFE or the MLF (Mission Laïque Française) established in or outside the UK;

Priority 5: Pupils transferring from a school accredited by the Ministry of Education established in France or pupils who have followed the distance learning programme “formule scolarité complète” of the Centre National d’Enseignement à Distance “(CNED)

In the event of oversubscription for a particular year group within a priority category, places will be allocated by first applying the above order of priority and then, if required, by drawing lots.
If a place becomes available during the course of the year, it will be allocated according to the above order of priority.
The date of application will not be taken into account when offering a place, subject to the deadline for applications being met.

6. Registration of the School

Upon the school receiving the DfE’s consent to its registration as an independent school, which is anticipated in Spring 2015, places will be offered.

7. “Exit certificates”

As a condition to their admission, children transferring from a French school (public, private under contract with the French government or belonging to the AEFE or MLF network) must supply an Exit Certificate (“certificat de radiation“) issued by the transferring school as well as their school reports.
After registration, the Lycée International de Londres will contact the previous school to obtain an electronic transfer or a copy of the child’s “dossier scolaire”. If this is not possible, a copy of past school reports must be supplied by the parents.

8. Offer of places

If you are offered a place, the School will contact you by email to explain the registration procedure. You must reply within the deadline specified in the offer. If you accept a place, the School’s Terms and Conditions will form the contract between you and the School.

9. Special needs

An appointment with the Head of School is required in the case of a child with special needs (or long term illness). The purpose of such a meeting is for the Head of School to assess the child’s needs and the School’s ability to meet those needs.

* WECT has provided to Lycée International de Londres on non-profit terms the land and buildings occupied by the School. Under the terms of an agreement with the WECT, the School is required to give priority of admission to a pool of pupils not exceeding 30% of the total school roll to children of companies or organisations named by WECT who have otherwise satisfied the School’s admissions criteria. The nominated children are likely to be children of employees of companies who have assisted WECT financially in the funding of this project. A list of the said companies and organisations is supplied by WECT to the School each year in January.

2 – Curriculum

Mission and Core Values (2a)

1. Who We Are

The Lycée International de Londres is a new independent, international school offering the French curriculum in a bilingual environment. The English language and literature classes are organised according to the students’ ability and fluency in English. In addition, part of the curriculum for other disciplines such as Science, Humanities, Athletics, Arts and Music may be taught in English.

Rooted in the tradition of French educational excellence, and aiming to offer a modern approach to teaching and learning, our ethos reflects our commitment to foster the development of the whole child and to celebrate collective achievement through mutual respect and dedication.

Located in the splendid, historic and entirely renovated Brent Town Hall, the Lycée offers state-of-the-art facilities and learning tools where the art and happiness of learning and teaching will rule.

Our Mission:

Through a rigorous, bilingual programme and innovative methods, we educate pupils to become responsible, creative and principled global citizens. We teach them to think critically and act ethically, to form and express their own opinions and respect those of others, to define their own life goals and to make sense of and embrace change.

Modern learning, timeless values

The primary objective of the entire Lycée International Winston Churchill teaching community is to contribute to the intellectual development and personal fulfilment of each and every pupil.

We develop the intellect and character of our pupils to enable them to take on the challenges of the world.

Capable of thinking for themselves and expressing their opinions with confidence, our pupils thrive in a bilingual and international environment, underpinned by excellence and a dynamic flow of pedagogical innovation.

Integrity, courage and respect are the core values we encourage them to develop, with the aim, ultimately, that they become true ‘global citizens’.

Excellence

Each student is entitled to the best possible education according to his or her needs, with the goal of achieving excellence in both intellectual and social endeavours. We believe that learning should be a fulfilling experience, and that school should be a place fostering joy, creative thinking and openness. Our school encourages individual and collective initiatives. We want our children to think positively about themselves and to recognise and value their own talents and those of others..

Creativity

It is our firm belief that learning can take multiple forms, and therefore be enhanced by diverse approaches as well as the responsible use of technology. We encourage our teachers to think and teach creatively, to use a variety of methods, from lectures to project-based, hands-on sessions, from books to digital resources and blended learning. We expect them to develop innovative lesson plans in order to help each student discover his or her own learning style, talents and potential. We encourage them to discover and understand the digital world, and make the best use of it.

Integrity

We believe that honesty is of paramount importance in character building. We encourage students to embrace challenges and welcome hurdles in every part of their life. We ask them to own their mistakes and learn from them.

Community

We encourage teamwork and foster a sense of community and solidarity within and outside the school, from positive collaboration and healthy competition in the classroom to volunteering and community involvement both locally and globally. We look forward to sincere parental support and collaboration, which in turn we offer to families.

Awareness

We welcome students, families and employees from all backgrounds and cultures. We respect and celebrate their identity, lifestyles, preferences and individual differences .We expect every member of our community, children and adults, to do the same.

2. Our History

The Lycée International de Londres was officially named as Lycée International de Londres Winston Churchill on Saturday 24 January to coincide with the 50th anniversary of the former British Prime Minister’s death, on 24 January 1965. Its inaugural year also marks the 75th anniversary of Winston Churchill’s first becoming British Prime Minister and the 75th anniversary of the Battle of Britain. The lycée’s name was chosen in recognition of the crucial role played by Churchill in the victory of the Allied forces in World War Two and the 1944 Liberation of France.

London’s other French lycée, in South Kensington, is named after the French military and political leader General Charles de Gaulle. Churchill and de Gaulle were famously pictured marching down the Champs Elysées in Paris on 11 November 1944, following the Liberation of France. It was therefore natural to celebrate this historical partnership by naming the new school after the courageous war leader who supported Free France, in the same year as the Lycée Charles de Gaulles celebrates its first 100 years of existence.

The Lycée International de Londres Winston Churchill will open its doors to its first group of students in September 2015.

The Lycée International de Londres Winston Churchill is an independent school set up by the French Education Charitable Trust (FECT). It joins the growing worldwide network of the Agency for French Education Abroad (AEFE), a government agency overseen by the French Ministry of Foreign Affairs and International Development. The AEFE’s network today numbers 494 educational establishments in 135 countries. Around 330,000 students are educated in these schools, with French nationals making up 40% of the student body and the remaining 60% originating from other countries.

Arnaud Vaissié, Chair of the Board of Trustees, and Mireille Rabaté, Head of the Lycée International de Londres Winston Churchill, said: “By naming the new French international lycée after Winston Churchill today, 50 years after his death, we remember the immensely important role he played in France’s past and make his memory present in our country’s future. I hope our new students joining this September will feel inspired by the legacy of this great historical figure.”

Sylvie Bermann, French Ambassador to the UK, said: “It is very rare for a French lycée to adopt the name of a non-French figure, and this alone should stand as a symbol of the unique and very special ties between France and the UK.

“With the other French lycée in London’s South Kensington named after Charles de Gaulle, we now celebrate the two men who shaped France’s destiny in this very city. As the Lycée International de Londres Winston Churchill prepares to welcome its very first students, I wish it all the success of its big brother, the Lycée Charles de Gaulle, which is celebrating its 100th birthday this year.”

The Lycée International de Londres Winston Churchill occupies the site of the former Brent Town Hall, a 1940s Grade II listed building which was bought from Brent Council by the French Education Property Trust on 1 February 2012. The new lycée’s campus is set over five acres, with 12,000 square metres of newly refurbished and purpose-built teaching spaces for the three levels of schooling (Primaire: reception – year 6, Collège: years 7-10, Lycée: years 11-13).

The campus will boast multiple onsite sports facilities including a running track, two outdoor sports pitches and an indoor gymnasium. A newly-constructed Annex building will house modern science classrooms and a large, bright dining area.

3. Board of Governors

Arnaud Vaissié – Chair

Laurent Bigorgne

Lionel Bouvard

Emma de Fontaubert

Jean-Christophe Gérard

Eric Le Brusq

Claire Maxey

Bertrand Michaud

Jenny Oughourlian

Non-voting members:

Laurent Batut

Frédéric de la Borderie

Francois Croquette

Mireille Rabaté

4. Location

The Lycée International de Londres is located in the historic building of the former Brent Town Hall, in the London Borough of Brent. It can be reached by public transport. Wembley Park Station, on the Jubilee and Metropolitan lines, is only a short walk away.

This policy was adopted by the Board on 2nd February 2015

Reviewed on:

Curriculum (2b)

Main Goals

Leading up to, and culminating in the French exams of Diplôme National du Brevet (end of year 10) and Baccalauréat (year 12 &13), the programme of the Lycée International de Londres follows closely the rigorous French national curriculum from year 1 to year 13, with added emphasis on English language and culture, and a global perspective and understanding of the diversity of the world .

Inspired by the anglo-saxon ethos and philosophy to educate the whole child, we support the development of pupils with a strong pastoral care programme and the implementation of a social and emotional curriculum.

Ultimately, the School aims to prepare all pupils to the Option Internationale du Bac, which requires strong English language skills as the exam calls for written essays and oral presentations in Literature and in History.

1. Primary School

Curriculum: main goals

The primary School offers a bilingual and bicultural setting: the content of lessons follows the French requirements and the Anglo-Saxon ethos, with the goal that our pupils will master both languages and cultures with equal fluency and ease over the years.

In the Primary school, French will remain the primary language of instruction; English will be taught as second language and progressively used for lessons such as PE and arts, and in part for science and humanities. All teachers teach in their own native language, bringing along the specific educational culture of their country as part of the learning experience for our pupils. Introduction to a third modern language will start in CM1 or year 5.

School Day

In the Primary school, classes take place every day of the week with the same schedule, starting at 9.00am and ending at 3.30pm including Wednesday afternoons. School gates open at 8.15am with supervised time.

Teachers welcome pupils into their classroom at 9.00am. We encourage families to observe those times, thus ensuring a good and stress-free start to the day for all, pre and after school supervision will be provided for an additional fee.

Student Support and Pastoral Care

We believe that intellectual and emotional development go hand in hand for our children, we is why we endeavour to provide help and support whenever needed.

Our team of experts will implement our social and emotional learning programme and teach age appropriate classes to all pupils in small and large groups on topics of general interest such as nutrition, healthy relationships, respect and stress management. They will help pupils understand and navigate the challenging moments of life by providing individual support when needed.

Our school psychologist and learning specialist will also provide families with external resources in the case of recurring issues and offer lectures and discussion groups for parents.

2. Lower Secondary (year 7 to year 10)

Curriculum: main goals

The Lycée International de Londres follows the French national curriculum which it offers in a bilingual setting with the goal that our pupils will master both languages and cultures with equal fluency and ease. From year 7 to year 10, our pupils will continue to train their minds to think in two languages from literature to science, and from maths to arts, acquiring a fluency not only in the use of the languages but also in the understanding of different approaches to problem solving, and the influence of different cultures on the way we think. We initiate the formal study of a third modern language in year 7 (Sixième). Students will choose one of three or four languages, depending on enrollment. We will aim to have all staff teach in their own native language, bringing along the specific educational culture of their country as part of the learning experience for our pupils.

Elective Classes meant to further pupils’ curiosity and joy of learning may be offered in the last period of the scheduled day.

After 4pm, a programme of extra-curricular sporting and cultural activities will be offered until 5.30pm for an additional fee.

Diplôme National du Brevet (end of year 10)

The Diplôme National du Brevet (DNB) is the French national examination which assesses the knowledge and skills acquired in lower secondary school, at the end of year 10 (Troisième). All pupils prepare for this French National exam, which is externally assessed by the French Ministere de l’Education Nationale. This is a good start to formal training for later exams such as the Baccalauréat.

For more information:

http://eduscol.education.fr/pid23391/programmes-de...

School Day

School gates open with supervision at 8.15am for optional early drop off. We recommend that pupils arrive at school no later than 8.30am as classes start at 8.35am sharp.

Students will receive six periods of instruction per day plus one Elective Class in the last period, with two recess periods and a 50min lunch break. Classes are dismissed every day at 3.40pm, including Wednesdays.

After 4pm, supervised study time and a programme of extra-curricular sporting and cultural activities will be offered until 5.30pm for an additional fee.

Student Support and Pastoral Care

The adolescent years are some of the most challenging, and at the same time most important years, in the formation of our children’s sense of self. We believe that intellectual and emotional development go hand in hand for our children, we aim to provide help and support when needed.

Our team of experts will teach age-appropriate classes to all pupils in small and large groups on topics of general interest such as nutrition, healthy relationships, respect and stress management. They will help pupils understand and navigate the challenging moments of life, and provide punctual individual support when a counsellor or help with learning differences is needed.

Our school psychologist will also provide families with information in the case of recurring issues and offer lectures and discussion groups for parents.

Student Council

Students elect representatives amongst their peers to enrich pupils’ life, encourage them to take action and assume responsibilities, and to ensure that the needs and concerns of pupils are articulated to the Head of School and Administration. Lower Secondary representatives will work with and learn from Upper Secondary representatives.

3. Upper Secondary (year 11 to year 13)

Curriculum: main goals

The Lycée International de Londres follows the French national curriculum, and offers it in a bilingual setting with the goal that our pupils will master both languages and cultures with equal fluency and ease. From year 11 to year 13, our pupils will continue to train their minds to think in two languages from Literature to Science to Maths and Arts, acquiring a fluency not only in the use of the languages but also in the understanding of different approaches to problem solving and the influence of different cultures on the way we think.

Our program culminates with the externally assessed French exam: Baccalauréat which we offer in two tracks : Serie ES (Economics) and Serie S (Sciences)

We aim to have all faculty staff teach in their own native language, bringing along the specific educational culture of their country as part of the learning experience for our pupils. As part of the Baccalauréat elective classes, pupils can choose from an array of modern fields such as Biotechnologies, Engineering, Design and Technological Innovation, as well as more traditional options like Performing Arts.

Elective Classes meant to further pupils’ curiosity and joy of learning may be available in the last period of the scheduled day. After 4pm, a programme of extra-curricular sporting and cultural activities is offered until 5.30pm for an additional fee.

Diplôme du Baccalauréat Français (year 12 and year 13)

Our programme culminates in the French Baccalauréat that pupils sit at the end of years 12 and 13 (Première et Terminale). We offer two paths (“série”): Economics (série ES) and Sciences (série S). The Option Internationale du Bac (OIB) offers our pupils an opportunity to pursue advanced English studies in Literature and Humanities.

All pupils prepare for this externally assessed exam, which marks the end of secondary education in France and grants laureates access the best universities in France and in the world.

The School will soon examine ways to prepare interested pupils to take the GCSE, IGCSE and possibly other diplomas in the future.

The two paths of French Baccalauréat in Première and Terminale (year 12 and year 13)

Le Lycee international de Londres will offer two sections of the Baccalauréat Général: série S and série ES,. The following courses are offered: French, Mathematics, Physics/Chemistry, Biology, Philosophy, History/Geography, Economics and Social Sciences, two Modern Foreign Languages, and Physical Education. Each section differs in two main areas: the additional subjects pupils may take depend on the specialty of each section and the weight attributed to these subjects (core and specialized) varies according to the section.

The Scientific Section (série S)

The scientific section aims to develop both the apprenticeship of fundamental scientific knowledge and the conscience of the future citizen. This is possible thanks to an implementation of a thinking process engaged in a situation of research through a practical approach: use of appropriate techniques of observation, analysis, description, report writing, execution of experimental protocols, analysis and evaluation of the results. Each subject carries a different weight applied to the grade in the final exam: in série S, the weight of scientific subjects’ grades is paramount: this reflects the high standards set for the exam . Pupils must also choose one of several “spécialités”, which adds even more weight to those grades.

The Economics and Social Sciences Section (série ES)

This section is multidisciplinary in nature, integrating the socio-economic environment to contemporary issues, within a historical, geographical, mathematical, linguistic and cultural context. Its objective is to develop the knowledge and comprehension of the economies and societies of our time, thus helping pupils become responsible citizens while developing their critical thinking skills and curiosity.

In série ES, Humanities and Social Studies are paramount subjects: the weight of those disciplines’ grades in the final exam reflects the high standards set for the exam . Pupils must also choose one of several “spécialités”, which adds even more weight to those grades.

For more information about the French Bac:

http://eduscol.education.fr/pid23233/baccalaureat-...

School Day

School gates open with supervision at 8.15am for optional early drop off. We recommend that pupils arrive at school no later than 8.30am as classes start at 8.35am.

Students will receive a maximum of 7 periods of instruction per day with two recess periods and a 50min lunch break.

Classes are dismissed every day at 3.40pm, including Wednesdays. Supervised study time and other activities and sports will be available until 5.30pm for an additional fee.

Student Support & Pastoral Care

The adolescent years are some of the most challenging, and at the same time most important, years in the formation of our children’s sense of self. We believe that intellectual and emotional development go hand in hand for our children, we provide help and support whenever needed.

Our team of experts will teach age-appropriate classes to all pupils in small and large groups on topics of general interest such as nutrition, healthy relationships, respect and stress management. They will help pupils understand and navigate the challenging moments of life, and provide punctual individual support when a counsellor or help with learning differences is needed.

By the end of year 13, our pupils should be ready to lead the autonomous and responsible life of young adults headed for Higher Education.

Our school psychologist will provide families with information in the case of recurring issues and offer lectures and discussion groups for parents.

Student Council

Students elect representatives amongst their peers to both enrich pupils life and to ensure that the needs, encourage them to take action and assume responsibilities, and concerns of pupils are articulated to the Head of School and Administration.

Older pupils are also responsible for training and mentoring younger pupils in representative roles.

4. Before/After School: Extracurriculars

Pre/Post School Study Time

From 8.15am until classes start, and from the school class day until 5.30pm every day, families can sign up their pupils for supervision or study time, as well as an array of sporting or cultural extracurricular activities, for an additional fee.

Study time offers a peaceful and studious environment for those who choose it.

Sports:

The School encourages pupils of all ages to participate in school teams, according to their interests and aptitudes. Regular sports practice provides an important outlet and establishes lifelong healthy habits, whichever sports they choose.

On the field, pupils learn to take risks, experience failure as well as success with the support of their team and coaches while being part of a group where their own unique qualities are recognised and valued.

They learn how to overcome difficulties and improve through hard work. The Lycee aims to join local leagues and events, thereby providing opportunities to interact with other local schools.

Workshops

We will offer a variety of artistic, scientific and cultural workshops at the end of the school day, which are further opportunities to nurture and grow young people’s interests and actively hone their talents. We strongly encourage all pupils to participate.

This policy was adopted by the Board on 20 February 2015

Reviewed on:

Curriculum (2c)

Examples of the Secondary school curriculum taught in English

NB: the full curriculum will be available to view on inspection.

1.LOWER SECONDARY (year 7 to 10):

ENGLISH LANGUAGE AND LITERATURE GUIDELINES

The Secondary English programme focuses on developing skills that enable pupils to be successful, confident speakers, readers and writers at a native or near to native language level by the end of year 13. Classes may be streamed to accommodate the various levels of English proficiency among our pupils.

In reading, pupils are exposed to a variety of genres, which foster growth in fluency, comprehension and critical thinking skills and build class community. At all levels, pupils are expected to increase their reading stamina. Independent reading is a critical component of this goal. In writing, pupils work through a spiraled curriculum, which emphasizes both narrative and expository writing. English teachers model effective writing skills and strategies through direct instruction, and feedback is provided to pupils in a variety of ways. As pupils progress through the Lower Secondary, English teachers work diligently to provide a positive learning environment where all pupils can flourish as readers and writers.

The following six traits of writing are used to frame reading and writing and include organisation, idea development, sentence fluency, word choice, voice and conventions. These traits inform instruction and assessment. Pupils need to learn the mechanics of writing within the context of their own work. Grammar and mechanics are taught throughout the year within the context of reading and the units of study at each grade level.

English teachers may elect some of the class material and literary works they wish to present to their class. However, all must comply with the following guidelines for English classes.

  • Students will read print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the world, and to develop a deepening appreciation of aesthetic merit. Among these texts are fiction and nonfiction, classic and contemporary works.
  • Students will read a wide range of literature from many periods and genres to build an understanding of the many dimensions of human experience.
  • Students will apply a wide range of strategies to decode, comprehend, interpret, evaluate and appreciate texts.
  • Students will utilize various speaking and listening skills to communicate effectively with a variety of audiences and for different purposes.
  • Students will employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
  • Students will apply knowledge of language structure, language conventions, genre, style and media techniques to create, present, discuss and critique print and non-print texts.
  • Students will conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate and synthesize data from a variety of sources, including libraries, databases, computer networks and video, to communicate their discoveries in ways that suit their purpose and audience.
  • Students will develop an understanding of and respect for diversity in language use, patterns and dialects across cultures, ethnic groups, geographic regions and social roles.
  • Students will participate as knowledgeable, reflective, creative and critical members of a variety of literacy communities.
  • Students will discover, appreciate and enjoy spoken, written and visual language, both as individuals and members of a community.

Example:

English Language and Literature 5e (Year 8)

In 5ème (Year 8) English focuses on becoming independent readers and writers through developing skills. Students read literature in depth, explore a variety of writing genres, and learn new vocabulary along with some essential grammar concepts. Students develop their skills through reading and writing workshops, which emphasize student goals, student choice, and individualized support.

Writing

In writing workshop, pupils develop their writing skills through genre studies. Year 8 focuses on writing vignettes, poetry, and feature articles. Guided lessons allow pupils to receive structured strategies for writing these specific genres while also learning about the various stages of the writing process. Model mentor texts are used for each genre. Specific writing lessons may focus on idea development, organisation, appropriate word choice, voice, or conventions.

Reading

The literature programme reinforces active reading strategies and exposes pupils to a wide variety of texts, including realistic fiction and dystopian novels. To build fluency, independent reading is required. Through their independent reading, pupils practice specific skills learned in class and set goals for themselves based on their reading abilities. Specific reading lessons may focus on connecting, predicting, inferring, analysing, and other skills.

Possible texts include The Curious Incident of the Dog in the Night-time, The Giver, and various vignettes, poems, and other selected mentor texts, such as excerpts from Shakespeare’s work. During the study of class texts or literature groups, pupils are loaned a copy (possibly digital) of the book.

MATHEMATICS GUIDELINES:

The Math teachers in both languages work together to ensure that the full French math requirements are met, whilst integrating the anglo-saxon learning standards and scientific culture. The School intends to draw inspiration and use parts of the Common Core Math Standards(CCMS), designed from research of and benchmarks from a number of different countries’ math curriculum including Australia, Japan, Singapore and the U.S.

Each grade level has a year sequence of units of study which provide a strong foundation and smooth transition to the next grade, as well as direction toward STEM careers. Main areas of focus include the development of skills necessary to :

• Make sense of problems and persevere in solving them.

• Reason abstractly and quantitatively.

• Construct viable arguments and critique the reasoning of others

• Use appropriate tools strategically.

• Attend to precision.

• Look for and make use of structure. (Deductive Reasoning)

• Look for and express regularity in repeated reasoning. (Inductive Reasoning)

Solving rich problems is at the heart any math programme that prepares pupils for the future. Problems are sometimes presented as situations that are open-ended with multiple answers that make sense and sometimes as a situation that will have just one answer but many pathways to the solution. Rich problems also challenge pupils to make decisions about how to proceed or what mathematical knowledge or connection to apply. Each year they add to their repertoire of strategies for tackling and solving problems with different kinds of numbers and more complexity. Communication of mathematical reasoning is critical so pupils are expected to present their solutions and thinking, either orally or in writing, to their classmates and/or teacher. In this way, pupils’ understanding is articulated and shared so that everyone’s thinking is developed.

Assessment in the mathematics programme is ongoing and varied to provide feedback to the student, teacher and parents about the student's progress throughout the year. Homework, quizzes, projects and tests generally comprise the formal evaluation. Informal evaluation may include self-assessment and observations made by the teacher.

In conclusion, the math programme includes learning standards organised into the following mathematical domains : Ratios and Proportional Relationships, The Number System, Expressions and Equations, Geometry and Statistics and Probability. The instructional focus includes a balanced approach to the use of direct teaching, guided discovery, skill practice to maximize the understanding and efficient recall of procedures and knowledge toward becoming more effective problem-solvers each year.

Example:

Mathematics 5ème (year 8) (bilingual)

In Year 8, instructional time focuses on four critical areas: (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples

Assessment in the Year 8 mathematics programme is ongoing and varied to provide feedback to the student, teacher and parents about the student's progress throughout the year. Homework, quizzes, projects and tests generally comprise the official evaluation. Informal evaluation may include peer critiquing, self-assessment and tacit observations made by the teacher.

HUMANITIES

The French curriculum requires the joint study of World History and World Geography every year in Secondary School. The School chooses to offer parts of these to be taught in English for particularly relevant topics, in harmony and as a complement to the French curriculum.

The French and the English teachers shall collaborate regularly to harmonize lesson plans and ensure the best coverage of topics and issues as mandated by the French national as well as the British national curriculum.

Example:

History 4ème (Year 9)

(Bilingual)

The Year 9 History and Geography course is designed in the French curriculum to focus on the Modern Times in the world in the 18th and 19th centuries, and is taught in French. However one hour per week the class will be taught in English by a native teacher, with an emphasis on parts of the curriculum and events relevant to the English culture: the building of the British Empire, the North American Colonies, the American Revolution (in relation with both the French Revolution), the roots of World War I, Europe at the dawn of the 20th century.

Current events are a continual focus as pupils connect historical events to present day via newspapers and other media sources. Throughout the year, pupils examine multiple perspectives, utilize primary and secondary sources and practice the skill of using evidence to support their point of view. Varied perspectives are explored starting with a brief review of the French Revolution, followed by an in-depth study of the challenges of creating a new government. Students examine the newly formed French government and Declaration des Droits de l’Homme et du Citoyen, and compare it to the British structure. Issues surrounding human rights range from past to present through a study of French and UK related involvement, from subjugation to modern-day slavery. Students then study conflict and world wars with an in-depth investigation of the European theater in World War I.

This is an important time to practice critical learning skills, throughout this year, pupils work on developing and honing skills such as: historical research, the art of argument (both oral and written), examining primary documents, and analyzing historical issues.

Technology, Arts and Design Thinking (year 7 to 10)

Technology is taught as an integrated subject which bring together drawing, engineering and arts and craft, through experiences and activities that enhance and promote technological literacy through problem-based and design-based learning. These experiences and activities are open-ended, requiring pupils to develop technological thinking and challenging them to use and apply it in a variety of settings. The facilities include two computer laboratories, two design technology rooms with 3D printers, with the goal to cover all stages of a project, from conception to realisation. Field trips further expand the resources available to pupils and enhance the classroom learning.

The programme for years 7, 8, 9 and 10 (6e to 3e) uses the design cycle as a model of thinking and a strategy to help pupils investigate problems, and design, plan, create and evaluate the solutions that they generate within areas such as computer technology, design technology, and more, including visual arts.

In the years 11 to 13, this becomes an elective course.

2. UPPER SECONDARY:

Seconde (Year 11)

Economics (year 11)

(taught in English)

As part of the French requirement for Seconde, the economics course is mandatory. However we choose to teach this course in English as part of our bilingual programme.

This course provides all pupils with the skills:

• to understand the basics of domestic and international current events

• to become a better-informed ‘global citizen’

• to give pupils the opportunity to imagine a career in business, law, journalism, international affairs, finance, diplomacy, government, education, environmental science or administration of any kind.

As a social science, economics uses scientific methodologies that include quantitative and qualitative elements. All pupils must take in year 11 a mandatory economics course (SES - Sciences Economiques et Sociales) as an introduction to possible “série ES” (Economie et Social) Programme. This course offers an introduction to microeconomics, which deal with economic variables affecting individuals, firms and markets, and macroeconomics, which deal with economic variables affecting countries, governments and societies. These economic theories are studied in relation with and in the context of real world issues. Prominent among these issues are fluctuations in economic activity, international trade, economic development and environmental sustainability.

The ethical dimensions involved in the application of economic theories and policies permeate throughout the economics course as pupils are required to consider and reflect on human end-goals and values. The economics course encourages pupils to develop international perspectives, fosters a concern for global issues, and raises pupils’ awareness of their own responsibilities at a local, national and international level.

Field trips to innovative companies and eventually participation in Model UN programme (or equivalent) shall be part of the course and compliment pupils’ education through real life experience.

Taking SES Economics provides pupils with the tools to:

• Understand various economic models and how national economies operate

• Appreciate the interdependence of national economies in the global economy

• Read newspapers and listen to news in an informed manner

• Develop their analytical and critical-thinking skills

• Enhance their awareness of international issues

ENGLISH LITERATURE (year 11)

For native and advanced english speakers

Literary Analysis and Literary Essay (preparing for Bac with OIB)

Extending the analytic focus of the previous year’s work, year 11 English considers the power of literature to challenge beliefs by revealing other experiences, other perspectives, and other realities. In this context, we look at the way literary works have addressed, and continue to illuminate, questions of gender, race/ethnicity, and social class. We also examine in greater depth the role narrative point-of-view plays in influencing our reading of a text. Close reading skills are emphasized and students gain initial practice in producing oral and written commentary.

Texts may vary but must include a variety of classic and contemporary texts from anglophone writers and cultures such as, but not limited to:

  • An Inspector calls, Priestley
  • Of Mice and Men, Steinbeck
  • To Kill a Mockingbird, Lee
  • A Shakespeare play (TBC)
  • Selected poetry and short stories from various periods

ENGLISH AS A SECOND LANGUAGE (year 11)

For non-native and intermediate english speakers

The amount of ESL support will vary depending on a student’s needs and the school’s decision regarding the number of hours and levels available in any given year. Students not preparing for the OIB follow the French LV programme for English.

English as a Second Language (ESL) classes are provided for students in year 11 and 12 who are not prepared to enter the English literature or OIB classes without structured support. Oral and written comprehension and expression are emphasized, as well as vocabulary building and grammar. The overall aim is to support students as they are immersed within the English-speaking milieu of both the school and the British environment at large. Students are encouraged to join regular English classes as soon as is practicable and comfortable. Support classes are available for other lessons taught in English but not ESL classes.

Cycle Terminal (year 12 & 13)

This is a sample of subjects and topics specific to the two “séries”, as pupils prepare to take the national diploma of Baccalauréat. All classes leading to a final exam in French for the Baccalauréat will be taught in French.

Serie ES Economics (year 12 & 13)

SCIENCES ECONOMIQUES ET SOCIALES— Première (year 12)

(possibly taught in English)

  • The social link: associations, communities, the State
  • The individual in a society: social stratification
  • Culture and society: the role of arts, the interactions of cultures
  • Socialization: the example of nobility, the rules, factors and explanations of socialization
  • Individuals, societies, and political institutions: functions of the State; integration and social controls; media, violence, public opinion; the role of the individuals in their national economy
  • Money and credit: study of money, its use and value, the creation of money; financing the economy; institutionalizing markets
  • Market and concurrence: supply and demand, monopolies
  • Social policies and redistribution: how to fight social exclusion; the role of welfare
  • Budgetary policies: use of a national budget, debates, and policies.


Policy written in 2015.

Policy reviewed in:

  • February 2016
  • August 2016

Curriculum (2d)

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Curriculum (2e)

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Curriculum (2f)

FRENCH CURRICULUM for KINDERGARTEN & PRIMARY SCHOOL

Translated from: Bulletin Officiel – hors-série n° 3 du 19 juin 2008 « Programmes d’enseignement de l’école primaire »

Official Bulletin of French National Education – Special edition no 3 of 19 June 2008

PREAMBLE

The fundamental requirement of the French Republic and the main objective of the primary school is to give children the keys to knowledge and teach them how to integrate with the society in which they are growing up. With the standardization and extension of a child’s school career, the profile of the primary school has become less distinct. It has ceased to represent an ideal in itself. But its role has only become more decisive in the students’ success both up to the end of compulsory schooling and beyond. Primary school is not just one single stage of schooling: it is the key to success in all other stages. It lays the foundations of training which will lead each student to a qualification, and which will continue throughout their lives. It is in the light of this statement that it is fitting to mark out new horizons for the primary school while remaining faithful to the inspiration behind the Republican ideal of schooling: offering to all children an equal chance to succeed and to prepare, for all, for the successful integration into society. Primary schools must transmit and allow each child to acquire the essential knowledge and skills which they will need for the continuation of education in secondary school and, beyond that, in the path of learning chosen by the student. In this regard, the Common Base of Knowledge and Skills set out by the Guidance and Planning Law for the Future of Schools of 23 April 2005 (Loi d’orientation et de programme pour l’avenir de l’école de 23 avril 2005) is the central point of reference around which all teaching of this first level of compulsory schooling will be organized. . The primary school must have high expectations in order to develop memory and creativity, reasoning and imagination, diligence and autonomy, respect for rules and the spirit of initiative. It is by offering students a structured and clearly defined teaching programme, oriented towards the acquisition of core knowledge, and by offering them systematic training in reading, writing, in the mastery of the French language and Mathematics, as well as solid cultural references, that we prepare them for success. Mastering a field of knowledge and its successful application bring self-esteem: the students’ true instrument of motivation. That is why students in difficulty should have the benefit of individualized and specialized help as soon as the first difficulties appear and before they become firmly ingrained. It is also essential that all students be encouraged to reflect on texts and documents, to interpret, to construct an argument, not only in French but in all subjects, that they be trained to use their knowledge and skills in increasingly complex situations, to question, research and reason by themselves. They must be able to decipher the sense of words and express themselves orally as well as in writing so as to be able to communicate with a wider circle. The assimilation into community living also means that the school plays an important role in the arts, which give common references and stimulate sensitivity and imagination. The daily practice of a sport is also necessary for the development of each student. The primary school aims finally to develop respect and tolerance which are the basis of human rights and which are exemplified daily by respect for the rules of civility and courtesy. The national programmes for the primary school define for each field of education the knowledge and skills to be attained within each cycle; they indicate annual benchmarks to organize progressions in French and in Mathematics around. They do, however, leave the choice of methods and approaches free: a sign of the confidence placed in teachers to adapt programmes to their students’ needs. Pedagogical freedom implies responsibility: its practice assumes the ability to reflect upon teaching practices and their consequences. It also signifies, for teachers, an obligation to provide and to account regularly for the educational achievement of the students.

The primary school programmes specify the content of core knowledge which all students must acquire. National evaluations in CE1 and CM2 allow a regular assessment of the knowledge acquired by students and their level; they will contribute to the validation of the intermediary stages of the mastery of the Common Base of Knowledge and Skills. The new aims of the primary school are presented through shorter, clearer and more ambitious programmes: such is the objective of the programmes presented below.

PRESENTATION

The primary school programmes are made up of two distinct yet inseparable parts: the programmes themselves and the annual progressions, which run, in French, from the Petite Section in the kindergarten to CM2 and, in Mathematics, from CP to CM2. The organization of primary schooling is presented in three cycles: the Early Learning Cycle (Cycle des Apprentissages Premiers), the Basic Learning Cycle (Cycle des Apprentissages Fondamentaux) and the Consolidation Cycle (Cycle des Approfondissements). The Grande Section is the last year of kindergarten but it also belongs to the Basic Learning Cycle. Its objectives are to reflect the final outcomes of the kindergarten: preparing all children to master, from CP onwards, the Basic Learning Cycle. So as to preserve the specificity of its approach and methods, the objectives and the progressions of the Grande Section are presented with those of the kindergarten. The primary school programmes form a coherent and continuous entity with those of lower secondary school within the framework of the Common Base of Knowledge and Skills as defined by the Decree of 11 July 2006. Generally, they are centred on the content (knowledge and skills) that the teachers teach the students and which must be mastered by them. In the section “Programmes”, the skills required to be mastered at the end of the primary school cycle for each subject or group of subjects are described in detail in seven main domains of skills. For the kindergarten, the required skills to be mastered are set out in domains of activities. The section “Progressions”, in French and in Mathematics, aims to give to teachers precise, annual objectives common to all schools. The presentation of the programmes by subject does not prevent organizing interdisciplinary or cross-curricular activities. For example, activities in oral expression, reading or writing texts in French naturally feature in Science, History and Geography, in the History of Art and also play a role in Mathematics. However, as students are expressing themselves and reading and writing in French, it is also important to set aside specific time in the timetable for the detailed and structured teaching of vocabulary, grammar and spelling. The timetable framework for the primary school contains an important new feature. It proposes an overall annual number of hours for all subjects or groups of subjects but it remains organized around a weekly number of hours in French and Mathematics so as to maintain daily teaching of these two subjects. This new flexibility will allow teachers and school teams to organize their teaching in a comprehensive and eventually cross-curricular manner, taking into account simultaneous or successive projects and to arrange it around adapted and adjustable weekly or monthly blocks in the timetable. These programmes are precise and detailed regarding the objectives and content to be taught, while being open in terms of method so as to respect meticulously the principle of pedagogic freedom set down in the Guidance and Planning Law for the Future of Schools. It is up to teachers and school teams to take advantage of this new liberty. The role of teachers is in effect to help their students to progress in the mastery of the objectives of the national programmes and progressions: it is up to them to choose the methods best adapted to the individual characteristics and specific needs of their students. School teachers are more simple administrators: using the national objectives, they must create and implement pedagogic conditions which will allow their students to succeed in the best way possible. The programmes which follow are not so much concerned today with the imposition one method of learning over another than agreeing on the importance of combining structured learning of automatic reflexes and functional knowledge with exploration, discovery, or reflection on problems to resolve. The search for meaning and the acquisition of automatic reflexes are not paradoxical: it is up to the teachers to vary their approaches and methods to link these two components of all learning. What these programmes completely exclude, is the assertion that one single pedagogic model should be favoured in all circumstances and in very different classes. They invite teachers to reflect freely on the best ways of attaining success in the fixed national objectives in their school. If teachers are in the first place masters of the choice of method they use, they are nonetheless at the service of their students’ progress in respect of the objectives of the programmes. That is why teachers’ pedagogic freedom goes hand in hand with the new methods of inspection of teachers which are focused more on the evaluation of knowledge acquired by their students. A new concept of the teaching profession is being established: teachers who are fully responsible for their methods, knowing exactly what they have to teach their students and ready to implement, within their school, the best strategies to help them learn.

  • KINDERGARTEN PROGRAMME – GRANDE SECTION (Year 1)

The kindergarten’s ultimate aim is to help each child become independent, in accordance with defined procedures, and to allow them to acquire the knowledge and skills necessary to succeed in mastering the basic learning skills in CP. The highest priority of the kindergarten is for the children to acquire rich, well-structured oral language, which can be clearly understood by others. In the kindergarten, the child establishes relationships with other children and with adults. They exercise their motor, sensory, emotional, and intellectual skills, they learn to form relationships; they develop into students. They discover the universe of the written word. The kindergarten encourages the development of all the young children they receive by responding to their individual needs. It widens their sphere of relationships and allows them to discover games, to investigate, to create things freely or with guidance, to participate in a rich and varied range of exercises which will contribute to forming their personality and to their cultural awakening. It allows each child the time to settle in, observe, imitate, carry out tasks, investigate; ensuring all the while their interest doesn’t flag and they don’t tire. It stimulates their desire to learn and increases the opportunity of widening their experience and enriching their understanding. Kindergarten revolves around the children’s need to be active, their delight in games, their curiosity and natural propensity to model themselves on adults and others, the satisfaction in being able to overcome difficulties and succeed. The activities proposed in kindergarten must offer multiple opportunities for sensorial and motor skill experiences in total safety. The organization of time in the kindergarten respects the needs and biological rhythms of the children while offering carefully planned and well-implemented activities; while it is more flexible with the youngest children, time management becomes more rigorous as they get older. The projet d’école (school’s development plan) guarantees continuity between the kindergarten and the primary school of which the Grande Section, which is both a kindergarten class and also the first year of the Basic Learning Cycle, is the pivotal point. The plan is designed and put into place in liaison with the primary school and can be the same for both sections. The support and participation of parents in the school’s development plan and more broadly in school life, is desirable. The programme of the kindergarten, without hourly curricular requirements, presents major domains of activity to be covered over the three years which precede the start of compulsory schooling; it fixes the objectives to be attained and the skills to acquire before the passage into primary school. In implementing the programme, the developmental stages and rhythm of the child must be taken into account. The kindergarten has an essential role in identifying and preventing problems or difficulties, a role that it must fully assume, especially in regards to specific language difficulties.

ACQUIRING LANGUAGE

Oral language is the pivot of all learning in the kindergarten. The children express themselves and make themselves understood through language. They learn to listen carefully to the messages addressed to them, to understand them and respond to them. In exchanges with the teacher and their friends, in all activities and, later, in specific teaching sessions, they acquire new words daily, they are given precise meanings of the words, they gradually acquire the syntax of the French language (order of words in a sentence). Their vocabulary will be enriched and they will be introduced to the varied and rich uses of the language (questioning, telling, explaining, thinking) through use of the language in all other activities. Discussion, expression The children learn to converse, firstly through the intermediary of an adult, in situations which concern them directly: they express their needs, talk about their discoveries, and ask questions; they listen to and reply to requests. They name things which surround them and discuss their accomplishments accurately. Gradually, they learn to participate in a group discussion, wait for their turn to speak and keep to the topic. They recite nursery rhymes with expression and sing songs which they have memorized. They learn little by little to communicate about less immediate realities; they become aware of what they have observed or experienced, talk about events to come, tell stories they have invented, rephrase the main points of a statement they have heard. They gradually acquire the elements of language which are necessary to be understood, that is to say: to name the people concerned correctly, show links between facts, express relationships in time by correct use of tense and pertinent words or expressions, situate things or scenes and describe movements appropriately. Comprehension Special attention is paid to comprehension which, more than expression, is at this age closely linked to the general abilities of the child. Children learn to make the distinction between a question, a promise, an order, a refusal, an explanation, an account. They appreciate the particular purpose of instructions given by the teacher and understand the common terms used within this context. Children learn to understand a friend who speaks about subjects unfamiliar to them, an adult speaker, whom they may or may not know, who shares new information. As a result of hearing classic or modern stories or tales adapted to their age group, they are able to understand longer and more and more complex accounts and learn to tell them themselves. Learning to master the French language By manipulating language and listening to texts read to them, children learn the rules which govern the structure of a sentence; they learn the usual order of words in French. At the end of kindergarten, they use, in an adapted manner, the main classes of words (articles, nouns, verbs, adjectives, adverbs, prepositions) and can formulate complex phrases. They gradually learn to expand their sentences into statements, very short accounts and explanations. Each day, in the different domains of activities, and as a result of stories that the teacher tells or reads, children hear new words, but this simple exposure is not enough for them to memorize them. Acquiring vocabulary demands specific lesson sequences with regular activities of classification and memorization of words. They will recycle acquired vocabulary; infer meaning of unknown words from the context. In relation to these activities and readings, the teacher will introduce new words each week (an increasing number during the year and from year to year), to enrich the vocabulary associated with the activities. Children also learn vocabulary (nouns, verbs, adjectives, adverbs, prepositions) which allows them not only to understand what they hear (who is doing what? to whom? where? when? how?) but also to converse and express their thoughts competently and clearly in a school situation.

These crucial acquisitions are made possible by the attention that teachers pay to each child, supplying the precise words, encouraging their attempts, rephrasing their efforts, so allowing them to hear correct models. Teachers must make sure also they exclude all approximations in oral language for their young students; it is as a result of children hearing well-constructed sentences with precise vocabulary that they are able to progress in their own mastery of oral language.

At the end of kindergarten, children can:

– understand a message and act or reply accordingly;

– name an object, a person or action relating to everyday life precisely;

– formulate, and make understood, a description or a question;

– describe, and make understood an incident previously unknown to the listener, or an invented story;

– take the initiative in asking questions or expressing their point of view.

DISCOVERING WRITING

The kindergarten introduces the children gradually to basic learning skills. Oral expression and the activities associated with it, in particular the lesson sequences dedicated to vocabulary acquisition, the numerous occasions when they listen to stories that the teacher recounts then reads and the production of writing recorded by the teacher, prepare the children to begin reading and writing. Through three key activities (work on the sounds of words, acquisition of the alphabet and the manual skills for writing), the kindergarten contributes significantly to the systematic learning of reading and writing which will begin in CP.

1.Becoming familiar with the written word

Discovering written models Children discover the social applications of writing by comparing the most frequent examples in and out of school (posters, books, papers, magazines, screens, signs…). They learn to name them correctly and understand their purpose. They examine and handle books, start to become familiar with what can be found on a page or a cover. Discovering written language Children are familiarized little by little with written French through daily readings of texts by the teacher. So that they understand the specificity of the written word, these texts are chosen for the quality of language, (accuracy of syntax, precise and varied vocabulary which is used appropriately) and the special way in which they illustrate the literary genres to which they belong, (stories, legends, fables, poems, examples of children’s literature). Thus, throughout kindergarten, children are offered the opportunity to become acquainted with works of heritage literature and to absorb them. They become attuned to unusual phraseology; their curiosity is stimulated by questions asked by the teacher who will draw their attention to new words or turns of phrase that they will use again in other activities. After listening to the narration, the children reformulate what they have understood; query what is still unclear to them. They are encouraged to memorize sentences or short extracts of texts. Contributing to written texts Children will contribute to writing texts, an activity which offers a genuine opportunity to show evidence of what has been done, observed or learnt. They learn to dictate a text to an adult who will lead them, by their questions, to become aware of the requirements linked to making an enunciation. They therefore learn to be in command of their choice of words and syntactical structure better. At the end of kindergarten, they know how to transform a spontaneous enunciation into a text that an adult will write down as they dictate.

At the end of kindergarten children can:

– identify the main purposes of the written word;

– listen to and understand a text read by an adult;

– know some heritage texts, mainly traditional stories;

– make an enunciation in an adapted form so that it can be written down by an adult.

  1. Preparing to learn to read and write

Distinguishing the sounds of words Children discover early on the pleasure of playing with words and the sounds of the language. They emphasize syllables, then manipulate them (taking out a syllable, recombining several syllables in another order…). They can distinguish the same syllable in several words and say where it is situated in the word (initial, medial, final position).

Gradually they will be able identify sounds and perform a wide range of actions on the components of the language (localize, substitute, invert, add, combine…). The teacher must set up the progression for these demanding oral activities very carefully in the light of their very abstract characteristics. Starting to learn the alphabet Children become acquainted with the correlation between oral and written language; in this regard, the frequent use of picture dictionaries, alphabet books, where words are matched with pictures, should be encouraged. As a result of being presented with familiar examples (date, title of a story or a rhyme) or very short sentences, children understand that the written word is a succession of words where every written word corresponds to an oral word. They discover that the words they say or hear are made up of syllables; they relate letters to sounds. The discrimination of sounds becomes more and more exact. They gradually learn the name of most of the letters of the alphabet that they can recognize in printed characters and in cursive writing, although knowledge of the alphabet in its traditional order is not required at this stage. They will associate some letters with their sound and name them when it is appropriate. Children learn, therefore, the rudiments of the alphabet, without it being necessary to work on all areas. Learning the manual skills for writing Children study and reproduce graphic symbols daily, not only as a preparation for writing but so as to acquire the most adept and efficient manual skills possible. Learning to write depends on skills that are developed by written activities (single, curved, continuous line series…), but also requires particular competence in recognizing the characteristics of letters. All children learn cursive writing in Grande Section, as soon as they are able; the work is closely supervised so that they establish good habits in the quality of their written production and are able to write with ease.

At the end of kindergarten children can:

– differentiate sounds; – distinguish the syllables of a spoken word; recognize the same syllable in several statements;

– match the words of a short statement orally and in writing;

– recognize and write most of the letters of the alphabet;

– relate sounds to letters;

– copy in cursive writing, short, simple words where the relationship of letters to sounds has been studied, with guidance from the teacher;

– write their name in cursive writing.

3.BECOMING A STUDENT

The aim is to teach children to recognize their individuality, to be recognized as a person, to live collectively with others, to follow the rules of collective life, to understand what school is and what their place is in school. Becoming a student relies on a gradual process which calls for the teacher to be both flexible and exacting. Living together: learning the rules of courtesy and the principles of moral behaviour Children discover the richness and the constraints of the group to which they belong. They feel the pleasure of being accepted and recognized, they learn progressively to make their schoolfriends feel welcome also. The collective dimension of the kindergarten is an appropriate place for the children to learn to converse with each other and with adults and take their place in the discussions. Children must be given the opportunity to observe the rules of courtesy and good manners, such as greeting the teacher at the beginning and end of the day, replying to questions, thanking someone who helps them and not interrupting others who are speaking. Particular attention will be paid to the moral foundations of these rules of behaviour, such as respect for others and their property, the obligation to follow the rules set down by adults and also respect for the child’s word. Cooperating and becoming independent By participating in games, in a ring, in groups, chanting rhymes or listening to stories, working on common projects etc., children learn to enjoy group activities and to cooperate. They become interested in others and can work together with them. They learn to be responsible in the classroom and show initiative. They become involved in a group project or an activity, and become resourceful; they also learn independence, effort and perseverance. Understanding what school is Children must understand the rules of the school community progressively, the definition of school, what is done there, what is expected of them, what is learnt at school and why it is learnt. They learn to differentiate between parents and teachers. Gradually, they accept the collective rhythm of activities and learn to put aside their own interests. They understand the importance of collective instructions. They learn to ask questions or ask for help to succeed in what is demanded of them. They establish how the concrete activities they participate in relate to what they learn from them (we do this to learn, to know how to do it better). They acquire objective references to evaluate their achievements; at the end of kindergarten, they can identify mistakes in their work or their friends’ work. They learn to be attentive for longer. They discover how certain school activities are linked to those of everyday life.

At the end of kindergarten the children can:

– respect others and respect the rules of community life;

– listen, help, cooperate; ask for help;

– have self-confidence; control their emotions;

– identify adults and their role;

– carry out simple tasks independently and participate in school activities;

– talk about what they are learning.

4.ACTING AND EXPRESSING THEMSELVES THROUGH THEIR BODIES

Physical education and physical experiences contribute to the motor, sensorial, emotional and intellectual development of the child. They give the opportunity of exploring, expressing themselves, of being active in a familiar environment, then gradually, in a more unknown one. They help them to become familiar with their environment. Children discover their physical ability, they learn to perform in total safety while taking calculated risks, to put in effort and control their energy. They express what they feel, can name activities and the objects handled or used and say what they would like to do. The teachers ensure they set up situations and activities which can be built on from year to year, which are progressively complex; they make sure that the children have enough practice to progress and make them aware of new accomplishments. As they practise free or guided physical activities in different environments, the children develop their motor skills in movement: (running, crawling, jumping, rolling, sliding, climbing, swimming…), balance, manipulation (shaking, pulling, pushing) or propelling and receiving objects (throwing, catching). Ball games, opposition and games of skill complete these activities. Children learn to coordinate their activities and join them in sequence. They adapt their motor skills to achieve efficiency and precision according to the skill. Through participating in activities which have rules, they develop their ability to adapt and cooperate; they understand and accept the advantages and the constraints of collective activities. Activities of expression with artistic theme – in a circle, dancing games, mime, dance, allow expression through acquired skills and, at the same time, development of the imagination. As a result of diverse activities, the children become aware of their bodies in relation to space. They recognize: in front, behind, above, below, then right and left, near and far. They learn to negotiate a course set up by the teacher or suggested by them; they describe and demonstrate these movements.

At the end of kindergarten the children can:

– adapt their movements to environments or different constraints;

– cooperate and oppose each other individually or collectively;

– accept collective constraints;

– express themselves with or without musical beat, with or without equipment; express feelings and emotions through gesture and movement;

– be familiar with their environment and move about in it; – describe or negotiate a simple course.

5.DISCOVERING THE WORLD

In the kindergarten, children discover the world around them; they work out where they stand and where they are coming from in time and place. They observe, they ask questions and become more rational in the formulation of their questions. They learn to adopt a point of view other than their own and this move towards logical thinking allows them to develop their ability to reason. They become capable of counting, classifying, ordering and describing, as they learn specific vocabulary and different forms of representation (drawings, diagrams). They start to understand what distinguishes the living from the non-living (matter, objects).

Learning about objects Children learn about common technical devices (torch, telephone, computer…) and understand their usage and function: what they are used for and how they are used. They become aware of the danger of certain objects. They fabricate things, using a range of materials and choose tools and techniques adapted to the project (cutting, sticking, folding, assembling, nailing together, putting together and taking apart…).

Learning about matter Children learn to recognize the basic characteristics of matter by cutting, modelling, assembling, using common materials like wood, earth, paper, cardboard, water etc., They also discover intangible realities such as the existence of air and start to observe how water can change its state.

Learning about living things Children observe different forms of life. Keeping animals and growing plants and vegetables are a valuable way of learning about life cycles which comprise birth, growth, reproduction, aging and death. They discover the parts of the body and the five senses: their characteristics and their functions. They pay attention to hygiene and health, especially nutrition. They learn the basic rules of physical hygiene. They become sensitive to the problems of the environment and learn to respect life.

Learning about shape and size. As they handle a range of different objects, children differentiate simple properties (small/big; heavy/light). Gradually, they manage to distinguish several criteria, to compare and to classify according to form, size, weight, capacity.

First experience with quantities and numbers The kindergarten is a decisive time in the acquisition of the sequence of numbers (number chain) and its use in the procedures of quantification. Children learn about and understand the functions of numbers, in particular, how they represent quantity and how ordinal numbers can be used to rank position. The activities proposed to the youngest children (sharing out, comparisons, matching…) lead them to go beyond a general intuitive approach to counting sets of objects. The child’s subsequent questions (how, why etc.) and use of correct vocabulary, including number words, helps them and the teacher to become aware of what they have learnt. Progressively, the children are able to repeat the number list to at least 30 and learn to use it to count. From the beginning, numbers are used in activities where they have meaning and lead effectively to a goal: games, class activities, comparison problems set by the teacher, adding to something, collecting, distributing, and sharing. The size of the sets and whether they are able to execute an instruction on sets of objects are the important variables that the teacher uses to adapt activities to everyone’s ability. At the end of kindergarten problems are a first introduction into the universe of arithmetic but it is only in CP where they learn mathematical symbols (signs of operations, the ‘equals’ sign) and techniques.

Learning the written form of numbers which follows is introduced in concrete situations (with a calendar for example) or games (navigating a numbered course). Children establish a first correlation between the oral term for the number and the written; their performance is still inconsistent at this stage, but it is important that everyone has embarked this learning process. Learning how to write numbers is done with the same thoroughness as with lettering.

Understanding time Children comprehend very gradually as a result of the regular pattern of the timetable, the evolution of time in the day, then of days and months. At the end of kindergarten, they understand the cyclical aspects of certain phenomena (the seasons) or representations of time (the week, the month). The notion of simultaneity is brought up in activities or well-known stories; representation (drawings, pictures) helps to clarify it. From the Petite Section, the children use calendars, clocks, timers to familiarize themselves with chronology and measure periods of time. This understanding is still limited, however, and will be developed in CP. Through stories of events in the past, examining familiar heritage pieces (items kept in the family…), they learn to distinguish the present from the near past and from the more distant past, although this is still difficult for them. All these acquisitions require precise vocabulary to be learnt, which, through repetition, in particular through following rituals, will lead them to develop understanding.

Understanding place:Throughout kindergarten, children learn to find their way around in the school area and in their immediate environment. They manage to find their bearings in relation to objects or other people, to situate objects or people one in relation to another or in relation to other references, which presumes a change of focus in adopting a point of view other than their own. At the end of kindergarten, they can distinguish their left from their right. Children are asked to follow a range of instructions and show understanding of them (accounts, graphic representations). Of particular importance are activities where they have to switch attention from the horizontal plane to the vertical or the vice versa, and keep the relative positions of objects or elements in mind. These activities prepare for orientation in the written sense. Learning to write on a line on a page or a piece of paper is studied in conjunction with reading and writing.

At the end of kindergarten children can:

– recognize, name, describe, compare, arrange and classify materials or objects according to their qualities and usages;

– know some features of animal and plant life, understand the major processes: growth, nutrition, movement, reproduction;

– name the main parts of the human body and their purpose; distinguish the five senses and their function;

– know and apply some rules personal hygiene, nutrition and respect for their surroundings; – be aware of danger and exercise caution; – use references relating to days, weeks and the year;

– situate events in relation to others;

– draw a circle, a square, a triangle;

– compare quantities, resolve problems relating to quantities;

– memorize a sequence of numbers at least to 30;

– count a quantity orally in sequence using known numbers;

– match the name of a known number with the written figure;

– orient themselves in their environment and situate objects in relation to themselves; – work within the confines of a page;

– understand and use vocabulary appropriately relating to orientation and relationships in time and place

6.OBSERVING, FEELING, IMAGINING, CREATING

The kindergarten will raise artistic awareness in the children. Visual, tactile, auditory and vocal activities increase the sensorial capacities of the child. They will use their imagination and enrich their knowledge and capacities of expression; the activities contribute to developing their faculties of attention and concentration. They offer an opportunity of familiarizing the children, by listening and observing, with the most varied range of artistic expression possible; they feel emotion and acquire first references in the universe of creation. These activities can be linked with other areas of learning: they satisfy curiosity in learning about the world; they allow the child to exercise their motor skills; they encourage them to express their reactions, tastes and choices in discussions with others. Drawing and craft activities (making things) are the main methods of expression. The children experiment with different materials, supports and techniques of drawing. They discover, use and create images and things of different natures. They fabricate and construct using paint, glued paper and collage in relief, assemblage, modelling… In this context, the teacher helps the children to express what they see, to fashion their projects and creations; they encourage them to use specific vocabulary in producing their work. They encourage them to begin a personal collection of objects with aesthetic and emotional value. The voice and listening are a very early means of communication and form of expression that the children discover while playing with sounds, singing, moving. For activities using the voice, they learn a repertoire of rhymes and songs based on oral tradition as well as work from contemporary writers; this repertoire is expanded each year. Children sing for pleasure, to accompany other activities; they learn to sing in chorus. They invent songs and experiment with their voice, with noises, with rhythms. Structured listening activities refine the attention span, develop sensitivity, allow them to distinguish sounds and develop auditory memory. Children listen for pleasure, to reproduce sounds, in movement; in play… they learn to characterize tone, intensity, duration and pitch by comparison and imitation and to describe these characteristics. They listen to a wide range of musical works. They discover for new sound possibilities experimenting with instruments. They gradually master rhythm and tempo.

At the end of kindergarten the children can:

– adapt their skills to particular pieces of equipment (instruments, supports, materials);

– use drawing as a means of expression and representation;

– create a two- or three-dimensional piece of work according to their choice;

– study and describe some heritage works, build up a collection;

– memorize and interpret songs and rhymes;

– listen to a musical extract or a production, then express their feelings and discuss with others to give their impressions

  • THE BASIC LEARNING CYCLE :

PROGRAMME FOR CP AND CE1 (Year 2 and 3)

The Basic Learning Cycle begins in the last year of the kindergarten (Grande Section- year 1) and the same pedagogic approaches are employed throughout the cycle. This cycle continues into the two first years of the primary school, in CP (year 2) and in CE1 (year 3). Learning to read, write and learning the French language, the knowledge and understanding of numbers, writing numbers in figures (decimal numeration) and arithmetic using small quantities are a priority in terms of teaching objectives in CP and CE1. Whatever the activity to be conducted, the primary and constant consideration will be achievement in these domains. Physical education and sports have an important place in the school activities of this cycle. The first introduction to science, the first reflections on history and civic education all open the children’s minds to the world and help to build a culture common for all students. Art education encourages the students’ artistic expression and they are also given direct exposure to works of art, which will serve as an initiation into the history of art. All teaching will contribute to the acquisition of The Common Base of Knowledge and Skills. Constant vigilance is required regarding quality in the presentation of their work, manual skills, working posture, the tools of school work. The projects of each school will determine how the kindergarten and the primary school harmonize their programmes. The programming of activities must be thought out in terms of continuity: the CP teachers will build on the kindergarten teachers’ work and on what the children have already acquired. Teaching in French and in Mathematics will follow yearly progressions as included with this programme

FRENCH

At the end of Grande Section in the kindergarten, children have largely increased their vocabulary; they are capable of expressing themselves, listening to others and speaking in front of a group. They will be able to understand a story when read by an adult, to distinguish the sounds of the language clearly and the signs that represent them in writing. In the first year of primary school (Cours Préparatoire), children learn to read by deciphering and identifying words and by the progressive acquisition of the knowledge and skills necessary for the understanding of texts. The alphabet must be worked on systematically from the beginning of the year. Reading and writing texts are mutually reinforced throughout the cycle when they are taken together, learning words, sentences and texts. They are supported by oral practice of language and the acquisition of vocabulary; and accompanied by an initiation into grammar and spelling. Students gradually learn to master the gestures of cursive handwriting: using correct written forms, how to link the letters, accents, spaces between the words, punctuation and capital letters.

  1. Oral Language

In the Basic Learning Cycle, students continue to develop their oral language: to respect the organization of the sentence, to express the relationships of cause and effect, time and place (why? when? where?); to conjugate verbs more accurately, to expand their vocabulary; to participate orally for longer and in a better organized way, while at the same time respecting the subjects dealt with and the rules of communication. They are trained to listen to and understand texts that the teacher reads, to identify the central points of the text and to ask questions. Recitation serves first of all to develop oral language, and then develops the acquisition of written language as well as cultural awareness and literary sensitivity. The students are required to recite rhymes, texts in prose and poems from memory, without errors, with the appropriate rhythm or intonation.

  1. Reading, writing

From Cours Préparatoire (Year 2) the students practice independently deciphering and reading words which are already known to them. The link between reading and writing is essential to this learning. This training progressively leads the student to read more easily and faster (decoding, identification of meaning). In Cours Elémentaire 1 (year 3) longer and more varied texts, comprising more complex sentences, are presented progressively to the students. Knowing how to decipher and comprehend the meaning of words is not enough to read a sentence or text; students also learn to understand through the organization of a sentence or text that they are reading. They will acquire the vocabulary and knowledge necessary to understand the texts that they are assigned. Using a good-quality text book is essential for success in this delicate area of teaching. Through the reading of texts reflecting cultural heritage and works intended for young children, including poetry, the child is able to make an initial appreciation of literary culture. Students learn to compose a short text independently: to research and organize ideas, choose vocabulary, construct and connect sentences, to pay attention to spelling. They learn to use the computer, to type and use an electronic dictionary.

  1. Vocabulary

Through specific activities in class, but also in all teaching, the student acquires new words daily. In expanding their vocabulary, they increase their ability to function in the world that surrounds them, to put their experiences, opinions and feelings into words, to understand what they hear and read and express themselves in a precise manner, orally as well as in writing. Activities of classification through generic terms, an initiation into the usage of synonyms and antonyms, the discovery of word families and a first familiarization with the dictionary will facilitate understanding, memorization and word use.

  1. Grammar

The first study of grammar concerns the simple sentence. Punctuation marks and their usage are identified and studied. The students learn to identify a sentence, verb, noun, article, qualifying adjective, personal pronouns (subject forms). They learn to locate the verb in a sentence and its subject. Students distinguish the present, future and past tenses. They learn to conjugate the most frequently used verbs from the 1st group, être, avoir, in the four tenses most used in the indicative: the present, future, past continuous, and the compound past tense (passé composé). They learn to conjugate the verbs faire, aller, dire, venir, in the present indicative. The knowledge of gender and of number and how they are used will be acquired at the end of CE1.

  1. Spelling

The students begin to write by recognizing how letters and sounds correspond and the rules relative to the value of letters (s, c, g), to copy a short text without mistakes, and to write down accurately words they have memorized. In relation to their initiation into grammar, they are trained to spell conjugated forms correctly, to respect the agreement between subject and verb, as well as the agreements in gender and in number in noun phrases and to use full stops and capital letters in the correct place. In CP and in CE1, the students’ spelling is developed and methods of improving it are progressively put in place.

MATHEMATICS

Learning Mathematics develops imagination, rigour and precision as well as reasoning ability. Proficiency in numbers and arithmetic is the main priority in CP and CE1. Students gradually learn to solve problems which contribute to their understanding of mathematical operations. At the same time, regular practice in mental arithmetic is essential. They start to acquire automatic reflexes. Acquiring mathematical mechanisms can only be achieved with an understanding of the process.

  1. Numbers and arithmetic

Students learn decimal numeration up to 1000. They count sets, work out the sequence of numbers, compare and put them in order. They memorize addition and multiplication tables (by 2, 3, 4 and 5), learn techniques for addition and subtraction, how to multiply and how to solve problems using these operations. Grouping and sharing problems are a first introduction to division for numbers under 100. Daily training in mental arithmetic helps deepen knowledge of numbers and their characteristics.

  1. Geometry

Students enrich their knowledge on the subject of position and location. They learn to recognize and describe planes and solids. They use instruments and techniques to reproduce or draw plane figures. They learn to use specific vocabulary.

  1. Size and measurement

Students learn about and compare common units of length (m and cm; km and m), weight (kg and g), capacity (litres), time (hours, half-hours) and money (euros, centimes). They begin to solve problems regarding length, mass, length of time or cost.

  1. Organization and management of data

Students will gradually learn to use common charts: tables, graphs.

PHYSICAL EDUCATION AND SPORTS

Physical education aims to develop motor skills and offers a first initiation into physical, sports and artistic activities. These activities fulfil the basic human need to move about, are enjoyable and also encourage effort and perseverance. Students learn to know themselves and others better and also learn to look after their health. Activities are organized over the two years of the cycle and local resources are exploited.

Performance skills

– Athletics: running fast, long-distance running, negotiating obstacles, high jump and long jump, throwing far.

– Swimming: being able to swim 15 metres.

Adapting movement to different types of environment

– Climbing activities: climbing to a height of 3 m and descending (rock climbing wall). – Water sports: going underwater, swimming underwater, floating.

– Rolling and sliding activities: covering a simple course on roller blades or bicycle.

– Orientation activities: locating markers in a known environment.

Individual and team activities

involving cooperation and opposition

– Wrestling games: blocking an opponent.

– Racquet games: achieving several returns.

– Traditional games and team games with or without a ball: cooperating with partners to face opponents as a team, respecting the rules, taking on different roles (attack, defense, referee).

Creating and performing expressive, artistic or aesthetic activities

-Dance: Communicating emotions through physical expression with a short choreographed piece (3 to 5 elements), with different sound supports.

– Gymnastics: achieving a sequence of 2 or 3 ‘acrobatic’ acts on various pieces of apparatus (bars, the beam and cushioned mat).

MODERN LANGUAGES

Students discover the existence of different languages very early on, in their environment, as well as abroad. From CP onwards there is an oral introduction to a modern foreign language. In CE1 both oral and written activities are included in foreign language teaching with emphasis on comprehension and oral expression. The learning of a language requires regular practice and memory training from the beginning. This demands curiosity, the ability to listen, attentiveness, willingness to learn by heart, confidence in oneself in the use of another language. Students distinguish the melody and accents of another language; they discover and acquire vocabulary relating to the person and everyday life; they start to use terms that they have memorized. Specific programmes should be referred to concerning progressions for each modern foreign or regional language.

DISCOVERING THE WORLD

In CP and CE1 students are able to access knowledge more easily due to their skills in reading and mathematics. They acquire references in time and place, gain knowledge about the world and master specific corresponding vocabulary. They go beyond their initial perceptions by observation and manipulation. Students begin to acquire the elements of the IT and Internet Proficiency Certificate (B2i). They use and learn about the basic functions of a computer. 1. Finding one’s bearings in place and time Students discover and start to enlarge on their basic concept of familiar surroundings: the classroom, school, neighbourhood, village and town. They compare these familiar settings with other settings and more distant places. They study common forms of portrayal of their world (photographs, maps, world maps, a globe). Students learn to understand how day and night, weeks, months and seasons alternate. They orientate themselves through the use of instruments: the calendar, the clock. They learn about and memorize more distant points in time: dates and famous names in French history; they become aware of how ways of life evolve. 2. Discovering the living world, matter and objects Students identify characteristics of living things: birth, growth and reproduction; nutrition and dietary regimes of animals. They learn rules of hygiene and personal and collective safety. They understand how living things interact with their environment and how to respect their environment. They distinguish between solids and liquids and observe the changing states of matter. They produce basic models and simple electric circuits to understand how an electrical device works.

ART AND THE HISTORY OF ART

The students’ artistic sensibility and expression are developed by art activities, but also by cultural references linked to the history of art. They also learn to use precise vocabulary which allows them to express what they feel, their emotions, their preferences and their tastes. A first introduction to works of art will lead them to observe, listen, describe and compare.

  1. Visual Arts Visual arts include the fine arts, cinema, photography, design and digital art. Teaching visual arts requires regular and diversified practice in modelling, drawing and producing fixed or mobile images. Traditional techniques (painting, drawing) or more contemporary ones (digital photography, cinema, video, computer graphics) are used as well as simple amalgamation procedures: overlays and drawing, collage and montage). These activities are created two-dimensionally as well as three-dimensionally, using tools, manual techniques, and different media and support materials. Students are led to express what they observe, to imagine and create their own projects and their own artwork using appropriate vocabulary.
  2. Musical Education Musical education in CP and CE1 is based on learning a repertoire of approximately 10 rhymes or songs and listening to excerpts of various works. It will aim to teach students to sing with tonal accuracy, in rhythm, using their voice and breath properly and articulating correctly, to respect the requirements of group singing; to recognize very simple musical characteristics concerning melodic themes, rhythms and tempo, pitch and timbre. They start to recognize the main families of instruments. In musical education as in visual arts, to develop knowledge of the history of art, students are given a first introduction to notable musical works appropriate to their level of appreciation. Depending on where they live, monuments, museums, art studios or shows will be explored.

CIVICS AND CHARACTER EDUCATION

Students learn manners and socialization. They gradually become more responsible and independent.

  1. They learn moral principles, which can be presented by way of illustrated maxims and explained by the teacher in the course of the day: “One man’s rights end where another man’s begin.” “Do unto others what you would have them do unto you” etc. They will become aware of the notions of rights and obligations.
  2. They deepen their understanding of the rules of collective living begun in the kindergarten: such as formulas of politeness or when to use “vous”. They observe social customs of courtesy (e.g. listening when others are speaking, standing up when an adult comes into the classroom and helping in the classroom (giving out and putting away materials).
  3. They study health and safety education. They are made aware of risks linked to using the internet. They will be given appropriate information regarding different forms of abuse.
  4. They learn to recognize and respect the emblems and symbols of the French Republic (La Marseillaise, the French flag, Marianne, the motto “Liberty, Equality, Fraternity”

FIRST STAGE FOR THE MASTERY OF THE COMMON BASE OF KNOWLEDGE AND SKILLS:

SKILLS EXPECTED AT THE END OF CE1

Skill 1: Mastery of the French language

The students can:

– express themselves orally in a clear manner, and use appropriate vocabulary;

– read unaided, a text containing known and unknown words;

– read unaided and listen to heritage texts and major works of literature for young readers, adapted for their age group;

– read a statement or simple instruction;

– extract the theme from a paragraph or a short text;

– copy a short text without errors in well-presented, legible, cursive handwriting;

– write a dictated five-line text, using lexical, spelling and grammatical knowledge;

– use their knowledge to improve a short text;

– write a 5 to 10 line text independently;

Skill 2 Using a modern foreign language

The students can:

– understand and communicate simple messages relating to everyday life.

Skill 3 The main elements of Mathematics, Science and Technology

The students can:

– write, name, compare and put in order whole natural numbers up to 1000;

– calculate with addition, subtraction, multiplication;

– divide numbers up to 100 by 2 and by 5 (where the final result is a whole number); – know and use tables of addition and multiplication by 2, 3, 4 and 5;

– calculate mentally using addition, subtraction and simple multiplication;

– situate an object relating to themselves or another object, giving and describing its position;

– recognize, name and describe common planes and solids;

– use a ruler and set square to draw a square, a rectangle, a triangle, a right-angle triangle, with care and precision;

– use common units of measurement: estimate measurement;

– display precision and care in drawings, measurements and calculations;

– solve very simple problems;

– observe and describe to carry out research;

– apply elementary safety rules to prevent the risk of household accidents.

Skill 4 Mastering common information technology and communication skills

The students are:

– starting to acquire knowledge of the digital environment.

Skill 5 Humanities

The students can:

– repeat from memory a number of texts in prose or short poems

– appreciate cultural practices from another country;

– distinguish between the recent past and a more distant past;

– express themselves through writing, song, dance, drawing, painting, three-dimensional creations (modelling, assemblage);

– distinguish specific major categories of artistic creation (music, dance, theatre, cinema, drawing, painting, sculpture);

– recognize visual or musical works studied in advance

– provide a very simple definition of different artistic occupations (composer, director, actor, musician, dancer);

Skill 6 Social and civic skills

The students can:

– recognize the emblems and symbols of the French Republic;

– respect others and the rules of collective life;

– play a game or team sport and respecting the rules;

– abide by conventions of courtesy with his or her friends, with adults at school and out of school, with the teacher in class;

– participate orally in a class discussion while respecting the rules of communication;

– call for help; go to find help from an adult;

Skill 7 Independence and initiative

The students can:

– listen in order to understand, ask questions, repeat, complete a piece of work or an activity;

– exchange views, question, justify a point of view;

– work in a group, take part in a project;

– master a number of motor skills such as running, jumping, throwing;

– describe their close environment, orientate themselves there, find their way around in an specific way;

– apply the basic rules of hygiene.

  1. THE CONSOLIDATION CYCLE :

PROGRAMME FOR CE2, CM1 AND CM2 (Years 4,5,6)

Continuing on from the first years of the primary school, the main objectives from CE2 to CM2 are to master the French language as well as the basic elements of Mathematics. Teaching in all subjects, however, contributes to the acquisition of the Common Base of Knowledge and Skills. Understanding and expression in a modern foreign language will also be given particular attention. Independence and personal initiative, necessary for school success, are developed progressively in all areas of activity and permit each child to gain self-assurance and efficiency. They will regularly utilize Information and Communication Technology in Education (T.I.C.E – Technologies de l’Information et de la Communication dans l’Enseignement ) as part of their studies towards the IT and Internet Proficiency Certificate (B2i). Students are prepared so that they can continue their studies in the different branches of learning in secondary school successfully. Schools will arrange for links to be set up with the secondary school so that the students are better prepared for their arrival there. French and Mathematics teaching follow yearly progressions, included in the present programme.

FRENCH

Having all students master the French language precisely and clearly in oral and written expression is primarily a matter for French teaching, but also concerns all other areas of learning: Science, Mathematics, History, Geography, Physical Education and Art. The progression for mastering the French language is based on a programme of reading and writing, vocabulary, grammar and spelling. A literature programme reinforces independence in the students’ reading and writing. The study of the French language (vocabulary, grammar and spelling) requires specific activities and sessions. It highlights the areas of expression, comprehension and composing texts. Handwriting is practised daily, so that it becomes more and more even, quick and neat. Students learn to be constantly aware of the presentation of their school work, to present it in an organized manner, clearly and neatly, including, in time, the use of word-processing techniques. Choosing good-quality text books for each area of French teaching is one factor in its success. All the knowledge acquired as a whole contributes to the building up of a common culture for the students.

  • Oral Language

Students can listen to the teacher, ask questions, express their point of view, their feelings. They learn to speak in front of other students, to rephrase, sum up, tell a story, describe, explain their reasoning and present arguments. In varied types of discussions they learn to respect the point of view of others, use precise vocabulary according to the level of language being used, to adapt their words to those they are speaking to and what is being expressed. Regular work on recitation (memorization and diction) is done on both prose and poems. The teacher gives considerable attention to the quality of oral language in all school activities.

  • Reading, writing

Reading and writing are systematically linked: the students work on them daily, in French as well as in all other teaching areas. Studying texts, particularly literary texts, aims to develop comprehension and to give confidence in learning to compose texts independently

Reading

Reading continues to be taught systematically:

– global recognition of words, easy recognition of uncommon and rare words, improvement in speed and efficiency in silent reading;

– understanding of sentences;

– understanding of school texts (wording of problems, instructions, text book exercises); – understanding of instructive and non-fiction texts;

– understanding of literary texts (accounts, descriptions, dialogues, poems);

Students learn to understand the sense of a text by paraphrasing the essential and by answering questions related to it. Understanding the text lies in identifying its main elements (for example, the subject of a nonfiction text, the characters and events in an account), and also in analysing it in detail. To do this they must pay particular attention to the distinctive traits which give coherence to a text: the title, the organization of sentences and paragraphs, the role of punctuation and linking words, the usage of pronouns, verbal tenses, lexical fields.

Literature

The literature programme aims to give all students a repertoire of literary references appropriate for their age group, drawn from heritage works and from literature for young readers of yesterday and today; it also contributes to the building up of a common literary culture. Each year, students read unabridged works from different genres of childhood classics and from the list of literature for young readers that the Ministry of National Education publishes regularly. This regular reading programme is designed to develop the students’ pleasure in reading. Students reflect on what they read, express their reactions to it or their points of view and discuss these subjects with each other, explore the relationships between texts (authors, themes, feelings expressed, characters, events, how the text is situated in time and place, comic or tragic tone…). The different interpretations are always related back to the elements of the text which either confirm them or refute them.

Composing a text

Composing texts is a regular and progressive part of learning: it is one of the priorities of the Consolidation Cycle. Students learn to narrate real facts, to describe, to explain a procedure, to justify a response, to invent stories, to summarize accounts, to write a poem, while respecting the rules of composition and writing. They are trained to draft, to correct, and to improve their writing, using vocabulary they have acquired, their knowledge of spelling and grammar as well as the tools available to them (text books, dictionaries, lists etc.).

  • Study of the French and English languages

Vocabulary

The acquisition of vocabulary increases the students’ capacity to function in the world which surrounds them, to give words to their experiences, opinions and feelings, to understand what they hear and read and to express themselves precisely and correctly, both in speaking and writing. Specific activities and sessions are used to enlarge and structure the students’ vocabulary, particularly from textual supports which have been carefully selected; the discovery, memorization and utilization of new words are accompanied by the study of the relationships between meaning and words. This study is concerned with, on the one hand, associated meaning of words (synonymy, antinomy, polysemy, grouping words under generic terms, identifying different levels of the language), and on the other hand, on form and meaning (word families). It is concerned also with the grammatical identification of categories of words. They use a dictionary, either printed or digital, regularly. All the branches of teaching add to the students’ development and correct use of vocabulary. The teacher pays attention to the students’ use of vocabulary in all school activities.

Grammar

The ultimate aim of grammar is to further the understanding of texts read or heard, to improve expression with a view to guaranteeing accuracy, correct syntax and spelling. It is concerned almost exclusively with the simple sentence: the complex sentence is only studied in CM2. Students progressively acquire grammatical vocabulary relating to the notions studied and use their knowledge in written activities.

The sentence

– Knowledge and relevant use of declarative, interrogative, imperative, exclamative, affirmative or negative forms. – Difference between the active and passive voice. – Adequate use of common punctuation marks. Categories of words – Identification, according to their nature, of the following words: verbs, nouns, determiners (definite and indefinite articles, possessive, demonstrative, interrogative determiners), qualitative adjectives, pronouns (personal, possessive, relative, demonstrative and interrogative), adverbs, prepositions. – Adequate use of pronominal substitution, as well as coordinating conjunctions and other linking words (adverbs). Word function – Identification of the verb, of its subject (proper noun, noun phrase or pronoun), and objects: direct, indirect and second, adverbial phrases (of place and time). – Understanding of the notion of circumstance. – Identification of the subject complement. – Identification of elements of the noun phrase and their functions: determiner, qualifying attributive adjective, noun complement, relative clause noun complement).

Verbs

– Knowledge of vocabulary relating to the understanding of conjugations. – Identification of simple tenses in a text and tenses in the indicative, and understanding of how they are formed.- First introduction to verb tenses and in particular the past tenses, irregular verbs in French and in English.

– Conjugation of verbs in the first and second groups, of être and avoir in the following indicative tenses: the present, future, past continuous, simple past, the compound past tense, (passé composé) the past perfect, the future perfect, the present conditional, the present imperative, the infinitive, present and past participles.

– Conjugation of aller, dire, faire , pouvoir, partir, prendre, venir, voir, vouloir in the following indicative tenses : the present, future, past continuous, simple past, the compound past tense, present conditional, the present imperative, the infinitive, the present and past participles.

– using the tenses studied correctly.

Agreement Knowledge and use of:

– rules and signs of agreement in the noun phrase: agreement in gender and number between the determiner, the noun and the qualifying adjective;

– the rules of agreement in number and person between the subject and verb;

– the rules of agreement of the past participle made with être (not including reflexive verbs) and avoir (in the case of the object coming after the verb).

Clauses

– Distinction between simple and complex sentences; between independent clauses (coordinate and juxtaposed), main and subordinate clauses.

Spelling

Constant attention is given to spelling. Regular copying practice, all forms of dictation and writing as well as a range of exercises ensures the knowledge is acquired: the application of these forms in numerous and varied activities will gradually lead the students to develop automatic reflexes when it comes to correct written forms. Students become accustomed to using appropriate tools.

Grammatical spelling

– Students are trained to spell the conjugated forms of verbs studied correctly, to apply the rules of agreement learnt in grammar (see above), to distinguish the principal grammatical homophones (à-a, où-ou…)

– The distinctive characteristics of forms of the plural of certain nouns (en-al, -eau, -eu, -ou; en –s, – x, – z) and of certain adjectives (en – al, -eau, – s, – x) must be memorized.

Lexical spelling

– Spelling: sound/symbol relationships including the how the sound of letters changes in relation to the vowels around them (s/ss, c/ç, d/qu, g/gu/ge) or due to the following consonant (n becomes m in front of m, b and p) is mastered.

– The spelling of frequently-used words, in particular invariable words, as well as frequently-used words with accents, is memorized. Learning how to spell relies also on applying spelling rules or regular patterns in writing words (doubling consonants, silent letters and common word endings).

MATHEMATICS

Mathematics develops research and reasoning, imagination and the capacity for abstract thought, rigour and precision. From CE2 to CM2, in the four areas of the programme, students enrich their knowledge, acquire new tools, and continue to learn to solve problems. They reinforce their skills in mental arithmetic. They acquire new automatic reflexes. Acquiring mathematical mechanisms can only be achieved with an understanding of the process. The mastery of the main mathematical elements helps in everyday life situations and prepares the student for secondary school studies.

  1. Numbers and arithmetics

The organized study of numbers goes up to a billion, but they may come across larger numbers.

Whole natural numbers

– principles of decimal numeration: value of figures according to their written position.

– oral and written designation of figures and letters.

– comparing and ordering numbers, situating numbers on a number line, use of the signs > and <

– mathematical relationships between commonly used numbers: double, half, quadruple, quarter, triple, third…, the notion of multiple.

Decimals and fractions

– simple fractions and decimals: written conventions, situating them between two consecutive whole numbers, writing them as the sum of a whole and of a fraction inferior to 1, adding two decimal fractions or two fractions with the same denominator.

– decimal numbers: oral and written designations in figures, place values, process of transforming decimals with a comma to a fraction and vice-versa, comparing and ordering numbers, situating them on a number line, rounding up to the nearest whole number, tenth and hundredth.

Arithmetic

– mental: tables of addition and multiplication. Daily practice of mental arithmetic using the four operations furthers an understanding of numbers and their properties.

– set out by hand: an operational technique for each of the four operations is essential.

– using a calculator: the calculator is used in a defined way for the more complex calculations dealt with by the students.

Problem-solving based on real life situations permits a deeper knowledge of the numbers studied, reinforces the students’ grasp of meaning and practice of operations, develops rigour and reasoning ability.

  1. Geometry

The main objective of Geometry teaching from CE2 to CM2 is to permit students to go progressively beyond a basic recognition of objects to a study based on the use of line and measuring instruments. Geometric relationships and properties: alignment, perpendiculars, parallelism, equal length of lines, axial symmetry, the midpoint of a segment. Using instruments and techniques: a ruler, set square, compass, tracing paper, grid paper, dotted paper, folding.

Planes: a square, a rectangle, a rhombus, a parallelogram, triangles and their specific characteristics, circles.

– description, reproduction, construction

– specific vocabulary relating to these shapes: side, vertex, angle, diagonal, axis of symmetry, centre, radius, diameter.

– enlargement or reduction of planes, in line with their proportions

Common solids: cube, rectangular prism, cylinders, triangular prism, pyramid,

– recognition of these solids and study of patterns.

– specific vocabulary relating to these solids: vertex, edge, face.

Reproducing or constructing diverse geometric shapes increase knowledge of common figures. They present the students with the opportunity to use specific vocabulary and procedures for measurement and drawing.

  1. Size and measurement

Length, mass and volume: measurement, estimation, legal units of measurement of the metric system, calculating size, conversions, perimeter of a polygon, formulae for the perimeter of a square and rectangle, circumference of a circle, the volume of a rectangular prism.

Area: comparison of surfaces according to their area, common units of measurement, conversions; formulae for the area of a rectangle and triangle.

Angles: comparison, using an angle template and a set square; right angles, acute angles, obtuse angles.

Time: telling the time and reading a calendar. Length of time: units of measurement for length of time, calculating duration of time between two given moments.

Money: Solving concrete problems helps to consolidate knowledge and ability relating to units and measurement, and to give meaning to them. It will mean more realistic evaluations of measurement.

  1. Organization and management of data

The ability to organize and manage data is developed by problem-solving related to everyday life or based on other subjects studied. It means gradually learning to sort and classify data, to read or produce tables and graphs and analyse them.

Proportionality is introduced through percentages, scales, conversion, enlarging or reducing figures. For this, several methods (in particular the so-called “rule of three”) are used.

PHYSICAL EDUCATION AND SPORTS

Physical education aims to develop motor skills and the practice of physical, sports and artistic activities. It contributes to health education by helping students to be more aware of their bodies, and to safety education by allowing them to take controlled risks. It encourages responsibility and independence, through the illustration of moral and social values (respect for rules, self-respect and respect of others). Activities are organized over the three year cycle and local resources are exploited.

Measuring one’s performance (in distance, in time)

– Athletics: running fast, long-distance running, running and negotiating obstacles, relay running, long jump, high jump, throwing.

– Swimming: being able to swim 30 metres.

Adapting movement to different types of environment

– Climbing activities: climbing and descending a given path (rock climbing wall).

– Water sports: diving, swimming underwater, floating.

– Rolling and sliding activities: navigating a course of different moves on roller blades, bicycle or skis.

– Orientation activities: locating several markers in a semi-natural setting, using a map. Individual and team activities involving cooperation and opposition

– Wrestling games: bringing an opponent to the ground and immobilizing them.

-Racquet games: scoring points in a two-person match

– Team games (handball, basketball, football, rugby, volleyball): cooperating with partners to face opponents as a team, respecting the rules, taking on different roles (attack, defense, referee).

Creating and performing expressive, artistic or aesthetic activities

-Dance: with several others create a dance sequence (at least 5 choreographed elements) to express through physical movement people, images, feelings and to communicate emotions with different sound supports.

– Gymnastics: creating and achieving a sequence of 4 or 5 ‘acrobatic’ acts on various pieces of apparatus (bar, vault, the beam and mat).

MODERN LANGUAGES

At the end of CM2, students must have acquired the skills necessary for basic communication as defined by level A1 of the Common European Framework of Reference for Languages, which is the principal reference document for the teaching, learning and evaluation of modern languages. From CE2 onwards, oral activities in comprehension and expression are a priority. Students widen their vocabulary and the sounds of the language must be constantly reinforced: the accent, melody, rhythms of the language studied. In grammar, the objective is to use basic forms: simple sentences and coordinating conjunctions. They learn to spell the words learnt. Knowing something of the people’s lifestyles in the country concerned will further enhance their understanding of other ways of life. Specific programmes should be referred to concerning progressions for each modern foreign or regional language.

EXPERIMENTAL SCIENCE AND TECHNOLOGY

The objective of Experimental Science and Technology is to have the students understand and describe the real world, the world of nature and the man-made world, to act on this knowledge and to understand the changes brought about by human activity. The students learn to distinguish between fact and verifiable hypotheses on the one hand, opinions and beliefs on the other. Observing, questioning, experimenting and practised argumentation, in the spirit of the French program for enquiry-based science education, (La main à la pâte), for example, are essential in order to attain these ends; which is why they focus on investigative procedures to acquire knowledge and skills which develop their curiosity, creativity, a critical mind and interest in scientific and technical progress. The approach is one sensitive to nature and students learn to be responsible for the environment, the living world, health. They understand that sustainable development corresponds to the needs of this and future generations. In relation to the teaching of humanities and civic education, they learn to act on this perspective. The students’ work will display diverse written records, for example, in an observation workbook or experiment book.

Earth and sky

The movement of the Earth (and planets) around the Sun, the Earth’s rotation on its axis; the length of day and how it changes through the seasons. The movement of the Moon around the Earth. Light and shadow. Volcanoes and earthquakes, the risks for human society.

Matter

Water: a resource – states and changes of state; – the path of water in nature; – maintaining water quality for use; Air and air pollution. Mixes and solutions. Waste: reduction, reuse, recycling

Energy

Simple examples of energy sources (fossil fuels and renewable energy).

Energy needs, consumption, and energy economy.

Uniformity and diversity of living things

Introduction to biodiversity: investigating the differences between living species. Introduction to uniformity of living things: investigating common points between living species.

Introduction to classifying living things: interpreting similarities and differences in terms of species.

How living things behave

Stages of development of a living thing (animal or plant).

Conditions for development of animals or plants. Methods of reproduction of living things.

How the human body works and health

Physical movement (muscles, the bones of the skeleton, the joints).

First introduction to the role of nutrition: digestion, breathing and blood circulation. Human reproduction and sex education.

Hygiene and health: beneficial or harmful behaviour, especially in the areas of sport, diet, sleep.

Living things and their environment

How living things adapt to the conditions of their surroundings.

Place and role of living things; the concept of food chains and food webs.

Evolution of the environment shaped by man; the forest; the importance of biodiversity.

Technical devices

Electric circuits supplied by batteries.

Safety rules, dangers of electricity.

Levers and balances, equilibrium

Mechanical devices, transfer of movement.

HUMANITIES

Humanist culture, its historic, geographic, artistic and civic dimensions, is nurtured with an introduction to the history of art. The Humanities open the students’ minds to the diversity and evolution of civilizations, societies, territories, religions and the arts; they are given references in terms of time, space, culture and civics. Regular reading of literary works will also contribute to the development of the person and citizen.

History and Geography

These give common references so that students understand where they come from and where they stand, to begin to understand the uniformity and complexity of the world. They inspire curiosity in the students, the ability to observe and think critically. The students will keep diverse written records, for example, summaries and chronological friezes, maps and sketches. The objectives of history and geography teaching in Cycle 3 contribute to the knowledge and skills that the students acquire progressively in the course of their compulsory schooling.

Art produced individually or collectively develops a sense of aesthetics, furthers expression, creativity, manual skills and helps students acquire work procedures and techniques. Studying the history of art enlightens and teaches the students sensibility and judgement as they study great works of art chronologically.

HISTORY AND GEOGRAPHY

  • History

The study of the following items allows students to identify and describe, in a simple fashion, the important periods of history which will be studied in secondary school. History is studied chronologically using factual accounts and studying heritage documents. These items do not, in any way, deal with all aspects of the themes of the programme but do ensure that the students will know the famous names or events representing each of these periods. The events and the personages indicated below in italics make up a list of essential references that the teacher will be able to use according to their teaching choices. Milestones in national history, they form the basis of a common culture. These references will be linked with those of the history of art.

Prehistory

The first traces of human life, the use of iron and the beginnings of agriculture, the appearance of art. Tautave man almost 500 000 years ago; Lascaux 17 000 years ago.

Antiquity

The Gauls, the Romanization of Gaul and Christianity in the Gallic-Roman world. Julius Cesar and Vercingétorix; 52 B.C: the battle of Alésia.

The Middle Ages

After the invasions, the birth and development of the kingdom of France. Relationships between the lords and peasants, the role of the Church.

496 : baptism of Clovis ; 800 : coronation of Charlemagne ; 987 : Hugues Capet, King of France ; Saint Louis ; Jeanne of Arc.

Modern Times

The age of Discovery and the first colonial empires, the slave trade and slavery.

The Renaissance : the arts, scientific discoveries, Catholics and Protestants. Louis XIV : an absolute monarch.

The Enlightenment. Gutenberg ; 1492 : Christopher Columbus in America ; François the First ; Copernicus ; Galileo ; Henri IV and the edict of Nantes ; Richelieu ; Louis XIV, Voltaire, Rousseau.

The French Revolution and the 19th Century

The French Revolution and the first Empire: the desire for freedom, equality, the Terror, the great reforms of Napoleon Bonaparte. France in a Europe of industrial and urban expansion: the age of factory work, of technical progress, of colonies and emigration. The establishment of democracy and the Republic. Louis XVI ; 14 July 1789 : storming of the Bastille ; 26 August 1789 : Declaration of the Rights of Man and the Citizen ; 21 September 1792 : proclamation of the Republic ; 1804 : Napoléon 1st, French Emperor ; 1848 : male universal suffrage and abolition of slavery ; 1882 : Jules Ferry and free, compulsory secular schooling; Pasteur ; Marie Curie ; 1905 : Law of Separation of Church and State.

The 20th Century and our Age

The violence of the 20th century: – the two world wars; – the extermination of the Jews and the Roma people by the Nazis: a crime against humanity. The scientific and technological revolution, consumer society. The 5th Republic. The European Union. 1916 : Battle of Verdun ; Clemenceau ; 11 November 1918 : armistice of the First World War ; 18 June 1940 : call of General de Gaulle ; Jean Moulin ; 8 May 1945 : end of the Second World War in Europe ; 1945 : women’s right to vote in France ; 1957 : treaty of Rome ; 1958 : Charles de Gaulle and the establishment of the 5e Republic ; 1989 : fall of the Berlin Wall ; 2002 : the Euro, European currency.

  • Geography

The objective of the Geography programme is to have students describe and understand how people live and manage their territories. Studies begin on a local and national scale; the aim is for the students to identify and learn the main characteristics of the geography of France within a European and world framework. They should regularly consult a globe and maps and study landscapes. The Geography programme contributes to education in sustainable development as does the Science programme. Essential references are mentioned in italic; they integrate and give structure to the programme of European and world geography. They can be used according to the teacher’s choice.

Local geographic realities in the region where the students live

– the landscapes of villages, towns or districts, the movement of men and goods, the main economic activities;

– a subject of choice connected to sustainable development (in relation to the

Experimental Science and Technology programme): water in the commune (needs and treatment) or waste (reducing and recycling) ; – the département and the region. Study of maps.

French territory in the European Union

– the main types of landscapes; – the diversity of French regions; – the borders of France and the countries of the European Union. Principal characteristics of relief, water and climate in France and in Europe: study of maps. The administrative divisions of France (départements, regions): study of maps. The countries of the European Union: study of maps.

French people in the European context – how the population is spread out in France and in Europe; – the main cities of France and Europe. Distribution of the population and location of the main cities: study of maps.

Travelling in France and Europe – an airport; – the motorway network and the TGV network. The rapid railway network in Europe: study of maps.

Production in France – four types of activity areas: an industrial-harbour zone, a service centre, an agricultural area and a tourism zone. Within the framework of sustainable development education, these four studies will inform students about resources, pollution, risks and risk prevention.

France in the world – French territories in the world ; – the French language in the world (in relation to the programme of Civic and Moral education). These two questions will relate to a study of the globe and world maps: the oceans and continents important relief lines of the planet, the main climatic zones, areas that are either dense or empty of population, poor and rich areas of the planet.

The programme can be studied in the order of the presentation over three years. In CE2 they can study “local geographic realities”; in CM1, “French territory in the European Union”, “the population of France and Europe” and “travelling in France and Europe”; CM2 can be reserved for the sections “production in France”, “France in the world”.

ART AND THE HISTORY OF ART

Art

Artistic sensibility and the ability to express it are developed in the students by artistic practices, but also by studying diverse works of art of different genres, from different periods and places in the history of art.

  1. Visual arts

Combining diversified activities and frequent exposure to ever more complex and varied works of art, the teaching of visual arts (fine arts, cinema, photography, design, digital art) develops the programme begun in Cycle 2. Teaching of this subject encourages expression and creativity. It leads to the acquisition of knowledge and specific techniques and allows the child to understand the notion of a work of art and to distinguish the consumable value from the aesthetic value of the articles studied. Regular and varied activities and references to works of art will therefore combine to contribute to the teaching of the history of art.

  1. Musical education

Musical education is based on practices concerning the voice and listening: vocal games, a variety of songs sung in rounds and for 2 voices, small groups or as a choir. These vocal activities can be enriched with rhythmic games with a simple formula played on appropriate acoustic equipment. As a result of listening activities, the students are trained to compare musical works, discover a variety of genres and styles relating to period and culture. Recognizing and identifying musical characteristics consolidates the work undertaken in CP and CE1. Vocal and listening activities also play a role in the teaching of the history of art.

HISTORY OF ART

The History of Art acquaints the students with references to heritage works of art or contemporary art; these works are presented to them in relation to a certain period, a geographical area (based on chronological or geographical references acquired in history and in geography), a form of expression (drawing, painting, sculpture, architecture, applied arts, music, dance, cinema), and if needs be a technique (oil on canvas, engraving…), a craft or a live creative activity. The history of art in relation to other subjects helps the students to be aware of where they stand in relation to the artistic creations of humanity and different cultures in time and place. Presented with a great range of works, they discover the richness, the permanence and the universality of artistic creation. In visual arts as in musical education, under the umbrella of the history of art, students become aware of works which they are able to appreciate. Depending on where they live, they will visit monuments, museums, art studios, live shows or films at the cinema. The aim of these excursions will be to arouse the students’ interest regarding great works of art or artistic activities of their own town or region.

The teaching of the history of art is hinged on the six historic periods of the History programme; it takes into account six important artistic domains as follows: – spatial art: architecture, gardens, urbanism; – language arts: literature, poetry; – art of daily life: art objects, furniture, jewellery; – acoustic art: music, song; – live art: drama, choreography, circus; – visual art: fine arts, cinema, photography, design, digital art. Examples concerning these domains are presented below. A list of reference works will be published to which everyone can refer at their convenience.

Prehistory and Gallo-Roman Antiquity – Prehistoric architecture (megaliths) and classical (Gallo-Roman monuments); – A Gallo-Roman mosaic; – Lascaux cave paintings; a classical sculpture.

The Middle Ages – Religious architecture (a Romanesque church; a Gothic church; a mosque; an abbey); – buildings and military and civic sites (a fortified castle; a fortified city; a half-timbered house); – An extract from a tale of chivalry; – A costume, a stained glass window, a tapestry. – Religious music (a Gregorian chant) and secular music (a troubadour’s song). – A festival and a performance enjoyed by the populace or aristocracy (a carnival, a tournament). – A fresco; a Romanesque sculpture; a Gothic sculpture; an illuminated manuscript.

Modern Times – Royal architecture (a chateau of the Loire Valley, Versailles), military architecture (a fortification); an urban centre; a formal garden. – Renaissance poetry; a story or fable from the classical period. – A piece of furniture and a costume, a means of transport; a tapestry. – Instrumental and vocal music from the baroque and classical repertoire (a symphony; a religious musical work). A popular song. -An extract from a play. – Paintings and sculptures from the Renaissance, the 17th and 18th centuries (Italy, Flanders, France).

The 19th Century – Industrial architecture (a station). Urbanism: a town plan. – Accounts, poems. – Pieces of furniture and decoration and table arts (Sèvres, Limoges). – Musical extracts from the Romantic era (symphony, opera). – An extract from a play, from a ballet. – Some works illustrating the principal art movements (Romanticism, Realism, Impressionism); a sculpture; a short film from the beginnings of cinematography; photography of the period.

The 20th Century and our period – Architecture: works of art and housing. – Accounts, short stories, illustrated accounts, poetry. – Graphic design (a poster); transport design (a train). – 20th century music (jazz, music from films, songs). – A mime, circus, stage show; an extract from a modern or contemporary dance performance. – Some works illustrating the main contemporary art movements: a sculpture, cinematographic and photographic works (including silent films); cinematographic works illustrating the different historical periods

COMMON TECHNIQUES OF INFORMATION AND COMMUNICATION

Digital culture requires a measured approach to computer science, to the multimedia and the internet. From primary school, an attitude of responsibility in the use of these interactive tools must be aimed for. The programme in the Consolidation Cycle is organized according to five domains stated in the official texts defining the B2i Certificate: – become comfortable in the computer science environment; – adopt a responsible attitude; – create, produce, process and exploit data; – inform oneself, gather information; – communicate, exchange information. Students learn how to master the basic functions of a computer: how different parts work; use of the mouse, the keyboard. They are trained to word-process, to type a digital document; to send and receive messages. They learn how to research on-line, identifying and sorting information. Information and communication technology is used in most areas of teaching.

CIVICS AND CHARACTER EDUCATION

Civics and Character Education aim to help the students integrate better within their class and school at a time when their character and independence are forming. This subject leads them to reflect on the concrete problems of school life and, therefore, to be more clearly aware of moral issues: the relationship between personal freedom and the constraints of collective life, responsibility for acts or behaviour, respect for shared values, the importance of manners and respect for others. In relation to the study of History and Geography, Civic Education allows the students to identify and understand the importance of values, of founding texts, of symbols of the French Republic and European Union, in particular the Declaration of the Rights of Man and of Citizen. During the Consolidation Cycle, students study in particular the following subjects:

  1. Self-respect, respect for differences in personal identity in all people including themselves: the main rules of manners and courtesy, the constraints of collective living, safety rules and prohibited dangerous games, first aid, basic rules of road safety, knowledge of risks linked to using the internet, the rejection of violence.
  2. The importance of rules of law in the organization of social life which can be explained through legal sayings (“nobody is above the law”, “one cannot be one’s own judge” etc.).
  3. The basic rules of organization in public life and a democratic state: rejection of all types of discrimination, representation (the election), legislation (Parliament) and its execution (government), national social security undertakings (social security, responsibility between generations).
  4. The constitutional characteristics the French nation: characteristics of its territory (in relation to the Geography programme), and the stages of unification (in relation to the History programme), the rules of acquiring nationality, the national language (The Académie Française). 5. The European Union and the French-speaking world: the flag, the European anthem, the diversity of cultures and the purpose of the political project of European construction, the community of languages and cultures formed by the whole of the French-speaking world (in relation to the Geography programme).

SECOND STAGE FOR THE MASTERY OF THE COMMON BASE OF KNOWLEDGE AND SKILLS:

SKILLS EXPECTED AT THE END OF CM2 :

Skill 1: Mastery of the French language The students can: – express themselves orally and in written work, using appropriate and precise vocabulary; – speak in public, respecting the level of language adopted; – read easily (aloud, silently) a text; – read texts of heritage and important works of literature for young readers, adapted to their age group independently; – read a statement, an instruction independently; – understand new words and use them correctly; – extract the main idea of a text; – use their knowledge to reflect on a text (understand it better, or improve it); – respond to a question using a complete sentence orally as well as in writing; – compose a text of about 15 lines (account, description, dialogue, poem, summary) using their knowledge in vocabulary and grammar; – spell a simple text of 10 lines correctly – composed or dictated – referring to the spelling and grammar rules learnt as well as vocabulary; – know how to use a dictionary.

Skill 2 Using a modern foreign language The students can: – communicate: introduce themselves, reply to and ask questions: – understand instructions, familiar words and very common expressions.

Skill 3 Basic Knowledge in Mathematics, Science and Technology

  1. A) Basic knowledge in Mathematics The students can: – write, name, compare and use whole numbers, decimal numbers (up to hundredth) and some simple fractions; – know the tables of addition and multiplication from 2 to 9; – use techniques of operation for the four operations with whole numbers and decimals (for division the divisor is a whole number) – calculate mentally using the four operations; – estimate a result to the nearest power of 10; – use a calculator; – recognize, name and describe common planes and solids; – use a ruler, a set square and a compass to check features of common planes and solids and construct them with care and precision; – use common units of measurement: use measuring instruments; make conversions;- solve problems relating to the four operations, and proportionality, use different mathematical components; numbers, measurements, “rule of three”, geometric figures, diagrams; – organize numerical or geometric information, justify and appreciate the accuracy of a result; – read, interpret and draw some simple representations: tables, graphs.
  2. B) Science and Technology The students can: – undertake a procedure of investigation: observe, question; – manipulate and experiment, formulate a hypothesis and test it, formulate an argument; – experiment using several methods to resolve a problem; – express and utilize the results of measurement or research using scientific vocabulary orally and verbally; – master knowledge in different scientific domains; – use their knowledge in different scientific contexts and activities of daily life (for example appreciate the balance of a meal): – exercise manual and technical skills.

Skill 4 Mastering common information technology and communication skills The students can: – use a computer to get information, document it and present their work; – use a computer to communicate; – show a critical mind in view of information and its processing.

Skill 5 Humanities The students can: – repeat about 10 poems and prose texts with expression, from memory; – sing a song from memory, participate with accuracy in a rhythmic game; identify some simple, distinguishing musical features; – identify the main periods of history studied, memorize some chronological references and place them in order, knowing one or two of their major characteristics; – identify on a map and know some main geographical and human characteristics of the local and world scale; – read and use different terminology: maps, sketches, graphs, chronology, iconography; – distinguish the main categories of artistic creation (literature, music, dance, drama, cinema, drawing, painting, sculpture, architecture); – recognize and describe visual or musical works already studied: situate them in time and place, identify the artistic domain which they relate to, detail certain components, using some specific terms of vocabulary; – express their feelings and preferences about a work of art, using their knowledge; – draw and practice other diverse forms of visual expression and craft (abstract forms or images) using different materials, supports, instruments and techniques; – invent and produce texts, craft, choreographed elements or sequences with artistic or expressive intent.

Skill 6 Social and civic skills The students can: – recognize the symbols of the European Union; – respect others, and in particular, apply the principles of equality to both girls and boys; – show awareness of the dignity of human beings and draw consequences from that in daily life; – respect the rules of collective living, in particular in sports; – understand the notions of rights and obligations accept them and apply them; – take part in a dialogue: speak publicly, listen to both – demonstrate some knowledge of first aid; – demonstrate knowledge of road safety rules; judge whether an activity, game or action in daily life presents serious danger.

Skill 7 Independence and initiative The students can: – follow simple instructions independently; – demonstrate perseverance in all activities; – begin to assess themselves in simple activities; – work on an individual project or in a group; – show self-respect by following the main rules of hygiene; accomplish everyday actions without risk of harming themselves; – find their way around by adapting to the environment; – measure a performance in athletics and swimming; – use a map; – listen for an extended length of time (reading, music, show etc.)

Curriculum (2g)

French curriculum official links

The Lycée International de Londres follows the French national curriculum and academic progression for all its pupils from year 1 to 12 (Grande Section Maternelle to Terminale). The details of the curriculum can be found below:

  1. Primary School:

Year 1:

http://eduscol.education.fr/cid48644/ecole-materne...

Year 2 to 6:

http://eduscol.education.fr/cid58402/progressions-...

  1. Lower Secondary School:

Year 7 to 9:

http://eduscol.education.fr/cid45625/presentation-...

  1. Upper Secondary School:

Year 10:

http://eduscol.education.fr/pid24316/programmes-se...

Year 11 and 12:

http://eduscol.education.fr/cid46522/programmes-du...

3 – French Curriculum for Primary School (Year 1 to 6)

FRENCH CURRICULUM for KINDERGARTEN & PRIMARY SCHOOL

Translated from: Bulletin Officiel – hors-série n° 3 du 19 juin 2008 « Programmes d’enseignement de l’école primaire »

Official Bulletin of French National Education – Special edition no 3 of 19 June 2008

PREAMBLE

The fundamental requirement of the French Republic and the main objective of the primary school is to give children the keys to knowledge and teach them how to integrate with the society in which they are growing up. With the standardization and extension of a child’s school career, the profile of the primary school has become less distinct. It has ceased to represent an ideal in itself. But its role has only become more decisive in the students’ success both up to the end of compulsory schooling and beyond. Primary school is not just one single stage of schooling: it is the key to success in all other stages. It lays the foundations of training which will lead each student to a qualification, and which will continue throughout their lives. It is in the light of this statement that it is fitting to mark out new horizons for the primary school while remaining faithful to the inspiration behind the Republican ideal of schooling: offering to all children an equal chance to succeed and to prepare, for all, for the successful integration into society. Primary schools must transmit and allow each child to acquire the essential knowledge and skills which they will need for the continuation of education in secondary school and, beyond that, in the path of learning chosen by the student. In this regard, the Common Base of Knowledge and Skills set out by the Guidance and Planning Law for the Future of Schools of 23 April 2005 (Loi d’orientation et de programme pour l’avenir de l’école de 23 avril 2005) is the central point of reference around which all teaching of this first level of compulsory schooling will be organized. . The primary school must have high expectations in order to develop memory and creativity, reasoning and imagination, diligence and autonomy, respect for rules and the spirit of initiative. It is by offering students a structured and clearly defined teaching programme, oriented towards the acquisition of core knowledge, and by offering them systematic training in reading, writing, in the mastery of the French language and Mathematics, as well as solid cultural references, that we prepare them for success. Mastering a field of knowledge and its successful application bring self-esteem: the students’ true instrument of motivation. That is why students in difficulty should have the benefit of individualized and specialized help as soon as the first difficulties appear and before they become firmly ingrained. It is also essential that all students be encouraged to reflect on texts and documents, to interpret, to construct an argument, not only in French but in all subjects, that they be trained to use their knowledge and skills in increasingly complex situations, to question, research and reason by themselves. They must be able to decipher the sense of words and express themselves orally as well as in writing so as to be able to communicate with a wider circle. The assimilation into community living also means that the school plays an important role in the arts, which give common references and stimulate sensitivity and imagination. The daily practice of a sport is also necessary for the development of each student. The primary school aims finally to develop respect and tolerance which are the basis of human rights and which are exemplified daily by respect for the rules of civility and courtesy. The national programmes for the primary school define for each field of education the knowledge and skills to be attained within each cycle; they indicate annual benchmarks to organize progressions in French and in Mathematics around. They do, however, leave the choice of methods and approaches free: a sign of the confidence placed in teachers to adapt programmes to their students’ needs. Pedagogical freedom implies responsibility: its practice assumes the ability to reflect upon teaching practices and their consequences. It also signifies, for teachers, an obligation to provide and to account regularly for the educational achievement of the students.

The primary school programmes specify the content of core knowledge which all students must acquire. National evaluations in CE1 and CM2 allow a regular assessment of the knowledge acquired by students and their level; they will contribute to the validation of the intermediary stages of the mastery of the Common Base of Knowledge and Skills. The new aims of the primary school are presented through shorter, clearer and more ambitious programmes: such is the objective of the programmes presented below.

PRESENTATION

The primary school programmes are made up of two distinct yet inseparable parts: the programmes themselves and the annual progressions, which run, in French, from the Petite Section in the kindergarten to CM2 and, in Mathematics, from CP to CM2. The organization of primary schooling is presented in three cycles: the Early Learning Cycle (Cycle des Apprentissages Premiers), the Basic Learning Cycle (Cycle des Apprentissages Fondamentaux) and the Consolidation Cycle (Cycle des Approfondissements). The Grande Section is the last year of kindergarten but it also belongs to the Basic Learning Cycle. Its objectives are to reflect the final outcomes of the kindergarten: preparing all children to master, from CP onwards, the Basic Learning Cycle. So as to preserve the specificity of its approach and methods, the objectives and the progressions of the Grande Section are presented with those of the kindergarten. The primary school programmes form a coherent and continuous entity with those of lower secondary school within the framework of the Common Base of Knowledge and Skills as defined by the Decree of 11 July 2006. Generally, they are centred on the content (knowledge and skills) that the teachers teach the students and which must be mastered by them. In the section “Programmes”, the skills required to be mastered at the end of the primary school cycle for each subject or group of subjects are described in detail in seven main domains of skills. For the kindergarten, the required skills to be mastered are set out in domains of activities. The section “Progressions”, in French and in Mathematics, aims to give to teachers precise, annual objectives common to all schools. The presentation of the programmes by subject does not prevent organizing interdisciplinary or cross-curricular activities. For example, activities in oral expression, reading or writing texts in French naturally feature in Science, History and Geography, in the History of Art and also play a role in Mathematics. However, as students are expressing themselves and reading and writing in French, it is also important to set aside specific time in the timetable for the detailed and structured teaching of vocabulary, grammar and spelling. The timetable framework for the primary school contains an important new feature. It proposes an overall annual number of hours for all subjects or groups of subjects but it remains organized around a weekly number of hours in French and Mathematics so as to maintain daily teaching of these two subjects. This new flexibility will allow teachers and school teams to organize their teaching in a comprehensive and eventually cross-curricular manner, taking into account simultaneous or successive projects and to arrange it around adapted and adjustable weekly or monthly blocks in the timetable. These programmes are precise and detailed regarding the objectives and content to be taught, while being open in terms of method so as to respect meticulously the principle of pedagogic freedom set down in the Guidance and Planning Law for the Future of Schools. It is up to teachers and school teams to take advantage of this new liberty. The role of teachers is in effect to help their students to progress in the mastery of the objectives of the national programmes and progressions: it is up to them to choose the methods best adapted to the individual characteristics and specific needs of their students. School teachers are more simple administrators: using the national objectives, they must create and implement pedagogic conditions which will allow their students to succeed in the best way possible. The programmes which follow are not so much concerned today with the imposition one method of learning over another than agreeing on the importance of combining structured learning of automatic reflexes and functional knowledge with exploration, discovery, or reflection on problems to resolve. The search for meaning and the acquisition of automatic reflexes are not paradoxical: it is up to the teachers to vary their approaches and methods to link these two components of all learning. What these programmes completely exclude, is the assertion that one single pedagogic model should be favoured in all circumstances and in very different classes. They invite teachers to reflect freely on the best ways of attaining success in the fixed national objectives in their school. If teachers are in the first place masters of the choice of method they use, they are nonetheless at the service of their students’ progress in respect of the objectives of the programmes. That is why teachers’ pedagogic freedom goes hand in hand with the new methods of inspection of teachers which are focused more on the evaluation of knowledge acquired by their students. A new concept of the teaching profession is being established: teachers who are fully responsible for their methods, knowing exactly what they have to teach their students and ready to implement, within their school, the best strategies to help them learn.

  • KINDERGARTEN PROGRAMME – GRANDE SECTION (Year 1)

The kindergarten’s ultimate aim is to help each child become independent, in accordance with defined procedures, and to allow them to acquire the knowledge and skills necessary to succeed in mastering the basic learning skills in CP. The highest priority of the kindergarten is for the children to acquire rich, well-structured oral language, which can be clearly understood by others. In the kindergarten, the child establishes relationships with other children and with adults. They exercise their motor, sensory, emotional, and intellectual skills, they learn to form relationships; they develop into students. They discover the universe of the written word. The kindergarten encourages the development of all the young children they receive by responding to their individual needs. It widens their sphere of relationships and allows them to discover games, to investigate, to create things freely or with guidance, to participate in a rich and varied range of exercises which will contribute to forming their personality and to their cultural awakening. It allows each child the time to settle in, observe, imitate, carry out tasks, investigate; ensuring all the while their interest doesn’t flag and they don’t tire. It stimulates their desire to learn and increases the opportunity of widening their experience and enriching their understanding. Kindergarten revolves around the children’s need to be active, their delight in games, their curiosity and natural propensity to model themselves on adults and others, the satisfaction in being able to overcome difficulties and succeed. The activities proposed in kindergarten must offer multiple opportunities for sensorial and motor skill experiences in total safety. The organization of time in the kindergarten respects the needs and biological rhythms of the children while offering carefully planned and well-implemented activities; while it is more flexible with the youngest children, time management becomes more rigorous as they get older. The projet d’école (school’s development plan) guarantees continuity between the kindergarten and the primary school of which the Grande Section, which is both a kindergarten class and also the first year of the Basic Learning Cycle, is the pivotal point. The plan is designed and put into place in liaison with the primary school and can be the same for both sections. The support and participation of parents in the school’s development plan and more broadly in school life, is desirable. The programme of the kindergarten, without hourly curricular requirements, presents major domains of activity to be covered over the three years which precede the start of compulsory schooling; it fixes the objectives to be attained and the skills to acquire before the passage into primary school. In implementing the programme, the developmental stages and rhythm of the child must be taken into account. The kindergarten has an essential role in identifying and preventing problems or difficulties, a role that it must fully assume, especially in regards to specific language difficulties.

ACQUIRING LANGUAGE

Oral language is the pivot of all learning in the kindergarten. The children express themselves and make themselves understood through language. They learn to listen carefully to the messages addressed to them, to understand them and respond to them. In exchanges with the teacher and their friends, in all activities and, later, in specific teaching sessions, they acquire new words daily, they are given precise meanings of the words, they gradually acquire the syntax of the French language (order of words in a sentence). Their vocabulary will be enriched and they will be introduced to the varied and rich uses of the language (questioning, telling, explaining, thinking) through use of the language in all other activities. Discussion, expression The children learn to converse, firstly through the intermediary of an adult, in situations which concern them directly: they express their needs, talk about their discoveries, and ask questions; they listen to and reply to requests. They name things which surround them and discuss their accomplishments accurately. Gradually, they learn to participate in a group discussion, wait for their turn to speak and keep to the topic. They recite nursery rhymes with expression and sing songs which they have memorized. They learn little by little to communicate about less immediate realities; they become aware of what they have observed or experienced, talk about events to come, tell stories they have invented, rephrase the main points of a statement they have heard. They gradually acquire the elements of language which are necessary to be understood, that is to say: to name the people concerned correctly, show links between facts, express relationships in time by correct use of tense and pertinent words or expressions, situate things or scenes and describe movements appropriately. Comprehension Special attention is paid to comprehension which, more than expression, is at this age closely linked to the general abilities of the child. Children learn to make the distinction between a question, a promise, an order, a refusal, an explanation, an account. They appreciate the particular purpose of instructions given by the teacher and understand the common terms used within this context. Children learn to understand a friend who speaks about subjects unfamiliar to them, an adult speaker, whom they may or may not know, who shares new information. As a result of hearing classic or modern stories or tales adapted to their age group, they are able to understand longer and more and more complex accounts and learn to tell them themselves. Learning to master the French language By manipulating language and listening to texts read to them, children learn the rules which govern the structure of a sentence; they learn the usual order of words in French. At the end of kindergarten, they use, in an adapted manner, the main classes of words (articles, nouns, verbs, adjectives, adverbs, prepositions) and can formulate complex phrases. They gradually learn to expand their sentences into statements, very short accounts and explanations. Each day, in the different domains of activities, and as a result of stories that the teacher tells or reads, children hear new words, but this simple exposure is not enough for them to memorize them. Acquiring vocabulary demands specific lesson sequences with regular activities of classification and memorization of words. They will recycle acquired vocabulary; infer meaning of unknown words from the context. In relation to these activities and readings, the teacher will introduce new words each week (an increasing number during the year and from year to year), to enrich the vocabulary associated with the activities. Children also learn vocabulary (nouns, verbs, adjectives, adverbs, prepositions) which allows them not only to understand what they hear (who is doing what? to whom? where? when? how?) but also to converse and express their thoughts competently and clearly in a school situation.

These crucial acquisitions are made possible by the attention that teachers pay to each child, supplying the precise words, encouraging their attempts, rephrasing their efforts, so allowing them to hear correct models. Teachers must make sure also they exclude all approximations in oral language for their young students; it is as a result of children hearing well-constructed sentences with precise vocabulary that they are able to progress in their own mastery of oral language.

At the end of kindergarten, children can:

– understand a message and act or reply accordingly;

– name an object, a person or action relating to everyday life precisely;

– formulate, and make understood, a description or a question;

– describe, and make understood an incident previously unknown to the listener, or an invented story;

– take the initiative in asking questions or expressing their point of view.

DISCOVERING WRITING

The kindergarten introduces the children gradually to basic learning skills. Oral expression and the activities associated with it, in particular the lesson sequences dedicated to vocabulary acquisition, the numerous occasions when they listen to stories that the teacher recounts then reads and the production of writing recorded by the teacher, prepare the children to begin reading and writing. Through three key activities (work on the sounds of words, acquisition of the alphabet and the manual skills for writing), the kindergarten contributes significantly to the systematic learning of reading and writing which will begin in CP.

1.Becoming familiar with the written word

Discovering written models Children discover the social applications of writing by comparing the most frequent examples in and out of school (posters, books, papers, magazines, screens, signs…). They learn to name them correctly and understand their purpose. They examine and handle books, start to become familiar with what can be found on a page or a cover. Discovering written language Children are familiarized little by little with written French through daily readings of texts by the teacher. So that they understand the specificity of the written word, these texts are chosen for the quality of language, (accuracy of syntax, precise and varied vocabulary which is used appropriately) and the special way in which they illustrate the literary genres to which they belong, (stories, legends, fables, poems, examples of children’s literature). Thus, throughout kindergarten, children are offered the opportunity to become acquainted with works of heritage literature and to absorb them. They become attuned to unusual phraseology; their curiosity is stimulated by questions asked by the teacher who will draw their attention to new words or turns of phrase that they will use again in other activities. After listening to the narration, the children reformulate what they have understood; query what is still unclear to them. They are encouraged to memorize sentences or short extracts of texts. Contributing to written texts Children will contribute to writing texts, an activity which offers a genuine opportunity to show evidence of what has been done, observed or learnt. They learn to dictate a text to an adult who will lead them, by their questions, to become aware of the requirements linked to making an enunciation. They therefore learn to be in command of their choice of words and syntactical structure better. At the end of kindergarten, they know how to transform a spontaneous enunciation into a text that an adult will write down as they dictate.

At the end of kindergarten children can:

– identify the main purposes of the written word;

– listen to and understand a text read by an adult;

– know some heritage texts, mainly traditional stories;

– make an enunciation in an adapted form so that it can be written down by an adult.

  1. Preparing to learn to read and write

Distinguishing the sounds of words Children discover early on the pleasure of playing with words and the sounds of the language. They emphasize syllables, then manipulate them (taking out a syllable, recombining several syllables in another order…). They can distinguish the same syllable in several words and say where it is situated in the word (initial, medial, final position).

Gradually they will be able identify sounds and perform a wide range of actions on the components of the language (localize, substitute, invert, add, combine…). The teacher must set up the progression for these demanding oral activities very carefully in the light of their very abstract characteristics. Starting to learn the alphabet Children become acquainted with the correlation between oral and written language; in this regard, the frequent use of picture dictionaries, alphabet books, where words are matched with pictures, should be encouraged. As a result of being presented with familiar examples (date, title of a story or a rhyme) or very short sentences, children understand that the written word is a succession of words where every written word corresponds to an oral word. They discover that the words they say or hear are made up of syllables; they relate letters to sounds. The discrimination of sounds becomes more and more exact. They gradually learn the name of most of the letters of the alphabet that they can recognize in printed characters and in cursive writing, although knowledge of the alphabet in its traditional order is not required at this stage. They will associate some letters with their sound and name them when it is appropriate. Children learn, therefore, the rudiments of the alphabet, without it being necessary to work on all areas. Learning the manual skills for writing Children study and reproduce graphic symbols daily, not only as a preparation for writing but so as to acquire the most adept and efficient manual skills possible. Learning to write depends on skills that are developed by written activities (single, curved, continuous line series…), but also requires particular competence in recognizing the characteristics of letters. All children learn cursive writing in Grande Section, as soon as they are able; the work is closely supervised so that they establish good habits in the quality of their written production and are able to write with ease.

At the end of kindergarten children can:

– differentiate sounds; – distinguish the syllables of a spoken word; recognize the same syllable in several statements;

– match the words of a short statement orally and in writing;

– recognize and write most of the letters of the alphabet;

– relate sounds to letters;

– copy in cursive writing, short, simple words where the relationship of letters to sounds has been studied, with guidance from the teacher;

– write their name in cursive writing.

3.BECOMING A STUDENT

The aim is to teach children to recognize their individuality, to be recognized as a person, to live collectively with others, to follow the rules of collective life, to understand what school is and what their place is in school. Becoming a student relies on a gradual process which calls for the teacher to be both flexible and exacting. Living together: learning the rules of courtesy and the principles of moral behaviour Children discover the richness and the constraints of the group to which they belong. They feel the pleasure of being accepted and recognized, they learn progressively to make their schoolfriends feel welcome also. The collective dimension of the kindergarten is an appropriate place for the children to learn to converse with each other and with adults and take their place in the discussions. Children must be given the opportunity to observe the rules of courtesy and good manners, such as greeting the teacher at the beginning and end of the day, replying to questions, thanking someone who helps them and not interrupting others who are speaking. Particular attention will be paid to the moral foundations of these rules of behaviour, such as respect for others and their property, the obligation to follow the rules set down by adults and also respect for the child’s word. Cooperating and becoming independent By participating in games, in a ring, in groups, chanting rhymes or listening to stories, working on common projects etc., children learn to enjoy group activities and to cooperate. They become interested in others and can work together with them. They learn to be responsible in the classroom and show initiative. They become involved in a group project or an activity, and become resourceful; they also learn independence, effort and perseverance. Understanding what school is Children must understand the rules of the school community progressively, the definition of school, what is done there, what is expected of them, what is learnt at school and why it is learnt. They learn to differentiate between parents and teachers. Gradually, they accept the collective rhythm of activities and learn to put aside their own interests. They understand the importance of collective instructions. They learn to ask questions or ask for help to succeed in what is demanded of them. They establish how the concrete activities they participate in relate to what they learn from them (we do this to learn, to know how to do it better). They acquire objective references to evaluate their achievements; at the end of kindergarten, they can identify mistakes in their work or their friends’ work. They learn to be attentive for longer. They discover how certain school activities are linked to those of everyday life.

At the end of kindergarten the children can:

– respect others and respect the rules of community life;

– listen, help, cooperate; ask for help;

– have self-confidence; control their emotions;

– identify adults and their role;

– carry out simple tasks independently and participate in school activities;

– talk about what they are learning.

4.ACTING AND EXPRESSING THEMSELVES THROUGH THEIR BODIES

Physical education and physical experiences contribute to the motor, sensorial, emotional and intellectual development of the child. They give the opportunity of exploring, expressing themselves, of being active in a familiar environment, then gradually, in a more unknown one. They help them to become familiar with their environment. Children discover their physical ability, they learn to perform in total safety while taking calculated risks, to put in effort and control their energy. They express what they feel, can name activities and the objects handled or used and say what they would like to do. The teachers ensure they set up situations and activities which can be built on from year to year, which are progressively complex; they make sure that the children have enough practice to progress and make them aware of new accomplishments. As they practise free or guided physical activities in different environments, the children develop their motor skills in movement: (running, crawling, jumping, rolling, sliding, climbing, swimming…), balance, manipulation (shaking, pulling, pushing) or propelling and receiving objects (throwing, catching). Ball games, opposition and games of skill complete these activities. Children learn to coordinate their activities and join them in sequence. They adapt their motor skills to achieve efficiency and precision according to the skill. Through participating in activities which have rules, they develop their ability to adapt and cooperate; they understand and accept the advantages and the constraints of collective activities. Activities of expression with artistic theme – in a circle, dancing games, mime, dance, allow expression through acquired skills and, at the same time, development of the imagination. As a result of diverse activities, the children become aware of their bodies in relation to space. They recognize: in front, behind, above, below, then right and left, near and far. They learn to negotiate a course set up by the teacher or suggested by them; they describe and demonstrate these movements.

At the end of kindergarten the children can:

– adapt their movements to environments or different constraints;

– cooperate and oppose each other individually or collectively;

– accept collective constraints;

– express themselves with or without musical beat, with or without equipment; express feelings and emotions through gesture and movement;

– be familiar with their environment and move about in it; – describe or negotiate a simple course.

5.DISCOVERING THE WORLD

In the kindergarten, children discover the world around them; they work out where they stand and where they are coming from in time and place. They observe, they ask questions and become more rational in the formulation of their questions. They learn to adopt a point of view other than their own and this move towards logical thinking allows them to develop their ability to reason. They become capable of counting, classifying, ordering and describing, as they learn specific vocabulary and different forms of representation (drawings, diagrams). They start to understand what distinguishes the living from the non-living (matter, objects).

Learning about objects Children learn about common technical devices (torch, telephone, computer…) and understand their usage and function: what they are used for and how they are used. They become aware of the danger of certain objects. They fabricate things, using a range of materials and choose tools and techniques adapted to the project (cutting, sticking, folding, assembling, nailing together, putting together and taking apart…).

Learning about matter Children learn to recognize the basic characteristics of matter by cutting, modelling, assembling, using common materials like wood, earth, paper, cardboard, water etc., They also discover intangible realities such as the existence of air and start to observe how water can change its state.

Learning about living things Children observe different forms of life. Keeping animals and growing plants and vegetables are a valuable way of learning about life cycles which comprise birth, growth, reproduction, aging and death. They discover the parts of the body and the five senses: their characteristics and their functions. They pay attention to hygiene and health, especially nutrition. They learn the basic rules of physical hygiene. They become sensitive to the problems of the environment and learn to respect life.

Learning about shape and size. As they handle a range of different objects, children differentiate simple properties (small/big; heavy/light). Gradually, they manage to distinguish several criteria, to compare and to classify according to form, size, weight, capacity.

First experience with quantities and numbers The kindergarten is a decisive time in the acquisition of the sequence of numbers (number chain) and its use in the procedures of quantification. Children learn about and understand the functions of numbers, in particular, how they represent quantity and how ordinal numbers can be used to rank position. The activities proposed to the youngest children (sharing out, comparisons, matching…) lead them to go beyond a general intuitive approach to counting sets of objects. The child’s subsequent questions (how, why etc.) and use of correct vocabulary, including number words, helps them and the teacher to become aware of what they have learnt. Progressively, the children are able to repeat the number list to at least 30 and learn to use it to count. From the beginning, numbers are used in activities where they have meaning and lead effectively to a goal: games, class activities, comparison problems set by the teacher, adding to something, collecting, distributing, and sharing. The size of the sets and whether they are able to execute an instruction on sets of objects are the important variables that the teacher uses to adapt activities to everyone’s ability. At the end of kindergarten problems are a first introduction into the universe of arithmetic but it is only in CP where they learn mathematical symbols (signs of operations, the ‘equals’ sign) and techniques.

Learning the written form of numbers which follows is introduced in concrete situations (with a calendar for example) or games (navigating a numbered course). Children establish a first correlation between the oral term for the number and the written; their performance is still inconsistent at this stage, but it is important that everyone has embarked this learning process. Learning how to write numbers is done with the same thoroughness as with lettering.

Understanding time Children comprehend very gradually as a result of the regular pattern of the timetable, the evolution of time in the day, then of days and months. At the end of kindergarten, they understand the cyclical aspects of certain phenomena (the seasons) or representations of time (the week, the month). The notion of simultaneity is brought up in activities or well-known stories; representation (drawings, pictures) helps to clarify it. From the Petite Section, the children use calendars, clocks, timers to familiarize themselves with chronology and measure periods of time. This understanding is still limited, however, and will be developed in CP. Through stories of events in the past, examining familiar heritage pieces (items kept in the family…), they learn to distinguish the present from the near past and from the more distant past, although this is still difficult for them. All these acquisitions require precise vocabulary to be learnt, which, through repetition, in particular through following rituals, will lead them to develop understanding.

Understanding place:Throughout kindergarten, children learn to find their way around in the school area and in their immediate environment. They manage to find their bearings in relation to objects or other people, to situate objects or people one in relation to another or in relation to other references, which presumes a change of focus in adopting a point of view other than their own. At the end of kindergarten, they can distinguish their left from their right. Children are asked to follow a range of instructions and show understanding of them (accounts, graphic representations). Of particular importance are activities where they have to switch attention from the horizontal plane to the vertical or the vice versa, and keep the relative positions of objects or elements in mind. These activities prepare for orientation in the written sense. Learning to write on a line on a page or a piece of paper is studied in conjunction with reading and writing.

At the end of kindergarten children can:

– recognize, name, describe, compare, arrange and classify materials or objects according to their qualities and usages;

– know some features of animal and plant life, understand the major processes: growth, nutrition, movement, reproduction;

– name the main parts of the human body and their purpose; distinguish the five senses and their function;

– know and apply some rules personal hygiene, nutrition and respect for their surroundings; – be aware of danger and exercise caution; – use references relating to days, weeks and the year;

– situate events in relation to others;

– draw a circle, a square, a triangle;

– compare quantities, resolve problems relating to quantities;

– memorize a sequence of numbers at least to 30;

– count a quantity orally in sequence using known numbers;

– match the name of a known number with the written figure;

– orient themselves in their environment and situate objects in relation to themselves; – work within the confines of a page;

– understand and use vocabulary appropriately relating to orientation and relationships in time and place

6.OBSERVING, FEELING, IMAGINING, CREATING

The kindergarten will raise artistic awareness in the children. Visual, tactile, auditory and vocal activities increase the sensorial capacities of the child. They will use their imagination and enrich their knowledge and capacities of expression; the activities contribute to developing their faculties of attention and concentration. They offer an opportunity of familiarizing the children, by listening and observing, with the most varied range of artistic expression possible; they feel emotion and acquire first references in the universe of creation. These activities can be linked with other areas of learning: they satisfy curiosity in learning about the world; they allow the child to exercise their motor skills; they encourage them to express their reactions, tastes and choices in discussions with others. Drawing and craft activities (making things) are the main methods of expression. The children experiment with different materials, supports and techniques of drawing. They discover, use and create images and things of different natures. They fabricate and construct using paint, glued paper and collage in relief, assemblage, modelling… In this context, the teacher helps the children to express what they see, to fashion their projects and creations; they encourage them to use specific vocabulary in producing their work. They encourage them to begin a personal collection of objects with aesthetic and emotional value. The voice and listening are a very early means of communication and form of expression that the children discover while playing with sounds, singing, moving. For activities using the voice, they learn a repertoire of rhymes and songs based on oral tradition as well as work from contemporary writers; this repertoire is expanded each year. Children sing for pleasure, to accompany other activities; they learn to sing in chorus. They invent songs and experiment with their voice, with noises, with rhythms. Structured listening activities refine the attention span, develop sensitivity, allow them to distinguish sounds and develop auditory memory. Children listen for pleasure, to reproduce sounds, in movement; in play… they learn to characterize tone, intensity, duration and pitch by comparison and imitation and to describe these characteristics. They listen to a wide range of musical works. They discover for new sound possibilities experimenting with instruments. They gradually master rhythm and tempo.

At the end of kindergarten the children can:

– adapt their skills to particular pieces of equipment (instruments, supports, materials);

– use drawing as a means of expression and representation;

– create a two- or three-dimensional piece of work according to their choice;

– study and describe some heritage works, build up a collection;

– memorize and interpret songs and rhymes;

– listen to a musical extract or a production, then express their feelings and discuss with others to give their impressions

  • THE BASIC LEARNING CYCLE :

PROGRAMME FOR CP AND CE1 (Year 2 and 3)

The Basic Learning Cycle begins in the last year of the kindergarten (Grande Section- year 1) and the same pedagogic approaches are employed throughout the cycle. This cycle continues into the two first years of the primary school, in CP (year 2) and in CE1 (year 3). Learning to read, write and learning the French language, the knowledge and understanding of numbers, writing numbers in figures (decimal numeration) and arithmetic using small quantities are a priority in terms of teaching objectives in CP and CE1. Whatever the activity to be conducted, the primary and constant consideration will be achievement in these domains. Physical education and sports have an important place in the school activities of this cycle. The first introduction to science, the first reflections on history and civic education all open the children’s minds to the world and help to build a culture common for all students. Art education encourages the students’ artistic expression and they are also given direct exposure to works of art, which will serve as an initiation into the history of art. All teaching will contribute to the acquisition of The Common Base of Knowledge and Skills. Constant vigilance is required regarding quality in the presentation of their work, manual skills, working posture, the tools of school work. The projects of each school will determine how the kindergarten and the primary school harmonize their programmes. The programming of activities must be thought out in terms of continuity: the CP teachers will build on the kindergarten teachers’ work and on what the children have already acquired. Teaching in French and in Mathematics will follow yearly progressions as included with this programme

FRENCH

At the end of Grande Section in the kindergarten, children have largely increased their vocabulary; they are capable of expressing themselves, listening to others and speaking in front of a group. They will be able to understand a story when read by an adult, to distinguish the sounds of the language clearly and the signs that represent them in writing. In the first year of primary school (Cours Préparatoire), children learn to read by deciphering and identifying words and by the progressive acquisition of the knowledge and skills necessary for the understanding of texts. The alphabet must be worked on systematically from the beginning of the year. Reading and writing texts are mutually reinforced throughout the cycle when they are taken together, learning words, sentences and texts. They are supported by oral practice of language and the acquisition of vocabulary; and accompanied by an initiation into grammar and spelling. Students gradually learn to master the gestures of cursive handwriting: using correct written forms, how to link the letters, accents, spaces between the words, punctuation and capital letters.

  1. Oral Language

In the Basic Learning Cycle, students continue to develop their oral language: to respect the organization of the sentence, to express the relationships of cause and effect, time and place (why? when? where?); to conjugate verbs more accurately, to expand their vocabulary; to participate orally for longer and in a better organized way, while at the same time respecting the subjects dealt with and the rules of communication. They are trained to listen to and understand texts that the teacher reads, to identify the central points of the text and to ask questions. Recitation serves first of all to develop oral language, and then develops the acquisition of written language as well as cultural awareness and literary sensitivity. The students are required to recite rhymes, texts in prose and poems from memory, without errors, with the appropriate rhythm or intonation.

  1. Reading, writing

From Cours Préparatoire (Year 2) the students practice independently deciphering and reading words which are already known to them. The link between reading and writing is essential to this learning. This training progressively leads the student to read more easily and faster (decoding, identification of meaning). In Cours Elémentaire 1 (year 3) longer and more varied texts, comprising more complex sentences, are presented progressively to the students. Knowing how to decipher and comprehend the meaning of words is not enough to read a sentence or text; students also learn to understand through the organization of a sentence or text that they are reading. They will acquire the vocabulary and knowledge necessary to understand the texts that they are assigned. Using a good-quality text book is essential for success in this delicate area of teaching. Through the reading of texts reflecting cultural heritage and works intended for young children, including poetry, the child is able to make an initial appreciation of literary culture. Students learn to compose a short text independently: to research and organize ideas, choose vocabulary, construct and connect sentences, to pay attention to spelling. They learn to use the computer, to type and use an electronic dictionary.

  1. Vocabulary

Through specific activities in class, but also in all teaching, the student acquires new words daily. In expanding their vocabulary, they increase their ability to function in the world that surrounds them, to put their experiences, opinions and feelings into words, to understand what they hear and read and express themselves in a precise manner, orally as well as in writing. Activities of classification through generic terms, an initiation into the usage of synonyms and antonyms, the discovery of word families and a first familiarization with the dictionary will facilitate understanding, memorization and word use.

  1. Grammar

The first study of grammar concerns the simple sentence. Punctuation marks and their usage are identified and studied. The students learn to identify a sentence, verb, noun, article, qualifying adjective, personal pronouns (subject forms). They learn to locate the verb in a sentence and its subject. Students distinguish the present, future and past tenses. They learn to conjugate the most frequently used verbs from the 1st group, être, avoir, in the four tenses most used in the indicative: the present, future, past continuous, and the compound past tense (passé composé). They learn to conjugate the verbs faire, aller, dire, venir, in the present indicative. The knowledge of gender and of number and how they are used will be acquired at the end of CE1.

  1. Spelling

The students begin to write by recognizing how letters and sounds correspond and the rules relative to the value of letters (s, c, g), to copy a short text without mistakes, and to write down accurately words they have memorized. In relation to their initiation into grammar, they are trained to spell conjugated forms correctly, to respect the agreement between subject and verb, as well as the agreements in gender and in number in noun phrases and to use full stops and capital letters in the correct place. In CP and in CE1, the students’ spelling is developed and methods of improving it are progressively put in place.

MATHEMATICS

Learning Mathematics develops imagination, rigour and precision as well as reasoning ability. Proficiency in numbers and arithmetic is the main priority in CP and CE1. Students gradually learn to solve problems which contribute to their understanding of mathematical operations. At the same time, regular practice in mental arithmetic is essential. They start to acquire automatic reflexes. Acquiring mathematical mechanisms can only be achieved with an understanding of the process.

  1. Numbers and arithmetic

Students learn decimal numeration up to 1000. They count sets, work out the sequence of numbers, compare and put them in order. They memorize addition and multiplication tables (by 2, 3, 4 and 5), learn techniques for addition and subtraction, how to multiply and how to solve problems using these operations. Grouping and sharing problems are a first introduction to division for numbers under 100. Daily training in mental arithmetic helps deepen knowledge of numbers and their characteristics.

  1. Geometry

Students enrich their knowledge on the subject of position and location. They learn to recognize and describe planes and solids. They use instruments and techniques to reproduce or draw plane figures. They learn to use specific vocabulary.

  1. Size and measurement

Students learn about and compare common units of length (m and cm; km and m), weight (kg and g), capacity (litres), time (hours, half-hours) and money (euros, centimes). They begin to solve problems regarding length, mass, length of time or cost.

  1. Organization and management of data

Students will gradually learn to use common charts: tables, graphs.

PHYSICAL EDUCATION AND SPORTS

Physical education aims to develop motor skills and offers a first initiation into physical, sports and artistic activities. These activities fulfil the basic human need to move about, are enjoyable and also encourage effort and perseverance. Students learn to know themselves and others better and also learn to look after their health. Activities are organized over the two years of the cycle and local resources are exploited.

Performance skills

– Athletics: running fast, long-distance running, negotiating obstacles, high jump and long jump, throwing far.

– Swimming: being able to swim 15 metres.

Adapting movement to different types of environment

– Climbing activities: climbing to a height of 3 m and descending (rock climbing wall). – Water sports: going underwater, swimming underwater, floating.

– Rolling and sliding activities: covering a simple course on roller blades or bicycle.

– Orientation activities: locating markers in a known environment.

Individual and team activities

involving cooperation and opposition

– Wrestling games: blocking an opponent.

– Racquet games: achieving several returns.

– Traditional games and team games with or without a ball: cooperating with partners to face opponents as a team, respecting the rules, taking on different roles (attack, defense, referee).

Creating and performing expressive, artistic or aesthetic activities

-Dance: Communicating emotions through physical expression with a short choreographed piece (3 to 5 elements), with different sound supports.

– Gymnastics: achieving a sequence of 2 or 3 ‘acrobatic’ acts on various pieces of apparatus (bars, the beam and cushioned mat).

MODERN LANGUAGES

Students discover the existence of different languages very early on, in their environment, as well as abroad. From CP onwards there is an oral introduction to a modern foreign language. In CE1 both oral and written activities are included in foreign language teaching with emphasis on comprehension and oral expression. The learning of a language requires regular practice and memory training from the beginning. This demands curiosity, the ability to listen, attentiveness, willingness to learn by heart, confidence in oneself in the use of another language. Students distinguish the melody and accents of another language; they discover and acquire vocabulary relating to the person and everyday life; they start to use terms that they have memorized. Specific programmes should be referred to concerning progressions for each modern foreign or regional language.

DISCOVERING THE WORLD

In CP and CE1 students are able to access knowledge more easily due to their skills in reading and mathematics. They acquire references in time and place, gain knowledge about the world and master specific corresponding vocabulary. They go beyond their initial perceptions by observation and manipulation. Students begin to acquire the elements of the IT and Internet Proficiency Certificate (B2i). They use and learn about the basic functions of a computer. 1. Finding one’s bearings in place and time Students discover and start to enlarge on their basic concept of familiar surroundings: the classroom, school, neighbourhood, village and town. They compare these familiar settings with other settings and more distant places. They study common forms of portrayal of their world (photographs, maps, world maps, a globe). Students learn to understand how day and night, weeks, months and seasons alternate. They orientate themselves through the use of instruments: the calendar, the clock. They learn about and memorize more distant points in time: dates and famous names in French history; they become aware of how ways of life evolve. 2. Discovering the living world, matter and objects Students identify characteristics of living things: birth, growth and reproduction; nutrition and dietary regimes of animals. They learn rules of hygiene and personal and collective safety. They understand how living things interact with their environment and how to respect their environment. They distinguish between solids and liquids and observe the changing states of matter. They produce basic models and simple electric circuits to understand how an electrical device works.

ART AND THE HISTORY OF ART

The students’ artistic sensibility and expression are developed by art activities, but also by cultural references linked to the history of art. They also learn to use precise vocabulary which allows them to express what they feel, their emotions, their preferences and their tastes. A first introduction to works of art will lead them to observe, listen, describe and compare.

  1. Visual Arts Visual arts include the fine arts, cinema, photography, design and digital art. Teaching visual arts requires regular and diversified practice in modelling, drawing and producing fixed or mobile images. Traditional techniques (painting, drawing) or more contemporary ones (digital photography, cinema, video, computer graphics) are used as well as simple amalgamation procedures: overlays and drawing, collage and montage). These activities are created two-dimensionally as well as three-dimensionally, using tools, manual techniques, and different media and support materials. Students are led to express what they observe, to imagine and create their own projects and their own artwork using appropriate vocabulary.
  2. Musical Education Musical education in CP and CE1 is based on learning a repertoire of approximately 10 rhymes or songs and listening to excerpts of various works. It will aim to teach students to sing with tonal accuracy, in rhythm, using their voice and breath properly and articulating correctly, to respect the requirements of group singing; to recognize very simple musical characteristics concerning melodic themes, rhythms and tempo, pitch and timbre. They start to recognize the main families of instruments. In musical education as in visual arts, to develop knowledge of the history of art, students are given a first introduction to notable musical works appropriate to their level of appreciation. Depending on where they live, monuments, museums, art studios or shows will be explored.

CIVICS AND CHARACTER EDUCATION

Students learn manners and socialization. They gradually become more responsible and independent.

  1. They learn moral principles, which can be presented by way of illustrated maxims and explained by the teacher in the course of the day: “One man’s rights end where another man’s begin.” “Do unto others what you would have them do unto you” etc. They will become aware of the notions of rights and obligations.
  2. They deepen their understanding of the rules of collective living begun in the kindergarten: such as formulas of politeness or when to use “vous”. They observe social customs of courtesy (e.g. listening when others are speaking, standing up when an adult comes into the classroom and helping in the classroom (giving out and putting away materials).
  3. They study health and safety education. They are made aware of risks linked to using the internet. They will be given appropriate information regarding different forms of abuse.
  4. They learn to recognize and respect the emblems and symbols of the French Republic (La Marseillaise, the French flag, Marianne, the motto “Liberty, Equality, Fraternity”

FIRST STAGE FOR THE MASTERY OF THE COMMON BASE OF KNOWLEDGE AND SKILLS:

SKILLS EXPECTED AT THE END OF CE1

Skill 1: Mastery of the French language

The students can:

– express themselves orally in a clear manner, and use appropriate vocabulary;

– read unaided, a text containing known and unknown words;

– read unaided and listen to heritage texts and major works of literature for young readers, adapted for their age group;

– read a statement or simple instruction;

– extract the theme from a paragraph or a short text;

– copy a short text without errors in well-presented, legible, cursive handwriting;

– write a dictated five-line text, using lexical, spelling and grammatical knowledge;

– use their knowledge to improve a short text;

– write a 5 to 10 line text independently;

Skill 2 Using a modern foreign language

The students can:

– understand and communicate simple messages relating to everyday life.

Skill 3 The main elements of Mathematics, Science and Technology

The students can:

– write, name, compare and put in order whole natural numbers up to 1000;

– calculate with addition, subtraction, multiplication;

– divide numbers up to 100 by 2 and by 5 (where the final result is a whole number); – know and use tables of addition and multiplication by 2, 3, 4 and 5;

– calculate mentally using addition, subtraction and simple multiplication;

– situate an object relating to themselves or another object, giving and describing its position;

– recognize, name and describe common planes and solids;

– use a ruler and set square to draw a square, a rectangle, a triangle, a right-angle triangle, with care and precision;

– use common units of measurement: estimate measurement;

– display precision and care in drawings, measurements and calculations;

– solve very simple problems;

– observe and describe to carry out research;

– apply elementary safety rules to prevent the risk of household accidents.

Skill 4 Mastering common information technology and communication skills

The students are:

– starting to acquire knowledge of the digital environment.

Skill 5 Humanities

The students can:

– repeat from memory a number of texts in prose or short poems

– appreciate cultural practices from another country;

– distinguish between the recent past and a more distant past;

– express themselves through writing, song, dance, drawing, painting, three-dimensional creations (modelling, assemblage);

– distinguish specific major categories of artistic creation (music, dance, theatre, cinema, drawing, painting, sculpture);

– recognize visual or musical works studied in advance

– provide a very simple definition of different artistic occupations (composer, director, actor, musician, dancer);

Skill 6 Social and civic skills

The students can:

– recognize the emblems and symbols of the French Republic;

– respect others and the rules of collective life;

– play a game or team sport and respecting the rules;

– abide by conventions of courtesy with his or her friends, with adults at school and out of school, with the teacher in class;

– participate orally in a class discussion while respecting the rules of communication;

– call for help; go to find help from an adult;

Skill 7 Independence and initiative

The students can:

– listen in order to understand, ask questions, repeat, complete a piece of work or an activity;

– exchange views, question, justify a point of view;

– work in a group, take part in a project;

– master a number of motor skills such as running, jumping, throwing;

– describe their close environment, orientate themselves there, find their way around in an specific way;

– apply the basic rules of hygiene.

  1. THE CONSOLIDATION CYCLE :

PROGRAMME FOR CE2, CM1 AND CM2 (Years 4,5,6)

Continuing on from the first years of the primary school, the main objectives from CE2 to CM2 are to master the French language as well as the basic elements of Mathematics. Teaching in all subjects, however, contributes to the acquisition of the Common Base of Knowledge and Skills. Understanding and expression in a modern foreign language will also be given particular attention. Independence and personal initiative, necessary for school success, are developed progressively in all areas of activity and permit each child to gain self-assurance and efficiency. They will regularly utilize Information and Communication Technology in Education (T.I.C.E – Technologies de l’Information et de la Communication dans l’Enseignement ) as part of their studies towards the IT and Internet Proficiency Certificate (B2i). Students are prepared so that they can continue their studies in the different branches of learning in secondary school successfully. Schools will arrange for links to be set up with the secondary school so that the students are better prepared for their arrival there. French and Mathematics teaching follow yearly progressions, included in the present programme.

FRENCH

Having all students master the French language precisely and clearly in oral and written expression is primarily a matter for French teaching, but also concerns all other areas of learning: Science, Mathematics, History, Geography, Physical Education and Art. The progression for mastering the French language is based on a programme of reading and writing, vocabulary, grammar and spelling. A literature programme reinforces independence in the students’ reading and writing. The study of the French language (vocabulary, grammar and spelling) requires specific activities and sessions. It highlights the areas of expression, comprehension and composing texts. Handwriting is practised daily, so that it becomes more and more even, quick and neat. Students learn to be constantly aware of the presentation of their school work, to present it in an organized manner, clearly and neatly, including, in time, the use of word-processing techniques. Choosing good-quality text books for each area of French teaching is one factor in its success. All the knowledge acquired as a whole contributes to the building up of a common culture for the students.

  • Oral Language

Students can listen to the teacher, ask questions, express their point of view, their feelings. They learn to speak in front of other students, to rephrase, sum up, tell a story, describe, explain their reasoning and present arguments. In varied types of discussions they learn to respect the point of view of others, use precise vocabulary according to the level of language being used, to adapt their words to those they are speaking to and what is being expressed. Regular work on recitation (memorization and diction) is done on both prose and poems. The teacher gives considerable attention to the quality of oral language in all school activities.

  • Reading, writing

Reading and writing are systematically linked: the students work on them daily, in French as well as in all other teaching areas. Studying texts, particularly literary texts, aims to develop comprehension and to give confidence in learning to compose texts independently

Reading

Reading continues to be taught systematically:

– global recognition of words, easy recognition of uncommon and rare words, improvement in speed and efficiency in silent reading;

– understanding of sentences;

– understanding of school texts (wording of problems, instructions, text book exercises); – understanding of instructive and non-fiction texts;

– understanding of literary texts (accounts, descriptions, dialogues, poems);

Students learn to understand the sense of a text by paraphrasing the essential and by answering questions related to it. Understanding the text lies in identifying its main elements (for example, the subject of a nonfiction text, the characters and events in an account), and also in analysing it in detail. To do this they must pay particular attention to the distinctive traits which give coherence to a text: the title, the organization of sentences and paragraphs, the role of punctuation and linking words, the usage of pronouns, verbal tenses, lexical fields.

Literature

The literature programme aims to give all students a repertoire of literary references appropriate for their age group, drawn from heritage works and from literature for young readers of yesterday and today; it also contributes to the building up of a common literary culture. Each year, students read unabridged works from different genres of childhood classics and from the list of literature for young readers that the Ministry of National Education publishes regularly. This regular reading programme is designed to develop the students’ pleasure in reading. Students reflect on what they read, express their reactions to it or their points of view and discuss these subjects with each other, explore the relationships between texts (authors, themes, feelings expressed, characters, events, how the text is situated in time and place, comic or tragic tone…). The different interpretations are always related back to the elements of the text which either confirm them or refute them.

Composing a text

Composing texts is a regular and progressive part of learning: it is one of the priorities of the Consolidation Cycle. Students learn to narrate real facts, to describe, to explain a procedure, to justify a response, to invent stories, to summarize accounts, to write a poem, while respecting the rules of composition and writing. They are trained to draft, to correct, and to improve their writing, using vocabulary they have acquired, their knowledge of spelling and grammar as well as the tools available to them (text books, dictionaries, lists etc.).

  • Study of the French and English languages

Vocabulary

The acquisition of vocabulary increases the students’ capacity to function in the world which surrounds them, to give words to their experiences, opinions and feelings, to understand what they hear and read and to express themselves precisely and correctly, both in speaking and writing. Specific activities and sessions are used to enlarge and structure the students’ vocabulary, particularly from textual supports which have been carefully selected; the discovery, memorization and utilization of new words are accompanied by the study of the relationships between meaning and words. This study is concerned with, on the one hand, associated meaning of words (synonymy, antinomy, polysemy, grouping words under generic terms, identifying different levels of the language), and on the other hand, on form and meaning (word families). It is concerned also with the grammatical identification of categories of words. They use a dictionary, either printed or digital, regularly. All the branches of teaching add to the students’ development and correct use of vocabulary. The teacher pays attention to the students’ use of vocabulary in all school activities.

Grammar

The ultimate aim of grammar is to further the understanding of texts read or heard, to improve expression with a view to guaranteeing accuracy, correct syntax and spelling. It is concerned almost exclusively with the simple sentence: the complex sentence is only studied in CM2. Students progressively acquire grammatical vocabulary relating to the notions studied and use their knowledge in written activities.

The sentence

– Knowledge and relevant use of declarative, interrogative, imperative, exclamative, affirmative or negative forms. – Difference between the active and passive voice. – Adequate use of common punctuation marks. Categories of words – Identification, according to their nature, of the following words: verbs, nouns, determiners (definite and indefinite articles, possessive, demonstrative, interrogative determiners), qualitative adjectives, pronouns (personal, possessive, relative, demonstrative and interrogative), adverbs, prepositions. – Adequate use of pronominal substitution, as well as coordinating conjunctions and other linking words (adverbs). Word function – Identification of the verb, of its subject (proper noun, noun phrase or pronoun), and objects: direct, indirect and second, adverbial phrases (of place and time). – Understanding of the notion of circumstance. – Identification of the subject complement. – Identification of elements of the noun phrase and their functions: determiner, qualifying attributive adjective, noun complement, relative clause noun complement).

Verbs

– Knowledge of vocabulary relating to the understanding of conjugations. – Identification of simple tenses in a text and tenses in the indicative, and understanding of how they are formed.- First introduction to verb tenses and in particular the past tenses, irregular verbs in French and in English.

– Conjugation of verbs in the first and second groups, of être and avoir in the following indicative tenses: the present, future, past continuous, simple past, the compound past tense, (passé composé) the past perfect, the future perfect, the present conditional, the present imperative, the infinitive, present and past participles.

– Conjugation of aller, dire, faire , pouvoir, partir, prendre, venir, voir, vouloir in the following indicative tenses : the present, future, past continuous, simple past, the compound past tense, present conditional, the present imperative, the infinitive, the present and past participles.

– using the tenses studied correctly.

Agreement Knowledge and use of:

– rules and signs of agreement in the noun phrase: agreement in gender and number between the determiner, the noun and the qualifying adjective;

– the rules of agreement in number and person between the subject and verb;

– the rules of agreement of the past participle made with être (not including reflexive verbs) and avoir (in the case of the object coming after the verb).

Clauses

– Distinction between simple and complex sentences; between independent clauses (coordinate and juxtaposed), main and subordinate clauses.

Spelling

Constant attention is given to spelling. Regular copying practice, all forms of dictation and writing as well as a range of exercises ensures the knowledge is acquired: the application of these forms in numerous and varied activities will gradually lead the students to develop automatic reflexes when it comes to correct written forms. Students become accustomed to using appropriate tools.

Grammatical spelling

– Students are trained to spell the conjugated forms of verbs studied correctly, to apply the rules of agreement learnt in grammar (see above), to distinguish the principal grammatical homophones (à-a, où-ou…)

– The distinctive characteristics of forms of the plural of certain nouns (en-al, -eau, -eu, -ou; en –s, – x, – z) and of certain adjectives (en – al, -eau, – s, – x) must be memorized.

Lexical spelling

– Spelling: sound/symbol relationships including the how the sound of letters changes in relation to the vowels around them (s/ss, c/ç, d/qu, g/gu/ge) or due to the following consonant (n becomes m in front of m, b and p) is mastered.

– The spelling of frequently-used words, in particular invariable words, as well as frequently-used words with accents, is memorized. Learning how to spell relies also on applying spelling rules or regular patterns in writing words (doubling consonants, silent letters and common word endings).

MATHEMATICS

Mathematics develops research and reasoning, imagination and the capacity for abstract thought, rigour and precision. From CE2 to CM2, in the four areas of the programme, students enrich their knowledge, acquire new tools, and continue to learn to solve problems. They reinforce their skills in mental arithmetic. They acquire new automatic reflexes. Acquiring mathematical mechanisms can only be achieved with an understanding of the process. The mastery of the main mathematical elements helps in everyday life situations and prepares the student for secondary school studies.

  1. Numbers and arithmetics

The organized study of numbers goes up to a billion, but they may come across larger numbers.

Whole natural numbers

– principles of decimal numeration: value of figures according to their written position.

– oral and written designation of figures and letters.

– comparing and ordering numbers, situating numbers on a number line, use of the signs > and <

– mathematical relationships between commonly used numbers: double, half, quadruple, quarter, triple, third…, the notion of multiple.

Decimals and fractions

– simple fractions and decimals: written conventions, situating them between two consecutive whole numbers, writing them as the sum of a whole and of a fraction inferior to 1, adding two decimal fractions or two fractions with the same denominator.

– decimal numbers: oral and written designations in figures, place values, process of transforming decimals with a comma to a fraction and vice-versa, comparing and ordering numbers, situating them on a number line, rounding up to the nearest whole number, tenth and hundredth.

Arithmetic

– mental: tables of addition and multiplication. Daily practice of mental arithmetic using the four operations furthers an understanding of numbers and their properties.

– set out by hand: an operational technique for each of the four operations is essential.

– using a calculator: the calculator is used in a defined way for the more complex calculations dealt with by the students.

Problem-solving based on real life situations permits a deeper knowledge of the numbers studied, reinforces the students’ grasp of meaning and practice of operations, develops rigour and reasoning ability.

  1. Geometry

The main objective of Geometry teaching from CE2 to CM2 is to permit students to go progressively beyond a basic recognition of objects to a study based on the use of line and measuring instruments. Geometric relationships and properties: alignment, perpendiculars, parallelism, equal length of lines, axial symmetry, the midpoint of a segment. Using instruments and techniques: a ruler, set square, compass, tracing paper, grid paper, dotted paper, folding.

Planes: a square, a rectangle, a rhombus, a parallelogram, triangles and their specific characteristics, circles.

– description, reproduction, construction

– specific vocabulary relating to these shapes: side, vertex, angle, diagonal, axis of symmetry, centre, radius, diameter.

– enlargement or reduction of planes, in line with their proportions

Common solids: cube, rectangular prism, cylinders, triangular prism, pyramid,

– recognition of these solids and study of patterns.

– specific vocabulary relating to these solids: vertex, edge, face.

Reproducing or constructing diverse geometric shapes increase knowledge of common figures. They present the students with the opportunity to use specific vocabulary and procedures for measurement and drawing.

  1. Size and measurement

Length, mass and volume: measurement, estimation, legal units of measurement of the metric system, calculating size, conversions, perimeter of a polygon, formulae for the perimeter of a square and rectangle, circumference of a circle, the volume of a rectangular prism.

Area: comparison of surfaces according to their area, common units of measurement, conversions; formulae for the area of a rectangle and triangle.

Angles: comparison, using an angle template and a set square; right angles, acute angles, obtuse angles.

Time: telling the time and reading a calendar. Length of time: units of measurement for length of time, calculating duration of time between two given moments.

Money: Solving concrete problems helps to consolidate knowledge and ability relating to units and measurement, and to give meaning to them. It will mean more realistic evaluations of measurement.

  1. Organization and management of data

The ability to organize and manage data is developed by problem-solving related to everyday life or based on other subjects studied. It means gradually learning to sort and classify data, to read or produce tables and graphs and analyse them.

Proportionality is introduced through percentages, scales, conversion, enlarging or reducing figures. For this, several methods (in particular the so-called “rule of three”) are used.

PHYSICAL EDUCATION AND SPORTS

Physical education aims to develop motor skills and the practice of physical, sports and artistic activities. It contributes to health education by helping students to be more aware of their bodies, and to safety education by allowing them to take controlled risks. It encourages responsibility and independence, through the illustration of moral and social values (respect for rules, self-respect and respect of others). Activities are organized over the three year cycle and local resources are exploited.

Measuring one’s performance (in distance, in time)

– Athletics: running fast, long-distance running, running and negotiating obstacles, relay running, long jump, high jump, throwing.

– Swimming: being able to swim 30 metres.

Adapting movement to different types of environment

– Climbing activities: climbing and descending a given path (rock climbing wall).

– Water sports: diving, swimming underwater, floating.

– Rolling and sliding activities: navigating a course of different moves on roller blades, bicycle or skis.

– Orientation activities: locating several markers in a semi-natural setting, using a map. Individual and team activities involving cooperation and opposition

– Wrestling games: bringing an opponent to the ground and immobilizing them.

-Racquet games: scoring points in a two-person match

– Team games (handball, basketball, football, rugby, volleyball): cooperating with partners to face opponents as a team, respecting the rules, taking on different roles (attack, defense, referee).

Creating and performing expressive, artistic or aesthetic activities

-Dance: with several others create a dance sequence (at least 5 choreographed elements) to express through physical movement people, images, feelings and to communicate emotions with different sound supports.

– Gymnastics: creating and achieving a sequence of 4 or 5 ‘acrobatic’ acts on various pieces of apparatus (bar, vault, the beam and mat).

MODERN LANGUAGES

At the end of CM2, students must have acquired the skills necessary for basic communication as defined by level A1 of the Common European Framework of Reference for Languages, which is the principal reference document for the teaching, learning and evaluation of modern languages. From CE2 onwards, oral activities in comprehension and expression are a priority. Students widen their vocabulary and the sounds of the language must be constantly reinforced: the accent, melody, rhythms of the language studied. In grammar, the objective is to use basic forms: simple sentences and coordinating conjunctions. They learn to spell the words learnt. Knowing something of the people’s lifestyles in the country concerned will further enhance their understanding of other ways of life. Specific programmes should be referred to concerning progressions for each modern foreign or regional language.

EXPERIMENTAL SCIENCE AND TECHNOLOGY

The objective of Experimental Science and Technology is to have the students understand and describe the real world, the world of nature and the man-made world, to act on this knowledge and to understand the changes brought about by human activity. The students learn to distinguish between fact and verifiable hypotheses on the one hand, opinions and beliefs on the other. Observing, questioning, experimenting and practised argumentation, in the spirit of the French program for enquiry-based science education, (La main à la pâte), for example, are essential in order to attain these ends; which is why they focus on investigative procedures to acquire knowledge and skills which develop their curiosity, creativity, a critical mind and interest in scientific and technical progress. The approach is one sensitive to nature and students learn to be responsible for the environment, the living world, health. They understand that sustainable development corresponds to the needs of this and future generations. In relation to the teaching of humanities and civic education, they learn to act on this perspective. The students’ work will display diverse written records, for example, in an observation workbook or experiment book.

Earth and sky

The movement of the Earth (and planets) around the Sun, the Earth’s rotation on its axis; the length of day and how it changes through the seasons. The movement of the Moon around the Earth. Light and shadow. Volcanoes and earthquakes, the risks for human society.

Matter

Water: a resource – states and changes of state; – the path of water in nature; – maintaining water quality for use; Air and air pollution. Mixes and solutions. Waste: reduction, reuse, recycling

Energy

Simple examples of energy sources (fossil fuels and renewable energy).

Energy needs, consumption, and energy economy.

Uniformity and diversity of living things

Introduction to biodiversity: investigating the differences between living species. Introduction to uniformity of living things: investigating common points between living species.

Introduction to classifying living things: interpreting similarities and differences in terms of species.

How living things behave

Stages of development of a living thing (animal or plant).

Conditions for development of animals or plants. Methods of reproduction of living things.

How the human body works and health

Physical movement (muscles, the bones of the skeleton, the joints).

First introduction to the role of nutrition: digestion, breathing and blood circulation. Human reproduction and sex education.

Hygiene and health: beneficial or harmful behaviour, especially in the areas of sport, diet, sleep.

Living things and their environment

How living things adapt to the conditions of their surroundings.

Place and role of living things; the concept of food chains and food webs.

Evolution of the environment shaped by man; the forest; the importance of biodiversity.

Technical devices

Electric circuits supplied by batteries.

Safety rules, dangers of electricity.

Levers and balances, equilibrium

Mechanical devices, transfer of movement.

HUMANITIES

Humanist culture, its historic, geographic, artistic and civic dimensions, is nurtured with an introduction to the history of art. The Humanities open the students’ minds to the diversity and evolution of civilizations, societies, territories, religions and the arts; they are given references in terms of time, space, culture and civics. Regular reading of literary works will also contribute to the development of the person and citizen.

History and Geography

These give common references so that students understand where they come from and where they stand, to begin to understand the uniformity and complexity of the world. They inspire curiosity in the students, the ability to observe and think critically. The students will keep diverse written records, for example, summaries and chronological friezes, maps and sketches. The objectives of history and geography teaching in Cycle 3 contribute to the knowledge and skills that the students acquire progressively in the course of their compulsory schooling.

Art produced individually or collectively develops a sense of aesthetics, furthers expression, creativity, manual skills and helps students acquire work procedures and techniques. Studying the history of art enlightens and teaches the students sensibility and judgement as they study great works of art chronologically.

HISTORY AND GEOGRAPHY

  • History

The study of the following items allows students to identify and describe, in a simple fashion, the important periods of history which will be studied in secondary school. History is studied chronologically using factual accounts and studying heritage documents. These items do not, in any way, deal with all aspects of the themes of the programme but do ensure that the students will know the famous names or events representing each of these periods. The events and the personages indicated below in italics make up a list of essential references that the teacher will be able to use according to their teaching choices. Milestones in national history, they form the basis of a common culture. These references will be linked with those of the history of art.

Prehistory

The first traces of human life, the use of iron and the beginnings of agriculture, the appearance of art. Tautave man almost 500 000 years ago; Lascaux 17 000 years ago.

Antiquity

The Gauls, the Romanization of Gaul and Christianity in the Gallic-Roman world. Julius Cesar and Vercingétorix; 52 B.C: the battle of Alésia.

The Middle Ages

After the invasions, the birth and development of the kingdom of France. Relationships between the lords and peasants, the role of the Church.

496 : baptism of Clovis ; 800 : coronation of Charlemagne ; 987 : Hugues Capet, King of France ; Saint Louis ; Jeanne of Arc.

Modern Times

The age of Discovery and the first colonial empires, the slave trade and slavery.

The Renaissance : the arts, scientific discoveries, Catholics and Protestants. Louis XIV : an absolute monarch.

The Enlightenment. Gutenberg ; 1492 : Christopher Columbus in America ; François the First ; Copernicus ; Galileo ; Henri IV and the edict of Nantes ; Richelieu ; Louis XIV, Voltaire, Rousseau.

The French Revolution and the 19th Century

The French Revolution and the first Empire: the desire for freedom, equality, the Terror, the great reforms of Napoleon Bonaparte. France in a Europe of industrial and urban expansion: the age of factory work, of technical progress, of colonies and emigration. The establishment of democracy and the Republic. Louis XVI ; 14 July 1789 : storming of the Bastille ; 26 August 1789 : Declaration of the Rights of Man and the Citizen ; 21 September 1792 : proclamation of the Republic ; 1804 : Napoléon 1st, French Emperor ; 1848 : male universal suffrage and abolition of slavery ; 1882 : Jules Ferry and free, compulsory secular schooling; Pasteur ; Marie Curie ; 1905 : Law of Separation of Church and State.

The 20th Century and our Age

The violence of the 20th century: – the two world wars; – the extermination of the Jews and the Roma people by the Nazis: a crime against humanity. The scientific and technological revolution, consumer society. The 5th Republic. The European Union. 1916 : Battle of Verdun ; Clemenceau ; 11 November 1918 : armistice of the First World War ; 18 June 1940 : call of General de Gaulle ; Jean Moulin ; 8 May 1945 : end of the Second World War in Europe ; 1945 : women’s right to vote in France ; 1957 : treaty of Rome ; 1958 : Charles de Gaulle and the establishment of the 5e Republic ; 1989 : fall of the Berlin Wall ; 2002 : the Euro, European currency.

  • Geography

The objective of the Geography programme is to have students describe and understand how people live and manage their territories. Studies begin on a local and national scale; the aim is for the students to identify and learn the main characteristics of the geography of France within a European and world framework. They should regularly consult a globe and maps and study landscapes. The Geography programme contributes to education in sustainable development as does the Science programme. Essential references are mentioned in italic; they integrate and give structure to the programme of European and world geography. They can be used according to the teacher’s choice.

Local geographic realities in the region where the students live

– the landscapes of villages, towns or districts, the movement of men and goods, the main economic activities;

– a subject of choice connected to sustainable development (in relation to the

Experimental Science and Technology programme): water in the commune (needs and treatment) or waste (reducing and recycling) ; – the département and the region. Study of maps.

French territory in the European Union

– the main types of landscapes; – the diversity of French regions; – the borders of France and the countries of the European Union. Principal characteristics of relief, water and climate in France and in Europe: study of maps. The administrative divisions of France (départements, regions): study of maps. The countries of the European Union: study of maps.

French people in the European context – how the population is spread out in France and in Europe; – the main cities of France and Europe. Distribution of the population and location of the main cities: study of maps.

Travelling in France and Europe – an airport; – the motorway network and the TGV network. The rapid railway network in Europe: study of maps.

Production in France – four types of activity areas: an industrial-harbour zone, a service centre, an agricultural area and a tourism zone. Within the framework of sustainable development education, these four studies will inform students about resources, pollution, risks and risk prevention.

France in the world – French territories in the world ; – the French language in the world (in relation to the programme of Civic and Moral education). These two questions will relate to a study of the globe and world maps: the oceans and continents important relief lines of the planet, the main climatic zones, areas that are either dense or empty of population, poor and rich areas of the planet.

The programme can be studied in the order of the presentation over three years. In CE2 they can study “local geographic realities”; in CM1, “French territory in the European Union”, “the population of France and Europe” and “travelling in France and Europe”; CM2 can be reserved for the sections “production in France”, “France in the world”.

ART AND THE HISTORY OF ART

Art

Artistic sensibility and the ability to express it are developed in the students by artistic practices, but also by studying diverse works of art of different genres, from different periods and places in the history of art.

  1. Visual arts

Combining diversified activities and frequent exposure to ever more complex and varied works of art, the teaching of visual arts (fine arts, cinema, photography, design, digital art) develops the programme begun in Cycle 2. Teaching of this subject encourages expression and creativity. It leads to the acquisition of knowledge and specific techniques and allows the child to understand the notion of a work of art and to distinguish the consumable value from the aesthetic value of the articles studied. Regular and varied activities and references to works of art will therefore combine to contribute to the teaching of the history of art.

  1. Musical education

Musical education is based on practices concerning the voice and listening: vocal games, a variety of songs sung in rounds and for 2 voices, small groups or as a choir. These vocal activities can be enriched with rhythmic games with a simple formula played on appropriate acoustic equipment. As a result of listening activities, the students are trained to compare musical works, discover a variety of genres and styles relating to period and culture. Recognizing and identifying musical characteristics consolidates the work undertaken in CP and CE1. Vocal and listening activities also play a role in the teaching of the history of art.

HISTORY OF ART

The History of Art acquaints the students with references to heritage works of art or contemporary art; these works are presented to them in relation to a certain period, a geographical area (based on chronological or geographical references acquired in history and in geography), a form of expression (drawing, painting, sculpture, architecture, applied arts, music, dance, cinema), and if needs be a technique (oil on canvas, engraving…), a craft or a live creative activity. The history of art in relation to other subjects helps the students to be aware of where they stand in relation to the artistic creations of humanity and different cultures in time and place. Presented with a great range of works, they discover the richness, the permanence and the universality of artistic creation. In visual arts as in musical education, under the umbrella of the history of art, students become aware of works which they are able to appreciate. Depending on where they live, they will visit monuments, museums, art studios, live shows or films at the cinema. The aim of these excursions will be to arouse the students’ interest regarding great works of art or artistic activities of their own town or region.

The teaching of the history of art is hinged on the six historic periods of the History programme; it takes into account six important artistic domains as follows: – spatial art: architecture, gardens, urbanism; – language arts: literature, poetry; – art of daily life: art objects, furniture, jewellery; – acoustic art: music, song; – live art: drama, choreography, circus; – visual art: fine arts, cinema, photography, design, digital art. Examples concerning these domains are presented below. A list of reference works will be published to which everyone can refer at their convenience.

Prehistory and Gallo-Roman Antiquity – Prehistoric architecture (megaliths) and classical (Gallo-Roman monuments); – A Gallo-Roman mosaic; – Lascaux cave paintings; a classical sculpture.

The Middle Ages – Religious architecture (a Romanesque church; a Gothic church; a mosque; an abbey); – buildings and military and civic sites (a fortified castle; a fortified city; a half-timbered house); – An extract from a tale of chivalry; – A costume, a stained glass window, a tapestry. – Religious music (a Gregorian chant) and secular music (a troubadour’s song). – A festival and a performance enjoyed by the populace or aristocracy (a carnival, a tournament). – A fresco; a Romanesque sculpture; a Gothic sculpture; an illuminated manuscript.

Modern Times – Royal architecture (a chateau of the Loire Valley, Versailles), military architecture (a fortification); an urban centre; a formal garden. – Renaissance poetry; a story or fable from the classical period. – A piece of furniture and a costume, a means of transport; a tapestry. – Instrumental and vocal music from the baroque and classical repertoire (a symphony; a religious musical work). A popular song. -An extract from a play. – Paintings and sculptures from the Renaissance, the 17th and 18th centuries (Italy, Flanders, France).

The 19th Century – Industrial architecture (a station). Urbanism: a town plan. – Accounts, poems. – Pieces of furniture and decoration and table arts (Sèvres, Limoges). – Musical extracts from the Romantic era (symphony, opera). – An extract from a play, from a ballet. – Some works illustrating the principal art movements (Romanticism, Realism, Impressionism); a sculpture; a short film from the beginnings of cinematography; photography of the period.

The 20th Century and our period – Architecture: works of art and housing. – Accounts, short stories, illustrated accounts, poetry. – Graphic design (a poster); transport design (a train). – 20th century music (jazz, music from films, songs). – A mime, circus, stage show; an extract from a modern or contemporary dance performance. – Some works illustrating the main contemporary art movements: a sculpture, cinematographic and photographic works (including silent films); cinematographic works illustrating the different historical periods

COMMON TECHNIQUES OF INFORMATION AND COMMUNICATION

Digital culture requires a measured approach to computer science, to the multimedia and the internet. From primary school, an attitude of responsibility in the use of these interactive tools must be aimed for. The programme in the Consolidation Cycle is organized according to five domains stated in the official texts defining the B2i Certificate: – become comfortable in the computer science environment; – adopt a responsible attitude; – create, produce, process and exploit data; – inform oneself, gather information; – communicate, exchange information. Students learn how to master the basic functions of a computer: how different parts work; use of the mouse, the keyboard. They are trained to word-process, to type a digital document; to send and receive messages. They learn how to research on-line, identifying and sorting information. Information and communication technology is used in most areas of teaching.

CIVICS AND CHARACTER EDUCATION

Civics and Character Education aim to help the students integrate better within their class and school at a time when their character and independence are forming. This subject leads them to reflect on the concrete problems of school life and, therefore, to be more clearly aware of moral issues: the relationship between personal freedom and the constraints of collective life, responsibility for acts or behaviour, respect for shared values, the importance of manners and respect for others. In relation to the study of History and Geography, Civic Education allows the students to identify and understand the importance of values, of founding texts, of symbols of the French Republic and European Union, in particular the Declaration of the Rights of Man and of Citizen. During the Consolidation Cycle, students study in particular the following subjects:

  1. Self-respect, respect for differences in personal identity in all people including themselves: the main rules of manners and courtesy, the constraints of collective living, safety rules and prohibited dangerous games, first aid, basic rules of road safety, knowledge of risks linked to using the internet, the rejection of violence.
  2. The importance of rules of law in the organization of social life which can be explained through legal sayings (“nobody is above the law”, “one cannot be one’s own judge” etc.).
  3. The basic rules of organization in public life and a democratic state: rejection of all types of discrimination, representation (the election), legislation (Parliament) and its execution (government), national social security undertakings (social security, responsibility between generations).
  4. The constitutional characteristics the French nation: characteristics of its territory (in relation to the Geography programme), and the stages of unification (in relation to the History programme), the rules of acquiring nationality, the national language (The Académie Française). 5. The European Union and the French-speaking world: the flag, the European anthem, the diversity of cultures and the purpose of the political project of European construction, the community of languages and cultures formed by the whole of the French-speaking world (in relation to the Geography programme).

SECOND STAGE FOR THE MASTERY OF THE COMMON BASE OF KNOWLEDGE AND SKILLS:

SKILLS EXPECTED AT THE END OF CM2 :

Skill 1: Mastery of the French language The students can: – express themselves orally and in written work, using appropriate and precise vocabulary; – speak in public, respecting the level of language adopted; – read easily (aloud, silently) a text; – read texts of heritage and important works of literature for young readers, adapted to their age group independently; – read a statement, an instruction independently; – understand new words and use them correctly; – extract the main idea of a text; – use their knowledge to reflect on a text (understand it better, or improve it); – respond to a question using a complete sentence orally as well as in writing; – compose a text of about 15 lines (account, description, dialogue, poem, summary) using their knowledge in vocabulary and grammar; – spell a simple text of 10 lines correctly – composed or dictated – referring to the spelling and grammar rules learnt as well as vocabulary; – know how to use a dictionary.

Skill 2 Using a modern foreign language The students can: – communicate: introduce themselves, reply to and ask questions: – understand instructions, familiar words and very common expressions.

Skill 3 Basic Knowledge in Mathematics, Science and Technology

  1. A) Basic knowledge in Mathematics The students can: – write, name, compare and use whole numbers, decimal numbers (up to hundredth) and some simple fractions; – know the tables of addition and multiplication from 2 to 9; – use techniques of operation for the four operations with whole numbers and decimals (for division the divisor is a whole number) – calculate mentally using the four operations; – estimate a result to the nearest power of 10; – use a calculator; – recognize, name and describe common planes and solids; – use a ruler, a set square and a compass to check features of common planes and solids and construct them with care and precision; – use common units of measurement: use measuring instruments; make conversions;- solve problems relating to the four operations, and proportionality, use different mathematical components; numbers, measurements, “rule of three”, geometric figures, diagrams; – organize numerical or geometric information, justify and appreciate the accuracy of a result; – read, interpret and draw some simple representations: tables, graphs.
  2. B) Science and Technology The students can: – undertake a procedure of investigation: observe, question; – manipulate and experiment, formulate a hypothesis and test it, formulate an argument; – experiment using several methods to resolve a problem; – express and utilize the results of measurement or research using scientific vocabulary orally and verbally; – master knowledge in different scientific domains; – use their knowledge in different scientific contexts and activities of daily life (for example appreciate the balance of a meal): – exercise manual and technical skills.

Skill 4 Mastering common information technology and communication skills The students can: – use a computer to get information, document it and present their work; – use a computer to communicate; – show a critical mind in view of information and its processing.

Skill 5 Humanities The students can: – repeat about 10 poems and prose texts with expression, from memory; – sing a song from memory, participate with accuracy in a rhythmic game; identify some simple, distinguishing musical features; – identify the main periods of history studied, memorize some chronological references and place them in order, knowing one or two of their major characteristics; – identify on a map and know some main geographical and human characteristics of the local and world scale; – read and use different terminology: maps, sketches, graphs, chronology, iconography; – distinguish the main categories of artistic creation (literature, music, dance, drama, cinema, drawing, painting, sculpture, architecture); – recognize and describe visual or musical works already studied: situate them in time and place, identify the artistic domain which they relate to, detail certain components, using some specific terms of vocabulary; – express their feelings and preferences about a work of art, using their knowledge; – draw and practice other diverse forms of visual expression and craft (abstract forms or images) using different materials, supports, instruments and techniques; – invent and produce texts, craft, choreographed elements or sequences with artistic or expressive intent.

Skill 6 Social and civic skills The students can: – recognize the symbols of the European Union; – respect others, and in particular, apply the principles of equality to both girls and boys; – show awareness of the dignity of human beings and draw consequences from that in daily life; – respect the rules of collective living, in particular in sports; – understand the notions of rights and obligations accept them and apply them; – take part in a dialogue: speak publicly, listen to both – demonstrate some knowledge of first aid; – demonstrate knowledge of road safety rules; judge whether an activity, game or action in daily life presents serious danger.

Skill 7 Independence and initiative The students can: – follow simple instructions independently; – demonstrate perseverance in all activities; – begin to assess themselves in simple activities; – work on an individual project or in a group; – show self-respect by following the main rules of hygiene; accomplish everyday actions without risk of harming themselves; – find their way around by adapting to the environment; – measure a performance in athletics and swimming; – use a map; – listen for an extended length of time (reading, music, show etc.)

4 – Students Assessment Policy

ASSESSMENT, RECORDING AND REPORTING


1. Philosophy

All teachers at the School are expected to adhere to the present policy and to take an active and positive part in the assessment and reporting process. They provide each student with the feedback and guidance needed for him or her to progress. The School creates a safe environment where students feel encouraged and recognised. The School keeps parents and carers regularly informed of the academic progress of their child.

2. Assessment

Assessment is an integral part of the teaching and learning process. Fairness, respect and clarity are paramount to our School.

Purposes:
  • to monitor individual progress and to collect evidence of students’ achievement over time;
  • to identify strengths and weaknesses in students’ learning;
  • to provide clear, age appropriate, and positive feedback and help students understand and develop their own learning style and strategies;
  • to enhance students' learning by recognising achievement and effort;
  • to provide teachers with important information for further lesson planning, both for individual students and for the group;
  • to evaluate teaching and learning strategies in order to assist with planning for future learning;
  • to inform parents and carers of achievement, progress, areas of weakness and strategies for improvement;
Procedures:

Procedures may vary depending on the School section (Primary or Secondary). In the Primary school, complying with the French Ministère de l'Education Nationale, teachers will evaluate skills ("compétences").

Teachers must return graded work to students in a timely fashion, and not later than two weeks after receiving it in the Secondary school.

Teachers use both summative and formative forms of assessment.

In compliance with and as part of the School’s agreement with the French Ministère de l’Education Nationale, the School administers national “evaluations”, as provided by the French Ministère and at the level it requires. This allows the School to measure the student's progress against the French national average performance and standards.

Each department, in the Primary or the Secondary section have their own arrangements for assessment, which are in line with school policy and suited to the subject. In the subjects where streaming takes place, Heads of Department ensure students are placed in the correct division. It is the responsibility of each teacher to assess work in accordance with the relevant school and departmental policies. They then aim to inform students, parents and carers in a timely, clear and positive fashion. Assessment will be in a various forms, such as but not limited to, written, practical or oral assignments. Teachers are encouraged to keep abreast of current research in education and science, apply creative thinking and update their assessment practices.

Heads of Department are responsible for ensuring that departmental policies are in place, and create opportunities for moderation and collaboration.

For staff, the assessment procedures will:

  • Inform teaching and planning at a subject, group and individual level.
  • Inform monitoring, evaluation and review of schemes of work.
  • Contribute significantly to the process of report writing.
  • Ensure that statutory requirements are met.

For students, the School’s assessment procedures will:

  • Allow them to demonstrate achievement across the full range of curricular objectives
  • Be based on consistently applied standards.
  • Provide a positive experience designed to raise self-esteem and motivation.
  • Remind them of their target levels or grades.
  • Help them set targets for individual improvement.

3. Recording

The School uses a French software (Pronote) to record, communicate and archive all grades and assignment marks over time. Specialist staff including teachers, students, parents and carers can access these records, which the School keep private and confidential.

Records allow specialist staff (including teachers), students, parents and carers to:

  • examine student's progress over the course of the current academic year as well as previous years.
  • inform teachers and the pastoral team of any student’s specific needs for support
  • provide regular and measurable benchmarks of progress.

The following procedures will be used to record information:

At registration, when applicable, the School will request two years of previous school's reports ("bulletins scolaires" or "livret de Compétences"). Students coming from French schools ("école homologuées") will be placed in the class recommended by the previous school according to "Avis de Passage", as part of our agreement (“homologation”) with the Ministère de l’Education Nationale.

Teachers must return students work in a timely fashion, no later than two weeks after assignment, and record all graded work regularly. They must post it on Pronote, which students, parents and carers can access online at any time.

Graded assignment is scheduled regularly throughout the year, depending on how often classes meet weekly.

4. Reporting

Reports ("bulletins") are issued and communicated to students, parents and carers at the end of each semester. These will highlight the student’s current effort and achievements. They include target areas, practical advice and strategies for improvement.

Parents and carers are informed of the student's grades in real time using Pronote.

At mid-term, the Head of School, or Head of Secondary/ Primary Co-ordinator, teachers and pastoral team will convene and share their views and information of students' progress ("Conseil de Classe") and provide individual feedback to guide student's effort towards the term grade. Representatives of parents/carers and students may attend the part of Conseil where the progress of the group is discussed. No parents/carers or students will be allowed to attend the part where individual progress is discussed as this information is private and confidential.

The end of semester student report contains more detailed information about the work covered, progress made and more specific targets outlining what needs to be done to achieve predicted grades or levels.

The end of the year report provides information specific to the French School system regarding the placement of the student in the following year ("Avis de passage").

5. Monitoring, Evaluation and Review

The effectiveness of the implementation of the assessment policy will be monitored, evaluated and reviewed. This will be achieved through:

  • Discussion by the academic team and School’s leadership team;
  • Discussion with students about their work, the use of mark schemes, plus student self-evaluation;
  • Discussion with parents and carers when needed.

All teaching staff will use the information provided on the student as identified through the assessment, recording and reporting process to devise their lesson plans and schemes.

Policy written in 2015.

Policy reviewed in:

  • February 2016
  • August 2016.

5 – Anti­-Bullying Policy

Introduction

We are committed to providing a safe and caring environment that is free from [disruption], violence and any form of harassment so that every one of our pupils can develop his/her full potential. We expect our pupils to treat members of staff with courtesy and co-operation so that they can learn in a relaxed, but orderly, atmosphere. All pupils should care for and support each other.

Our school prides itself on its respect and mutual tolerance. Parents/guardians have an important role in supporting us in maintaining high standards of behaviour. It is essential that school and homes have consistent expectations of behaviour and that they co-operate closely together. Acceptance of this policy forms part of our standard terms and conditions.

This policy is available to parents of pupils and prospective pupils on our website and on request. It is also available and known to staff.

Bullying, harassment, victimisation and discrimination will not be tolerated. We treat all our pupils and their parents fairly and with consideration and we expect them to reciprocate towards each other, the staff and the School. Any kind of bullying is unacceptable.

Definition of bullying

Bullying is action taken by one or more person with the deliberate, and generally repetitive, intention of harming another person, either physically or emotionally.

These actions can be directed by a child (or a group of children) towards another child or by an adult (or a group of adults) towards another child or adult. They can take a direct form (physical or verbal) or an indirect form (rumours, texting)

Bullying may involve actions or comments that are racist, sexual, sexist or homophobic, which focus on religion, cultural background, disabilities or other physical attributes (such as hair colour or body shape). Bullying can happen anywhere and at any time and can involve everyone – pupils, , staff and parents

This policy takes into account the provisions of the DfE guidance: Preventing and Tackling Bullying: Advice for School Leaders, Staff and Governing Bodies and DfE published advice on Preventing and tackling bullying dated October 2014 (ref: DFE-00292-2013)

Cyberbullying – definition

Mr Bill Belsey, the creator of the web site: www.cyberbullying.org defined this unpleasant and particularly intrusive phenomenon in the following terms:

“Cyberbullying involves the use of information and communication technologies to support deliberate, repeated, and hostile behaviour by an individual or group that is intended to harm others.”

Cyberbullying can involve Social Networking Sites, like Bebo, Facebook and Myspace, emails and mobile phones used for SMS messages and as cameras.

In this Policy, reference to “bullying” includes cyberbullying.

Signs of bullying

Changes in behaviour that may indicate that a pupil is being bullied include:

  • Unwillingness to return to school
  • Displays of excessive anxiety, becoming withdrawn or unusually quiet
  • Failure to produce work, or producing unusually bad work, or work that appears to have been copied, interfered with or spoilt by others
  • Books, bags and other belongings suddenly go missing or are damaged
  • Change to established habits (e.g. giving up music lessons, change to accent or vocabulary)
  • Diminished levels of self-confidence
  • Frequent visits to the infirmary with symptoms such as stomach pains, headaches etc
  • Unexplained cuts and bruises
  • Frequent absence, erratic attendance, late arrival to class
  • Choosing the company of adults
  • Displaying repressed body language and poor eye contact
  • Difficulty in sleeping, experiencing nightmares etc
  • Talking of suicide or running away

Although there may be other causes for some of the above symptoms, a repetition of, or a combination of these possible signs of bullying should be investigated by parents and teachers.

Aims and objectives

The School does not tolerate bullying and established this policy for its prevention (putting in place training and sanctions)

The School aims to create a safe and secure environment where all can work and learn in harmony.

This policy aims to put in place a procedure to enable the School to respond to any bullying incidents that may occur. It is directed towards all persons who are in relation with the School and seeks to clarify each person’s responsibilities and role to eliminate all forms of bullying in our School.

The role of the Board of Directors (“the Board”)

The Board supports the Head of School when he takes measures to eliminate bullying from the School. This policy statement makes it very clear that the Board does not allow bullying to take place in the School, and that any incidents of bullying that do occur are taken very seriously and dealt with appropriately.

The Board reviews the effectiveness of the School policy regularly. The Board requires the Head of School to keep accurate records of all incidents of bullying and to report to the Board on request about the effectiveness of the measures taken by the School.

The role of the Head of School

It is the responsibility of the Head of School to implement the School anti-bullying strategy and to ensure that all staff (both teaching and non-teaching) is aware of the School policy and know how to deal with incidents of bullying. The Head of School closely monitors anti bullying incidents and reports to the Board about the effectiveness of this policy.

The Head of School ensures that all children and adults know that bullying is unacceptable behaviour in the School. The Head of School draws the attention of children and adults to this fact at suitable moments. For example, if an incident occurs, the Head of School may decide to use it as an opportunity in which to discuss with children why this behaviour was wrong, and why a pupil is being punished.

The Head of School ensures that all staff receives sufficient training to be equipped to deal with a bullying incident.

The Head of School sets the School climate of mutual support and praise for success, so making bullying less likely. When children know that each one is treated respectfully and that they belong to a friendly and welcoming school, bullying is far less likely to be part of their behaviour.

The Head of School keeps a bullying log book.

The Head of School is assisted in his role by the Primary Coordinator for the primary section and by the Secondary Head of School and CPE (Conseiller Principal d’Education) for the secondary section and by the school social and emotional consultant. They report directly to the Head of School. The role of the CPE is to ensure that secondary pupils benefit of the best conditions possible during their schooling at the School.

The role of the teacher

Teachers in our School take all forms of bullying seriously, and intervene to prevent incidents from taking place. They keep their own records of all bullying incidents that happen in their class or of which they have been informed. They must attend sufficient training to know how to identify and deal with bullying.

If a teacher witnesses an act of bullying, he or she does all he or she can to support the child who is being bullied. If a child is being bullied over a period of time, then, after consultation with the Head of School, the teacher informs the child’s parents.

Teachers endeavour to give all their pupils their support and to maintain an environment of trust and mutual respect in their class.

The role of the School social and emotional consultant

Our educational social and emotional consultant is an important part of our pastoral (“Vie scolaire”) support service, providing specialist skills of assessment and counselling. She is available to give confidential advice and counselling support to pupils who can refer themselves to her when they have social, emotional or behavioural concerns. On occasion, a teacher or a member of our vie scolaire team may refer a pupil to her with the parents’ consent.

The role of “vie scolaire” and CPE (secondary section)

The CPE, as head of vie scolaire team works closely with the Head of School and the

social and emotional consultant. Vie scolaire staff (CPE and pupils ‘supervisors) are always on duty at times when pupils are not in class and patrol the school, particularly areas where bullying might occur. They are trained to be alert to inappropriate language or behaviour.

Cyberbullying – preventative measures

In addition to the preventative measures described above, the School:

  • Expects all pupils to adhere to its charter for the safe use of the internet, which they have all signed. Certain sites are blocked by our filtering system and our IT Administrator monitors pupils’ use.
  • May impose sanctions for the misuse, or attempted misuse of the internet.
  • Issues all pupils with their own personal school email address.
  • Offers guidance on the safe use of social networking sites and cyberbullying in vie scolaire and ICT sessions
  • Offers guidance on keeping names, addresses, passwords, mobile phone numbers and other personal details safe.
  • The use of cameras on mobile phones or other devices is not allowed in the School.

Procedure

The following procedure needs to be adopted in the circumstance when a child complains of what can be described as bullying or where a member of staff suspects that bullying is taking place

  1. The member of staff will inform the class teacher, or if the class teacher suspects that bullying is taking place, he or she will inform the CPE, the Secondary Head of School or the Primary Head of School (as appropriate) ;
  2. The class teacher makes a note of the incidents of bullying behaviour; The incident should be recorded on a school incident form and signed and dated before it is given to the Primary Head of School, the Secondary Head of School or the CPE as appropriate who are responsible for keeping all records of bullying and other serious disciplinary offences, securely in a locked cabinet in his/her office.
  3. Other members of staff will be alerted of the situation including in particular the School’s social and emotional consultant who will advise the school and counsel the child if appropriate;
  4. A programme of careful observation will be initiated in and out of the classroom and the class teacher will make a note of the interaction of the children involved;
  5. If evidence of bullying is found, the parents of the child/children accused of bullying will be contacted and a meeting arranged with the Primary Coordinator, the Secondary Head of School or CPE .
  6. The victim will be interviewed at a later stage by the Primary Coordinator, the Secondary Head of School or the CPE or the school’s social and emotional consultant separately from the alleged perpetrator. It will be made clear to him/her why revenge is inappropriate. He/she will be offered support to develop a strategy to help him or herself.
  7. The alleged bully will be interviewed at a later stage by the Primary Coordinator, the Secondary Head of School or the CPE or the school’s social and emotional consultant, separately from the victim, and it will be made clear why his/her behaviour was inappropriate and caused distress. He/she will be offered guidance on modifying his or her behaviour, together with any appropriate disciplinary sanctions as set out in the school’s Behaviour and Discipline Policy. In particularly serious and/or persistent cases, the bully should expect permanent exclusion.

The role of parents

Parents who are concerned that their child might be being bullied or who suspect that their child may be the perpetrator of bullying, should contact their child’s class teacher (in the case of a primary pupil) or the CPE (in the case of a secondary pupil) immediately.

Parents have a responsibility to support the School’s Anti-Bullying Policy and to actively encourage their child to be positive member of the School.

Engaging pupils

Anti-bullying is discussed by the teacher with his or her class in the primary section and, in the secondary section, we use appropriate assemblies to explain the school policy on bullying. Our vie scolaire programme is structured to give pupils an awareness of their social and moral responsibilities as they progress through the school. Curriculum opportunities are also used to discuss bullying.

Monitoring and review

This policy is kept under continuous review by the Head of School who reports to the Board about the effectiveness of the policy.

This policy is the Board’s responsibility and it reviews its effectiveness annually. It does this by examining the School’s anti-bullying logbook, and by discussion with the Head of School. All staff have a responsibility to bring to the CPE or to the Head of School’s attention issues relating to this policy which are causing concern.

Complaints procedure

Parents are encouraged to use our complaints procedure (which is published on our website) if they feel that their concerns about bullying (or anything else) are not being addressed properly.

Policy required under IS Regulations Part 3 (10)

This policy was adopted by the Board on 20 February 2015

Reviewed on:

6 – Policy and Procedures for Safeguarding and Child Protection

Safeguarding and Child Protection procedures and policies will follow the guidance of the ‘Working Together to safeguard Children 2013’, the ‘Keeping Children Safe in Education, Statutory Guidance for Schools and Colleges’ September 2016, London Child Protection Procedures 4th Edition 2011 and Section A 5th Edition 2013. This Policy is required under The Independent School Regulations 2010 (reviewed 2012) Part 3 7(a)(b).

This policy has taken account of the updated version of Keeping Children Safe in Education September 2016.

Unless a difference between the primary and the secondary sections is stated any reference to the school refers to the whole school.

Designated Safeguarding Leaders:

Primary: Colette Shulver

Secondary: Paul Dorville

DSLs must be re-trained every 2 years, and all other staff every 3 years. The school is proactive in ensuring that training will be kept updated and that DSLs will retrain all staff.

In accordance with the guidance KCSIE 2016 all staff including DSL’s will be updated annually on any additional guidance issued on safeguarding to provide them with relevant skills and knowledge to safeguard children effectively.

Policy Statement

The staff at the School fully recognise their professional responsibilities for protection from harm to all children in our care. Our policy applies to all staff, volunteers and everyone working in the School as:

  • Children have a right to be safe.
  • Adults have a responsibility to safeguard and protect children.
  • Abuse is damaging, and can blight the remainder of the child’s life.
  • Abused children sometimes become abusing adults.
  • Child abuse exists in a world of secrecy and silence - the cycle of abuse has to be broken.
  • An abuser may well abuse many other children who also have a right to protection.
  • Children should be able to grow up to be well-adjusted adults.
  • To prevent death and serious injuries.

School Aims

  • Establish and maintain an environment where children feel secure, are encouraged to talk, and are listened to.
  • Ensure children know that there are adults in the school whom they can approach if they are worried.
  • Raising awareness of child protection issues and equipping children with the skills needed to keep them safe for example through the PSHE curriculum.
  • Ensuring we practice safe recruitment, in accordance with the Disclosure and Barring Services check when checking the suitability of staff, teaching, administrative, and volunteers who work with children.
  • Developing and then implementing procedures for identifying and reporting cases, or suspected cases, of abuse.
  • Supporting students who have been abused in accordance with the agreed child protection plan.

Procedures

We will follow the procedures set out by the Local Authority and Local Safeguarding Children’s Board and take account of guidance issued by the Department for Education and Skills to establish:

  • Duty of Care
  • Definitions and symptoms of abuse
  • Monitoring and Record keeping
  • Disclosure and actions following a disclosure (child)
  • Whistle-blowing
  • Disclosure and actions following a disclosure (adult)
  • Safer Recruitment

Duty of Care

  • Ensure that all staff take responsibility for overseeing the Child Protection Policies and Procedures and that they are reviewed annually.
  • Ensure we have a designated senior person for child protection who has received appropriate training and support for this role.
  • Ensure every member of staff (including temporary and supply staff and volunteers) knows the name of the designated senior person responsible for child protection and their role.
  • Ensure all staff and volunteers understand their responsibilities in being alert to the signs of abuse and responsibility for referring any concerns to the designated senior person responsible for child protection.
  • Ensure that parents and carers have an understanding of the responsibility placed on the school and staff for child protection by setting out its obligations in the school prospectus.
  • Notify social services if there is an unexplained absence of more than two days of a student who is on the child protection register.
  • Develop effective links with relevant agencies and co-operate as required with their enquiries regarding child protection matters including attendance at case conferences.
  • Keep written records of concerns about students, even where there is no need to refer the matter immediately. (See appendix 2 for pastoral concern sheet).
  • Ensure all records are kept securely; separate from the main student file, and in locked locations (Colette Shulver’s office.)
  • Develop and then follow procedures where an allegation is made against a member of staff or volunteer.
  • Ensure safe recruitment practices are always followed.

Duty of the School

To appoint a Designated Safeguarding Leader (DSL) to take responsibility for:

  • Implementing the child Protection Policy within the School
  • Supporting other staff in their understanding of child protection issues and ability to recognise the signs and symptoms of abuse
  • Managing the establishment’s response to a disclosure of abuse

To provide induction and training:

Every new member of staff, including part-timers, temporary, visiting and contract staff working in school, receives basic training on their responsibilities in being alert to the signs of abuse and bullying and on the procedures for recording and referring any concerns to the DSL or the Head as well as working with different agencies. This will be carried out by Colette Shulver and Paul Dorville. Training in child protection and safeguarding is an important part of the induction process. More detail is set out in our policy on Induction of New Staff and Volunteers in Child Protection and Safeguarding. All training is updated at 3 yearly intervals. All staff are given guidelines on what to do if a child approaches them to discuss allegations of abuse (appendix 1) and the Code of Behaviour - for All Staff and Volunteers (appendix 2). All are also made aware of the pastoral care concern sheet (appendix 3) and Keeping Children Safe in Education, Statutory Guidance for Schools and Colleges (July 2015) and will be required to read and signed they have clearly understood the procedures section 1.

To support children:

We create a culture of value and respect for each individual, having positive regard for children’s heritage arising from their colour, ethnicity, and language, cultural and social background.

We recognise that children who are abused or witness violence may find it difficult to develop a sense of self-worth. They may feel helplessness, humiliation and some sense of blame. The school may be the only stable, secure and predictable element in the lives of children at risk. When at school their behaviour may be challenging and defiant or they may be withdrawn.

The School will endeavour to support the student through:

  • The content of the curriculum.
  • The school ethos, which promotes a positive, supportive and secure environment and gives students a sense of being valued.
  • The school behaviour and anti-bullying policy, which is aimed at supporting vulnerable students in the school. The school will ensure that the student knows that some behaviour is unacceptable but they are valued and not to be blamed for any abuse which has occurred.
  • Liaison with other agencies that support the student such as social services, Child and Adult Mental Health Service, education welfare service and educational psychology service.
  • Ensuring that, where a student on the child protection register leaves, their information is transferred to the new school immediately and that the child’s social worker is informed.

Duty of Staff

It will be made clear to staff applying for posts within the School that the position is exempt from provisions of the Rehabilitation of Offenders Act 1974.

Staff will be made aware of the ‘Working Together to safeguard Children 2013’, the ‘Statutory Guidance for Schools and Colleges’ April 2014 and Keeping Children Safe in Education September 2016.

At School, all staff (teaching and non-teaching) seeks to adopt an open and accepting attitude towards students as part of their responsibility for pastoral care. The staff hopes that parents and carers and students feel free to talk about any concerns and see school as a safe place. Students’ worries and fears will be taken seriously if they seek help from a member of staff. However, staff cannot guarantee confidentiality if concerns are such that referral must be made to the appropriate agencies in order to safeguard the child’s welfare.

Staff who observe injuries which appear to be non-accidental, or who are told anything significant by a student, must report their concerns to Colette Shulver and Paul Dorville who are DSLs and who have attended a course and received Level 3 training on Child Protection (advanced safeguarding for designated staff training) which included training in child protection matters. Training is updated regularly for the Head and DSLs every other year.

The Education Act 2011 introduced new provisions into the Education Act 1996 [section 550Z] which give school staff the power to search a pupil or his/her possessions if they believe them to be carrying any prohibited item. The Schools (Specification and Disposal of Articles) Regulations 2012 legislated for the following items to be treated as prohibited items and so subject to the power to search under s. 550Z of the Education Act 1996:

  • Tobacco and cigarette papers
  • Fireworks
  • Pornographic images

These regulations also provide for the power of disposal of all of the above after investigation, unless in the case of pornographic images where prohibited images of children or extreme pornographic images where these must be delivered to the police as soon as possible.

All members of staff are required to sign a declaration whereby they confirm they understand the policy and procedures (on recruitment and following each review).

Responsibilities of the Designated Teachers - DSL

Broad areas of responsibility proposed for the designated senior person for child protection in each establishment:

Referrals

All parents, carers and guardians must be aware that they can make a referral to the relevant LADO about any suspected abuse or neglect. Parents, carers or guardians that do so are also required to inform the school DSL as named within this policy.

The referral for an individual child must be made to the LADO responsible for the Borough in which the child resides.

The school is not able to share residential addresses or personal details related to any families registered in the school. However, should a referral be made to the School DSL, the School, if appropriate, may then contact the relevant LADO to raise the concern.https://ssl.gstatic.com/ui/v1/icons/mail/images/cleardot.gif

  • Refer cases of suspected abuse or allegations to the relevant investigating agencies.
  • Act as a source of support, advice and expertise within the educational establishment when deciding whether to make a referral by liaising with relevant agencies.
  • Liaise with Head of School (where role is not carried out by the Head of School) to inform her of any issues and ongoing investigations and ensure there is always cover for this role.
  • Liaise with the Local Child Protection Board to ensure awareness of local multi-agency procedures, local referral procedures and training opportunities, and maintain a list of local multi-agency contacts.

Raising Awareness

  • Ensure the School’s Child Protection Policy is updated and reviewed annually and work with the governing body/proprietor regarding this.
  • Ensure parents and carers see copies of the Child Protection Policy, which alerts them to the fact that referrals may be made, and the role of the School in this to avoid conflict later.
  • Where children leave the School ensure their child protection.

Training

  • To recognise how to identify signs of abuse and when it is appropriate to make a referral.
  • Having a working knowledge of how the Local Safeguarding Children Board operates, the conduct of a child protection case conference and be able to attend and contribute to these effectively when required to do so.
  • Ensure each member of staff has access to and understands the school's Child Protection Policy especially new or part time staff who may work with different educational establishments.
  • Ensure all staff have induction training covering child protection and are able to recognise and report any concerns immediately they arise.
  • Be able to keep detailed accurate secure written records of referrals/concerns.

Duty of parents and carers

Parents and carers are expected to help their children to behave in non-violent and non-abusive ways towards both staff and other students. Parents and carers will be informed if it was necessary to use minimal force to protect a student from injury or to prevent a student from harming others.

Parents and carers should always inform the school of any accidental bruising or other injuries that might otherwise be misinterpreted. They should also inform the school of any changes in home circumstances, such as the death of a member of the family, separation or divorce, that might lead to otherwise unexplained changes in behaviour or characteristics.

Duty of the School to parents and carers

Parents and carers can feel confident that procedures are in place to ensure that all staff appointed has undergone procedures to ensure that they are suitable to work with children. All voluntary helpers undergo similar procedures including a police check.

Every staff member has an enhanced DBS check

(https://www.gov.uk/government/news/disclosure-and-...). Guidelines on the procedures if an allegation is made about a member of staff are outlined in the Child Protection - Professional Abuse Policy (appendix 4) These will be made available to a parent/ carer if they make an allegation against a member of staff. Parents and carers will be informed of the procedure if they make a formal complaint about a staff member or volunteer in the setting.

It is essential that children are safeguarded from potentially harmful and inappropriate online material. As such governing bodies and proprietors should ensure appropriate filters and appropriate monitoring systems are in place.

Definitions and Symptoms of Abuse

All school and college staff should be aware that abuse, neglect and safeguarding issues are rarely standalone events that can be covered by one definition or label. In most cases multiple issues will overlap with one another.

The Children Act 1989 introduced the concept of "Significant Harm" as the threshold that justifies compulsory intervention in family life in the interests of children.

There are no absolute criteria to rely on when judging what constitutes significant harm. Overall, it can be described as the detrimental outcome of various forms of child maltreatment to the child's wellbeing.

Harm means ill treatment or the impairment of health or development.

Development means physical, intellectual, emotional, social or behavioural development.

III-treatment includes sexual abuse and forms of ill treatment, which are not physical.

Health includes physical or mental health.

Where the question of whether harm suffered by a child is significant turns on the child's health and development, the child's health or development shall be compared with that which could reasonably be expected of a similar child.

There are four main categories of abuse – physical injury, neglect, sexual abuse and emotional abuse. The list of symptoms given is not exhaustive or comprehensive but consists of frequently observed symptoms. It is important to remember that most abuse involves more than one main type, for example, sexual and emotional abuse may be recognised together. These symptoms, for example cuts and grazes, may also be accidental and not a sign of abuse. These different types of abuse require different approaches. A child suffering from physical abuse may be in immediate and serious danger. Action should, therefore, be taken immediately. With other forms of abuse there is a need to ensure that adequate information is gathered. There is also a need to make sure that grounds for suspicion have been adequately investigated and recorded. The need to collate information must be balanced against the need for urgent action. If there are reasonable grounds for suspicion, then a decision to monitor the situation should only be taken after consultation. A situation that should cause particular concern is that of a child who fails to thrive without any obvious reason. In such a situation a medical investigation will be required to consider the causes.

Physical Injury

Symptoms:

  • bruises and abrasions - especially about the face, head, genitals or other parts of the body where they would not be expected to occur given the age of the child. Some types of bruising are particularly characteristic of non-accidental injury especially when the child’s explanation does not match the nature of injury or when it appears frequently.
  • slap marks — these may be visible on cheeks or buttocks.
  • twin bruises on either side of the mouth or cheeks - can be caused by pinching or grabbing, sometimes to make a child eat or to stop a child from speaking.
  • bruising on both sides of the ear — this is often caused by grabbing a child that is attempting to run away. It is very painful to be held by the ear, as well as humiliating and this is a common injury.
  • grip marks on arms or trunk - gripping bruises on arm or trunk can be associated with shaking a child. Shaking can cause one of the most serious injuries to a child; i.e. a brain haemorrhage as the brain hits the inside of the skull. X-rays and other tests are required to fully diagnose the effects of shaking. Grip marks can also be indicative of sexual abuse.
  • black eyes – are mostly commonly caused by an object such as a fist coming into contact with the eye socket. NB. A heavy bang on the nose, however, can cause bruising to spread around the eye but a doctor will be able to tell if this has occurred.
  • damage to the mouth – e.g. bruised/cut lips or torn skin where the upper lip joins the mouth.
  • bite marks
  • fractures
  • poisoning or other misuse of drugs – e.g. overuse of sedatives.
  • burns and/or scalds – a round, red burn on tender, non-protruding parts like the mouth, inside arms and on the genitals will almost certainly have been deliberately inflicted. Any burns that appear to be cigarette burns should be cause for concern. Some types of scalds known as ‘dipping scalds’ are always cause for concern. An experienced person will notice skin splashes caused when a child accidentally knocks over a hot cup of tea. In contrast a child who has been deliberately ‘dipped’ in a hot bath will not have splash marks.

Neglect

Symptoms:

  • Dirty
  • Lack of appropriate clothing
  • Smells of urine
  • Unkempt hair
  • No parental interest (a distinction needs to be made between situations where children are inadequately clad, dirty or smelly because they come from homes where neatness and cleanliness are unimportant and those where the lack of care is preventing the child’ from thriving.)
  • Underweight — a child may be frequently hungry or pre-occupied with food or in the habit of stealing food or with the intention of procuring food. There is particular cause for concern where a persistently underweight child gains weight when away from home, for example, when in hospital or on a school trip. Some children also lose weight or fail to gain weight during school holidays when school lunches are not available and this is a cause for concern.
  • Body sores
  • Not wanting to communicate
  • Behaviour problems
  • Attention seeking
  • Lack of respect
  • Often in trouble – police
  • Bullying
  • Use of bad language
  • Always out at all hours
  • Stealing
  • Lack of confidence – low self-esteem
  • Jealousy

Sexual Abuse

Symptoms:

  • A detailed sexual knowledge inappropriate to the age of the child.
  • behaviour that is excessively affectionate or sexual towards other children or adults.
  • attempts to inform by making a disclosure about the sexual abuse often begin by the initial sharing of limited information with an adult. It is also very characteristic of such children that they have an excessive preoccupation with secrecy and try to bind the adults to secrecy or confidentiality.
  • a fear of medical examinations.
  • a fear of being alone — this applies to friends/family/neighbours/baby-sitters, etc
  • a sudden loss of appetite, compulsive eating, anorexia nervosa or bulimia nervosa.
  • excessive masturbation is especially worrying when it takes place in public.
  • promiscuity
  • sexual approaches or assaults - on other children or adults.
  • urinary tract infections (UTI), sexually transmitted disease (STD) are all cause for immediate concern in young children, or in adolescents if his/her partner cannot be identified.
  • bruising to the buttocks, lower abdomen, thighs and genital/rectal areas. Bruises may be confined to grip marks where a child has been held so that sexual abuse can take place.
  • discomfort or pain particularly in the genital or anal areas.
  • drawing of pornographic or sexually explicit images.
  • withdrawn
  • rejecting physical contact or demanding attention

Emotional Abuse

Symptoms:

  • Crying
  • Rocking
  • Withdrawn
  • Not wanting to socialise
  • Cringing
  • Picking up points through conversation with children
  • Bad behaviour
  • Aggression
  • Behaviour changes
  • Bribery by parent
  • Self-infliction
  • Lack of confidence
  • Attention seeking
  • Isolation from peers – unable to communicate
  • Clingy
  • Afraid of authoritative figures
  • Treating others as they have been treated

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. For information on warning signs that FGM may be about to take place, or may have already taken place, please refer to the Multi-Agency Practice Guidelines which can be found in the Policy drive on the school intranet in the Safeguarding file which can be found in students Welfare, Health and Safety folder. Staff should activate local safeguarding procedures, using existing national and local protocols for multi-agency liaison with police and children’s social care.

Mandatory Reporting Duty

Section 5B of the Female Genital Mutilation Act 2003 (as inserted by section 74 of the Serious Crime Act 2015) will place a statutory duty upon teachers, along with social workers and healthcare professionals, to report to the police where they discover (either through disclosure by the victim or visual evidence) that FGM appears to have been carried out on a girl under 18. Those failing to report such cases will face disciplinary sanctions. It will be rare for teachers to see visual evidence, and they should not be examining students, but the same definition of what is meant by “to discover that an act of FGM appears to have been carried out” is used for all professionals to whom this mandatory reporting duty applies. The Mandatory reporting duty commenced in October 2015. Once introduced, teachers must report to the police cases where they discover that an act of FGM appears to have been carried out. Unless the teacher has a good reason not to, they should still consider and discuss any such case with the school’s designated safeguarding leader and involve children’s social care as appropriate.

Preventing Radicalisation

Protecting children from the risk of radicalisation should be seen as part of schools’ wider safeguarding duties, and is similar in nature to protecting children from other forms of harm and abuse. During the process of radicalisation, it is possible to intervene to prevent vulnerable people being radicalised. Radicalisation refers to the process by which a person comes to support terrorism and forms of extremism. There is no single way of identifying an individual who is likely to be susceptible to an extremist ideology. It can happen in many different ways and settings. Specific background factors may contribute to vulnerability which are often combined with specific influences such as family, friends or online, and with specific needs for which an extremist or terrorist group may appear to provide an answer. The internet and the use of social media in particular has become a major factor in the radicalisation of young people. As with managing other safeguarding risks, staff should be alert to changes in children’s behaviour which could indicate that they may be in need of help or protection. School staff should use their professional judgement in identifying children who might be at risk of radicalisation and act proportionately which may include making a referral to the Channel programme.

Specific safeguarding issues

Expert and professional organizations are best placed to provide up-to-date guidance and practical support on specific safeguarding issues. For example information for schools and colleges can be found on the TES website and NSPCC website. Schools and colleges can also access broad government guidance on the issues listed below via the GOV.UK website:

  • child missing from education
  • child missing from home or care
  • child sexual exploitation (CSE)
  • bullying including cyberbullying
  • domestic violence
  • drugs
  • fabricated or induced illness
  • faith abuse
  • female genital mutilation (FGM
  • forced marriage
  • gangs and youth violence
  • gender-based violence/violence against women and girls (VAWG)
  • mental health
  • private fostering
  • preventing radicalisation
  • sexting
  • teenage relationship abuse
  • trafficking
  • honour based violence including breast ironing

Monitoring and Record Keeping

It is essential that accurate records be kept where there are concerns about the welfare of a child. Pastoral care concern sheets are to be filled in (appendix 3) and given to the DSL. These records are kept in secure, confidential files, which are separate from the child’s school records by the DSL. It is important to recognise that regulations published in 1989 do not authorise or require the disclosure to parents and carers of any written information relating to Child Protection. However, it is preferable, where circumstances allow, that parents and carers be informed of and agree to any referral being made (unless it relates to sexual abuse).

Staff must keep the primary and the secondary DSL (as required) informed of:

  • poor attendance & punctuality
  • concerns about appearance and dress
  • changed or unusual behaviour
  • concerns about health and emotional well being
  • deterioration in educational progress
  • discussions with parents and carers about concerns relating to their child
  • concerns about home conditions or situations
  • concerns about student on student abuse (including serious bullying)

When there is suspicion of significant harm to a child and a referral is made as much information as possible should be given about the nature of the suspicions, the child and the family. Use of previous records (if available) may prove to be particularly useful in this respect.

All communications, whether verbal or written, are strictly confidential and only when the Head deems it appropriate, will other members of staff be informed.

This procedure for child protection will be reviewed annually in conjunction with the School’s Governors.

Support must be given to members of staff involved in child protection referral and, in the interest and protection of all staff, the procedure for child protection shall be under continual review in order to eliminate any bad practice.

The Management of School recognises that staff involved in a child protection issue will find it distressing and will offer support and guidance accordingly.

For contact with Child protection specialists available for consultation in the London Borough of Brent, the Head or the DSL will contact the LADO (brent.lado@brent.gov.uk); Deborah Paton (deborah.paton@brent.gov.uk) or Lavinia Moore (lavinia.moore@brent.gov.uk). Correct on 09/11/2016.


You must also contact the Local Authority Designated Officer (LADO) for allegations against staff.

Disclosure and Action following a Disclosure (child)

Where a student discloses concerns or makes an allegation no judgement should be made or enquiries initiated by the staff member merely listening and seeking clarification is required before consulting with the designated DSL. Confidentiality should not be promised to anyone. A record should be kept of the conversation. Where there is a suspicion that a child is suffering or likely to suffer significant harm, the concern should be referred without delay to the Head/DSL who will investigate.

Where the child requires urgent medical treatment an ambulance should be called to take him/her to hospital and concerns raised with the DSL.

Action for the DSL

Following a disclosure, the Designated Safeguarding Leader will then speak to the parent/carers in the case of evidence of physical abuse to seek an explanation, but only if there is no risk to the child of further harm resulting out of this action.

In the event of disclosure of suspected sexual abuse, an immediate referral to the local Social Services authority will be made by the DSL.

In all other cases of suspected abuse, the DSL will enter into preliminary discussion with the parents and carers to ascertain any possible explanation. These discussions are exploratory, and the DSL should be careful not to prejudice the outcome of any potential multi-agency investigation.

Where, following preliminary enquiries by the DSL, a prima facie case of abuse is apparent, or where there are contraindications to preliminary enquiries, a referral should be made under local multi-agency arrangements. The referral should be made by email (or as required by Brent safeguarding children Board) either at the time of the initial disclosure or within 48 hours of the incident to the local Social Services department office.

The person making the referral should provide the following information if available:

  • Details about their own location, status and relationship with the child;
  • Whether the child is currently safe and any deadlines approaching (e.g. child about to be" collected by parent; alleged abuser returning imminently to household);
  • When the child was last seen and the current location of the child;
  • The child's name, date of birth, sex, disability, or any known health care issues, ethnic origin, religion, language spoken;
  • Any other names the child or family members have been known by;
  • The address of the child and parents and carers, and any known previous addresses;
  • The family and household structure and details of any other significant people in the child's life;
  • Details of the concern (if an incident, the time, place, persons involved);
  • Information regarding parental knowledge or, and if appropriate, agreement to the referral.

If the allegation concerns the Head of School the concern must be reported to the Board of Governors.

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Whistle – blowing

All staff will be made aware of the importance of whistle – blowing and feel confident to voice concerns about the attitude or actions of colleagues.

If a member of staff believes that a reported allegation or concern is not being dealt with appropriately by their organisation, they should report the matter to the Brent LADO. See also Local Safeguarding Children Boards Procedure

http://www.londonscb.gov.uk/procedures

Disclosure and actions following a disclosure (adult)

London Child Protection Procedures - Child Protection – Professional Abuse Policy

Guidelines for the management of allegations of abuse by staff and other Professionals.

These guidelines are taken from the London Child Protection Procedures 5th Edition 2013 section A. For further details refer to the LCPP http://www.londoncp.co.uk/

General considerations relating to allegations and concerns of abuse

The employer will inform the Brent designated (LADO) (brent.lado@brent.gov.uk): Deborah Paton (deborah.paton@brent.gov.uk) or Lavinia Moore (lavinia.moore@brent.gov.uk) (names confirmed on 09/11/2016) immediately after an allegation is made or within one working day.

They will then advise the employer whether or not informing the parents and carers of the child/ren involved will impede the disciplinary or investigative processes. Acting on this advice, if it is agreed that the information can be fully or partially shared, the employer will inform the parents and carers. In some circumstances, however, the parents and carers may need to be told straight away (e.g. if a child is injured and requires medical treatment).

The employer will seek advice from the LADO, the police and/or LA children’s social care about how much information should be disclosed to the accused person.

Subject to restrictions on the information that can be shared, the employer will, as soon as possible, inform the accused person about the nature of the allegation, how enquiries will be conducted and the possible outcome (e.g. disciplinary action, and dismissal or referral to the barring lists or regulatory body)

The accused member of staff should:

  • Be treated fairly and honestly and helped to understand the concerns expressed and processes involved.
  • Be kept informed of the progress and outcome of any investigation and the implications for any disciplinary or related process
  • If suspended, be kept up to date about events in the workplace. Where a staff member feels unable to raise an issue with their employer or feels that their genuine concerns are not being addressed, other whistle-blowing channels may be open to them:
  • The NSPCC whistleblowing helpline is available for staff who do not feel able to raise concerns regarding child protection failures internally. Staff can call: 0800 028 0285 – line is available from 8:00 AM to 8:00 PM, Monday to Friday and Email: help@nspcc.org.uk.9

Confidentiality

Every effort should be made to maintain confidentiality and guard against publicity while an allegation is being investigated or considered. Apart from keeping the child, parents and carers and accused person (where this would not place the child at further risk) up to date with progress of the case, information should be restricted to those who have a need to know in order to protect children, facilitate enquiries, manage related disciplinary or suitability processes.

The police should not provide identifying information to the press or media, unless and until a person is charged, except in exceptional circumstances (e.g. an appeal to trace a suspect). In such cases, the reasons should be documented and partner agencies consulted beforehand.

Section 13 of the Education Act 2011 provides restrictions on the publication of any information that would identify a teacher who is the subject of an allegation of misconduct that would constitute a criminal offence, where the alleged victim of the offence is a registered student at the school.

Such restrictions remain in place unless or until the teacher is charged with a criminal offence, though they may be dispensed with on the application to the Magistrates’ Court by any person, if the court is satisfied that it is in the interests of justice to do so, having regard to the welfare of:

  • the person who is the subject of the allegation;
  • the victim of the offence to which the allegation relates.

There is a right of appeal to the Crown Court.

This restriction will apply to allegations made against any teacher who works at a school, including supply and peripatetic teachers. ‘School’ includes academies, Free Schools, independent schools and all types of maintained schools.

Publishing any information in breach of these restrictions is an offence. Publication includes any communication, in whatever form, which is addressed to the public at large or any section of the public.

It is a defence to show that the person publishing was not aware of the allegation having been made as set out in section 141H ‘Defences’ of the Act.

From September 2016 A section 128 direction prohibits or restricts a person from taking part in the management of an independent school.

Support

The organisation, together with LA children’s social care and/or police, where they are involved, will consider the impact on the child concerned and provide support as appropriate. Liaison between the agencies will take place in order to ensure that the child’s needs are addressed.

As soon as possible after an allegation has been received, the accused member of staff should be advised to contact their union or professional association in order that appropriate support can be provided via the organisation’s occupational health or employee welfare arrangements.

Suspension

Suspension is a neutral act and it will not be automatic. It will be considered in any case where:

  • There is cause to suspect a child is at risk of significant harm;
  • The allegation warrants investigation by the police;
  • The allegation is so serious that it might be grounds for dismissal.

If a strategy meeting/discussion is to be held or if the LA children’s social care or the police are to make enquiries, the LADO will canvas their views on suspension and inform the employer. Only the employer, however, has the power to suspend an accused employee and they cannot be required to do so by a local authority or police.

Suspension does not imply a finding of guilt but is intended to enable a dispassionate investigation of the facts, unimpeded by interpersonal tensions. Any employee who is suspended will be informed immediately for the reason for suspension.

Referral to the Disclosure and Barring Service (DBS)

If the allegation is substantiated and the person is dismissed or the employer ceases to use the person’s services, or the person resigns or otherwise ceases to provide their services, the LADO will discuss with the employer whether a referral will be made to Disclosure and Barring Service and/or a regulatory body E.g. the General Teaching Council, the DfE employer’s access or General Medical Council).

The referral will be made using the DBS Referral Form: https://www.gov.uk/government/publications/dbs-referrals-form-and-guidance, after consulting the DBS Referral Guidance or contacting the DBS barring helpline Telephone: 01325 953795)

Consideration will then be given by the DBS as to whether the individual will be barred from, or have conditions imposed in respect of, working with children.

Employers have a legal duty to refer concerns to the DBS. A referral MUST be made when an employee or volunteer is removed from working with children or vulnerable adults (even temporarily) because the employer thinks the person has engaged in relevant conduct*.

If a referral is to be made, it will be submitted within one month of the allegation being substantiated.

*Relevant conduct is when a person has harmed or may have harmed a child or vulnerable adult. Inciting or encouraging another person to harm a child or vulnerable adult is also relevant conduct.

Safer Recruitment

The School operates Safer Recruitment procedures and all prospective staff are subject to criminal records checks, checks by the Disclosure and Barring Service (DBS) [and the DfE employer’s access, Teacher Services – contact employer.access@education.gsi.gov.uk.] and compliance with the Independent School Standards Regulations. All Staff are made aware of the Childcare Act (2006). We observe the requirement to report to the Disclosure and Barring Service (DBS), within one month of leaving the school any person (whether employed, contracted, a volunteer or student) whose services are no longer used because he or she is considered unsuitable to work with children.

All Senior Management attend Safer Recruitment Training as required by law.

All new appointments to regulated activity

An offer of appointment to a successful candidate, including one who has lived or worked abroad, must be conditional upon satisfactory completion of pre-employment checks. When appointing new staff, the School must:

  • verify a candidate’s identity, preferably from current photographic ID and proof of address except where, for exceptional reasons, none is available;
  • obtain a certificate for an enhanced DBS check with a barred list information where the person will be engaging in regulated activity;
  • obtain a separate barred list check (with BDS barred list service) if an individual will start work in regulated activity before the DBS certificate is available;
  • check that a candidate to be employed as a teacher is not subject to a prohibition order issued by the Secretary of State, using the Employer Access Online service (DfE employer secure online access);
  • verify the candidate’s mental and physical fitness to carry out their work responsibilities (this cannot be done before the position is offered and the job offer will need to be conditional on the medical check);
  • verify the person’s right to work in the UK. If there is uncertainty about whether an individual needs permission to work in the UK, then prospective employers, or volunteer managers, should follow advice on the GOV.UK website;
  • if the person has lived or worked outside the UK, make any further checks (for example French casier judiciaire) the School considers appropriate to satisfy itself that the person can work with children;
  • verify professional qualifications, as appropriate.

There is a legal requirement for employers to make a referral to the DBS where they think that an individual has engaged in conduct that harmed (or is likely to harm) a child; or if a person otherwise poses a risk of harm to a child (see referral to the DBS barred list above).

Appendix 1

What to do if a child approaches you to discuss allegations of abuse

Any member of staff who has contact with children at School may be approached by a child who needs to talk about something in confidence.

Here are some basic principles to follow if this happens to you.


What to do



What not to do


Stay calm




Listen, hear and believe




Give time to the person to say what they want



Reassure and explain that they have done the right thing in telling. Explain that only those professionals who need to know will be informed


Act immediately in accordance with the procedure in the Child Protection Policy


Record accurately in writing as soon as possible what was said and without personal comment




Report to the Child Protection Officer only


Do not panic. Don’t over react. It is extremely unlikely that the child is in immediate danger


Do not probe for more information. Questioning the child may affect how the disclosure is received later on


Do not make assumptions. Do not paraphrase or offer alternative explanations or suggestions


Do not promise confidentiality to keep secrets or that everything will be OK (it might not)



Do not try to deal with it yourself



Do not make negative comments about the alleged abuser. Do not make personal observations. Do not make a child repeat a story unnecessarily



Do not ‘gossip’ with colleagues about what has been said to you


School Code of Behaviour - for All Staff and Volunteers


Interaction with Pupils: Model Code of Conduct for Staff

Employees and Adults must not

1. Staff and volunteers should not spend excessive amounts of time alone with children, away from others. Meetings with individual children should be avoided or take place within sight of others. If privacy is needed, the door should remain open and other staff or volunteers should be aware of the meeting.

2. Staff and volunteers are advised not to make unnecessary physical contact with children. However, there may be occasions when physical contact is unavoidable, such as providing comfort at times of distress, or physical support in contact sports or similar. In all such cases contact should only take place with the consent of the child.

3. It is not good practice to take children alone in a car, however short the journey. Where this is unavoidable, it should be with the full knowledge and consent of the parents and carers (or guardians) and the head or a member of the SMT

4. Staff and volunteers should not start an investigation or question anyone after an allegation or concern has been raised. This is the job of the authorities. You should just record the facts and report these to a designated person.

5. Staff and volunteers should never (even in fun) –

  • initiate or engage in sexually provocative conversations or activity;
  • allow the use of inappropriate language to go unchallenged;
  • do things of a personal nature for children that they can do themselves;
  • allow any allegations made by a child go without being reported and addressed;
  • either trivialise or exaggerate child abuse issues;
  • make promises to keep any disclosure confidential from relevant authorities.

6. Staff or volunteers should not show favouritism to any one child, nor should they issue or threaten any form of physical punishment.

Employees and Adults must

1. Staff and volunteers must respect children's rights to privacy and encourage children and adults to feel comfortable enough to report attitudes or behaviour they do not like.

2. Staff and volunteers will be expected to act with discretion with regard to their personal relationships. They should ensure their personal relationships do not affect their role within the school.

3. All staff and volunteers should be aware of the procedures for reporting concerns or Incidents, and should familiarise themselves with the contact details of the designated persons.

4. If a member of staff or volunteer finds himself or herself the subject of inappropriate affection or attention from a child, they should make others aware of this.

5. If a member of staff or volunteer has any concerns relating to the welfare of a child in his/her care, be it concerns about actions/behaviours of another staff member or volunteer, or concerns based on any conversation with the child; particularly where the child makes an allegation, they should report this to a designated person.


Would you like feedback about this concern? Yes No

Date Feedback Given

Please pass this form to the Designated Safeguarding Lead when completed


Useful Contact Details

The Designated Safeguarding Leader (DSL)
Colette Shulver

The Deputy Designated Safeguarding Leader
Paul Dorville

Local Safeguarding Children Board (LSCB)
http://www.londonscb.gov.uk/

For advice and guidance and to report an issue about an adult who is working with children and young people please contact:
DSLs

Key Contacts and Resources

Ofsted Piccadilly Gate, Store Street, Manchester, M1 2WD Tel: 03001234234
Email: enquiries@ofsted.gov Web: www.ofsted.gov.uk

Disclosure and Barring Service (DBS)
Address for referrals: PO Box 181, Darlington, DL1 9FA Telephone for referrals: 01325 953 795
Telephone for customer services: 0870 909 08 Email: customerservices@dbs.gsi.gov.uk

NSPCC Child Protection Helpline: 0808 800 5000
Childline: Tel: 0800 1111 www.childline.org.uk

Deficiencies and Weaknesses: It is the duty of all members of Staff and the proprietor to draw to the attentions of the DSL any weakness or deficiencies in this policy. The DSL will ensure that this is then followed up without delay, with policies and procedures being updated as needed rather than waiting to any regular review date.

Complaints: All complaints arising from the operation of this policy should be referred to the DSL (who will keep the Head and Proprietor informed). The Proprietor will arrange for the complaint to be investigated.

References - This policy has also been drawn up with reference to the following:

Education (Independent School Standards) (England) Regulations (2014) and (January 2015) http://www.legislation.gov.uk/id/uksi/2014/3283

Preventing and tackling bullying (DfE: 2014) https://www.gov.uk/government/publications/prevent...

DfE and ACPO drug advice for schools
https://www.gov.uk/government/publications/drugs-a...

Channel Duty Guidance Protecting vulnerable people from being drawn into terrorism (HM Government: 2015)
https://www.gov.uk/government/uploads/system/uploa...

Domestic | violence and Abuse
https://www.gov.uk/domestic-violence-and-abuse

Female genital mutilation: multi agency practice guidelines (HM Government 2014)
https://www.gov.uk/government/publications/female-...

Preventing youth violence and gang involvement (Home Office: March 2015)
https://www.gov.uk/government/uploads/system/uploa...

The Right to Choose: Multi-agency statutory guidance for dealing with forced marriage (HM Government: June 2014) https://www.gov.uk/government/uploads/system/uploa...

National action plan to tackle child abuse linked to faith or belief
https://www.gov.uk/government/publications/nationa...

No Health Without Mental Health strategy
https://www.gov.uk/government/uploads/system/uploa...

Mental Health and Behaviour in Schools (March 2016)
https://www.gov.uk/government/uploads/system/uploa...

Keeping Children Safe in Education. Statutory guidance for schools and colleges. (DfE: September 2016)
https://www.gov.uk/government/publications/keeping-children...

This is Abuse Discussion Guide (Home Office: 2013)
https://www.gov.uk/government/uploads/system/uploa...

Working Together to Safeguard Children (2015) Working Together to Safeguard Children 2015

Children and Families Act (2014) http://www.legislation.gov.uk/ukpga/2014/6/content...

Safeguarding children in whom illness is fabricated or induced
https://www.gov.uk/government/publications/safegua...

Schedule 10 of the Equality Act (2010) http://www.legislation.gov.uk/ukpga/2010/15/pdfs/u...

Special Educational Needs and Disability Code of Practice, 0-25 years (DfE and Department for Health: January 2015) https://www.gov.uk/government/uploads/system/uploa...

Safeguarding Our Children - 4LSCB Procedures (2007)
http://www.4lscb.org.uk/documents/4lscbproceduresu...

Supporting children and young people who are bullied: advice for schools (DfE: 2014)
https://www.gov.uk/government/uploads/system/uploa...

Guidance for Safer Working practices for Adults who Work with Children and Young People (2007)

http://webarchive.nationalarchives.gov.uk/20101220...

What to do if you suspect a child is being sexually exploited (DfE: 2012)
https://www.gov.uk/government/publications/what-to...

What to do if you’re Worried a Child is Being Abused (HM Govt. 2015)
https://www.gov.uk/government/uploads/system/uploa...

Counselling in Schools: a blueprint for the future (DfE: March 2015)
https://www.gov.uk/government/publications/counse...

Mental Health and Behaviour in School (DfE: March 2015)
https://www.gov.uk/government/publications/memntal...

Safeguarding children who may have been trafficked: practice guidance DfE and Home Office: 2011)
https://www.gov.uk/government/uploads/system/uploa...


Policy written in 2015.
Policy reviewed in:
May 2016
August 2016
November 2016

7 – Health and Safety Policy

Policy Statement

This notice sets out the statement of the School in relation to the Health and Safety at Work Act 1974 ("the Act") and is issued in accordance with Section 2(3) of that Act which requires employers to prepare a written statement of their general policy, organisation arrangements for health, safety and welfare at work, to keep it up to date and bring it to the notice of their employees. Both employers and employees have responsibilities placed upon them by the Act. In this statement, "employees" , "personnel" or "staff" includes all teachers and other individuals who work in the School, whether or not they are employed by the School.

  1. The board of governors of the School (the "Board") attaches great importance to the health, safety and welfare at work of all its employees and other users, particularly students, parents, carers and visitors.
  1. The Head of School is responsible for Health and Safety and reports to the Board.
  1. The Board, through the Head of School, will take all such steps as are reasonably practicable to meet its health and safety objectives, which are:
  • to maintain safe and healthy working places and systems of work and to protect all employees, students and others including the public in so far as they come into contact with foreseeable work hazards;
  • to provide and maintain a safe and healthy teaching environment for all employees and students with adequate facilities and arrangements for their welfare;
  • to provide sufficient information, instruction, training and supervision to enable personnel to avoid hazards and contribute positively to their own safety and health at work;
  • to develop an understanding of risk control and safety awareness amongst all employees and students and, as a result of this, create individual responsibility for health and safety at all levels and be responsive to internal and external change;
  • where vehicles are used, to ensure that they are well maintained, safe and without risk to health;
  • to provide machinery and equipment that is safe and without risk to health;
  • to provide articles and substances for use at work that are safe when properly used, stored, handled and transported;
  • to provide suitable safety clothing and equipment when required by regulation or approval code of practice or when considered necessary by the Head of School;
  • to provide any other suitable protection, where appropriate, where staff might be at risk;
  • to ensure control of emissions into the atmosphere of toxic, noxious or offensive substances.
  • to control effectively the activity of all outside contractors when on School premises.
  1. The Board and the Head of School will co-operate fully in the appointment of Safety Representatives and will provide them where necessary with sufficient facilities and training to carry out this task. The Board and the Head of School will also co-operate in the setting up of a Health and Safety Committee. In this regard the Board reminds staff of their own duties under Section 7 of the Act to take care of their own safety and that of others, and to co-operate with the Board and the Head of School so as to enable them to carry out their responsibilities successfully.
  1. The Board is committed to providing adequate resources to ensure its health and safety objectives under this Policy are met.
  1. The School is conscious of the external environment that may be affected by its activities and will pay full regard to the implications of the Environmental Protection Act 1990 and, in particular, the duty of care as regards waste.
  1. The Board is aware of, and will meet, the requirements under the Children Act 2004 (as amended) regarding fire provisions and ensuring that staff and students are aware of the School’s Health and Safety policies and practices. It is the intention of the School to follow the advice given in ‘The Children Act Guidance and Regulations Volume 5 (Safeguarding Children in Education) and to provide the details required in Regulation 4(2) (f) of the Inspection of Premises, Children and Records (Independent Schools) Regulations 1991.
  1. The Board recognises the guidance contained in ‘Managing Health and Safety in Schools’ and ‘Health and Safety Guidance for School Governors and Members of School Boards’, both prepared by the Education Service Advisory Committee of the Health & Safety Commission, and intend to follow the good practice recommendations they make.
  1. The Board ensures that the School assesses risks of all activities and puts in place measures to manage those risks. The School will provide and maintain written Risk Assessments of the risks to the health and safety of its students while they are at school, employees whilst they are at work and others who may be affected, as required by the Management of Health and Safety at Work Regulations 1999.
  1. The Board recognises the good practice contained in ‘Health and Safety of students on Educational Visits’, prepared by the DfE and intends to follow the recommendations it makes.
  1. The Board considers that this Health & Safety Policy is an integral element of the overall School’s business plan and other resource policies.

  1. A copy of this statement will be issued to all employees. It will be reviewed, added to or modified from time to time and may be supplemented in appropriate cases by further statements relating to the work of particular classes or groups.

Responsibilities

1. The Board

  • Accepts full responsibility for Health and Safety within the School;
  • Formally and publicly accepts its collective role in providing health and safety leadership within the School;
  • Requires that each Governor accepts his individual role in providing health and safety leadership within the School;
  • Will ensure that all its decisions reflect its health and safety intentions as articulated in this Statement of Intent;
  • Recognises its role in engaging the active participation of employees in improving health and safety;
  • Considers that one of its primary objectives is to provide the best possible safe and healthy working conditions for employees and to ensure that their work does not adversely affect the health and safety of other people;
  • Recognises its corporate responsibility as employer to ensure, so far as is reasonably practicable, that this same safe and healthy environment is also provided for students and all other people who visit the School;
  • Is committed to ensure that the School operates in accordance with current legislation;
  • Will ensure and require that it is kept informed of, and alert to, relevant health and safety risk management issues;
  • Will ensure that staff are trained in their Health and safety responsibilities as employees;
  • Will constantly monitor the effectiveness of the implementation of this Policy and will review health and safety performance on a regular basis, at least annually. Where found necessary, the Policy and the Procedures Manual will be revised;
  • Will ensure that any changes in this Policy will be brought to the attention of all employees;
  • Will ensure that its management provides for effective monitoring and reporting of the School’s health and safety performance;
  • Will appoint two of its members to be the ‘Health and Safety Governors’ but clearly acknowledges that this role does not detract any governor from his responsibilities or from the health and safety responsibilities of the Board.
2. The Head of School

The Head of School has primary responsibility for health and safety matters on the premises and is directly responsible to the Board for the functioning of the School's activities. In the absence of the Head of School, the Deputy, or whoever is nominated by the Head of School, will assume this responsibility.

The Head of School will:

  • ensure that the objectives outlined within the School Health & Safety Policy and Procedures Manual are fully understood, observed and implemented by persons under her control;
  • comply with Section 39 (3) of the School Standard and Framework Act 1998 (Complaint procedure);
  • be responsible for ensuring that suitable Risk Assessments are completed covering all processes and activities carried out by a competent person with adequate records maintained available for inspection;
  • ensure that adequate communication and consultation channels are maintained so that information concerning health and safety matters, including the results of Risk Assessments which may affect employees, is adequately communicated to them;
  • ensure that, so far as it is within his/her control, that adequate funds, materials, equipment and human resources are provided to ensure health and safety requirements are being met;
  • ensure that all persons under his/her control are adequately trained to carry out any task required of them in a healthy and safe manner;
  • constantly monitor the effectiveness of this Health & Safety Policy and Procedures Manual as regards both academic and non-academic work;
  • recommend changes to the School’s Health & Safety Policy and Procedures Manual in the light of experience;
  • ensure the cooperation of all Staff at all levels as regards working to this Policy and Procedures Manual;
  • take steps to ensure that any changes in curriculum are considered for their health and safety implications.
  • bring this document to the attention of all the staff, including new or temporary staff on taking up a post, and revise and reissue the document as may be necessary from time to time;
  • resolve health and safety problems not resolved either through established arrangements or by delegated responsibility;
  • maintain a list of Safety Representatives appointed to represent staff;
  • be readily available to Safety Representatives and co-operate with them as far as is reasonable in their efforts to carry out their duties;
  • establish a Health and Safety Committee, to consist of the Head of School, a Health and Safety Governor(s), the Safety Co-ordinator and the Premises Manager or other staff members as required;
  • ensure that all areas of the premises are inspected every 6 months by the Health and Safety Committee and Staff Representatives;
  • supervise the Catering Staff;
  • ensure that a system is established and maintained for reporting, recording or investigating accidents, and that all reasonable steps are taken to prevent recurrences;
  • ensure that all visitors, including contractors, are made aware of any hazards on the premises of which they may be unaware;
  • ensure that the use of any personal protective equipment as may be necessary and ensuring that it is maintained and renewed as necessary;
  • ensure that effective arrangements are in place to evacuate the premises in case of fire or other emergencies, that evacuation drills are undertaken termly and that fire fighting equipment is available and maintained;
  • ensure that arrangements are made for every new employee to be given every assistance to perform her or his duties in a safe manner; in particular to ensure that they are given a copy of this statement and the opportunity to read it before starting work; and ensuring that arrangements are made for proper training to be given in the proper use of equipment and machinery associated with their work.

3. The Safety Coordinator

A Safety Coordinator reporting to the Head of School and the Board as necessary will be designated to be responsible for administrative arrangements to support health and safety matters. The Safety Coordinator shall be a board member appointed as such by the Board. The Safety Coordinator is responsible for:

  • monitoring the effectiveness of this Policy and reporting back to the Board;
  • ensuring the Board is informed about any significant health and safety failures and the outcome of the investigations into their causes;
  • recommending changes in the School Health & Safety Policy and Procedures Manual in the light of experience;
  • ensuring that adequate insurances are maintained including Employer’s Liability, Public Liability and that the appropriate statutory examinations are completed on the School’s behalf;
  • liaising with outside bodies who may, from time to time, use the facilities of the School, and ensure that appropriate action is taken to provide these bodies with sufficient knowledge of School procedures and that the School itself is appropriately indemnified;
  • ensuring that all maintenance contracts involving outside bodies which monitor certain aspects of the School’s functions are fully used and kept up-to-date. Examples include boiler maintenance, fire alarms, emergency lighting, etc;
  • ensuring that the ‘fabric’ of the School’s buildings is maintained in a sound and safe condition;
  • ensuring that fixed electrical installations on School’s premises and all portable electrical equipment are subject to appropriate periodic inspection and test as determined by the current School policy, to demonstrate their ‘maintenance’ under the Electricity at Work Regulations 1989. Copies of these inspections and tests will be kept readily available by the Premises Manager for inspection;
  • ensuring that Legionella Risk Assessments of all the School’s hot and cold water systems are completed and that the necessary management schemes are introduced;
  • ensuring that the School, in order to comply with current legislation, has an Asbestos Survey completed to determine the presence of asbestos and the necessary controls to be implemented;
  • ensuring that the School’s Health & Safety Policy and Procedures Manual are kept up-to-date.

4. All Employees

Employees have a responsibility under Health and safety Regulations. The HSE enforces Health and Safety law relating to schools and may take action against employees if they fail to take notice of this Policy.

For the purpose of this Health & Safety Policy and Procedures Manual, the term ‘Employees’ includes ALL persons who work in the School whether or not employed by the School.

Each and every Employee is responsible for ensuring that:

  • they take reasonable care as regards themselves and other persons who may be affected by their acts or omissions and are reminded of their duties under the Health and Safety at Work Act 1974 ( "HSW Act"), Sections 7 & 8 and the Management of Health & Safety at Work Regulations 1999, Regulation 14. These are:
  1. HSW Act, Section 7 - it shall be the duty of every employee while at work -
    1. to take reasonable care for the health and safety of himself and of other persons who may be affected by his acts or omissions at work; and
    2. as regards any duty or requirement imposed on his employer or any other person by, or under any of the relevant statutory provisions, to co-operate with him so far as is necessary to enable that duty or requirement to be performed or complied with.
  1. HSW Act, Section 8 - no person shall intentionally or recklessly interfere with or misuse anything provided in the interests of health, safety or welfare in pursuance of any of the relevant statutory provisions.
  1. Management of Health & Safety at Work Regulations 1999, Regulation 14 -
    1. every employee shall use any machinery, equipment, dangerous substance, transport equipment, means of production or safety device provided to him by his employer in accordance both with any training in the use of the equipment concerned, which has been received by him and the instructions respecting that use which have been provided to him by the said employer in compliance with the requirements and prohibitions imposed upon that employer by or under the relevant statutory provisions.
  1. every employee shall inform his employer or any other employee of that employer with specific responsibility for the health and safety of his fellow employees -
    1. of any work situation which a person with the first-mentioned employees training and instruction would reasonably consider represented a serious and immediate danger to health and safety; and
    2. ii) of any matter which a person with the first-mentioned employees training and instruction would reasonably consider represented a shortcoming in the employer’s protection arrangements for health and safety, in so far as that situation or matter either affects the health and safety of that first mentioned employee or arises out of or in connection with his own activities at work, and has not previously been reported to his employer or to any other employee of that employer in accordance with this paragraph."

  • they wear and use all personal protective equipment and safety devices that are provided by the School’s management for their protection and co-operate fully with the School management when the latter are pursuing their responsibilities under the above Act;
  • they observe all Safety Rules and Regulations, whether statutory or School and conform to any systems of work that are developed;
  • they report all accidents, incidents, damage and near-misses or hazard situations to the Head of School.

5. The Classroom teachers

In addition to the duties set-out in paragraph 4, The Classroom teachers are responsible for:

  • the safety of all students in their charge by effectively supervising their activities;
  • the safety and physical condition of their classroom;
  • being able to carry out emergency procedures in respect of fire, emergency evacuation, security, first aid (if trained);
  • observing all safety procedures and instructions.

6. The Premises Manager

The Premises Manager is responsible for the safety and physical condition of all areas of the school including, but not limited to; basements, corridors, reception areas, stairs and toilets, canteen, meeting rooms, classrooms, unoccupied rooms, walk-in store rooms, offices, boiler rooms, roof access, school playground, boundary walls and fences and all areas and equipment surrounding the premises.

The Premises Assistant is responsible to the Premises Manager for:

  • isolating gas supplies to laboratories/worktops at the end of each teaching day. Shut off supplies during breaks.
  • the constant security of all toxic and highly flammable substances which may be used in their lessons, locking them away during breaks or when rooms are not in use for teaching.
  • ensuring that sufficient numbers of the correct fire extinguishers and fire blankets are available within or close to worktops, laboratories and prep rooms.
  • ensuring the adequate testing, examination, maintenance, servicing and repair of specialist equipment.

7. The Catering Staff

The Catering Staff are responsible for the safety of the kitchen and canteen areas and for notifying the Head of School of any hazards. It must observe all the School’s safety procedures and instructions.

8. Contractors

Contractors working on the premises should all be informed of any known hazards which might affect them whilst at work and they in turn should notify the Head of School, (or person designated by him/her to monitor contract work) of any hazards arising from their activities which may affect the occupants of the premises.

The Head of School is responsible for ensuring that all contractors on the premises are aware of the emergency evacuation procedures and have sight of the local health and safety policy as appropriate for their work.

All contractors should report to the school reception on arrival.

9. The Safety Representatives

The role of Safety Representatives is set out in the Regulations on Safety Representatives and Safety Committees 1977. Recognised Trade Unions have the right to appoint accredited Safety Representatives who represent the employees in all matters relating to health and safety. They have the right to carry out termly inspections of the workplace and to be consulted by management on all matters relating to health and safety policy and procedure. They have the legal right to investigate health and safety incidents and concerns and receive cover when a problem occurs. The Head of School shall ensure that a Safety Representative is appointed at the start of every school year.

10. The Health and Safety Committee

The Health and safety Committee (the “Committee”) will be set up by the Head of School in the first month of the first term of each school year. The Committee meets twice yearly and copies of all papers and minutes of the meetings will be sent to the CFO and the Board and the Head of School will present an annual report to the Board usually in the spring term.

The Committee sits with the objectives of improving the Health and Safety standards within the School. This will be achieved by providing a forum for both management and employees who are involved in all Health and Safety matters.

It is the policy of the Committee to ensure that, as a minimum, the School meets the requirements of all the Health and Safety legislation and that, wherever possible, the School will improve on those minimum standards within the Committees terms of reference.

The duties and responsibilities of the Committee are as follows:

  • to secure the cooperation of all employees in the promotion of Health and Safety;
  • to be involved in the identification and subsequent implementation of any Health and Safety training;
  • to assist in the publicising of statutory and other Health and Safety information;
  • to review accident, dangerous occurrence and near miss-reports, to ensure that appropriate investigations have been undertaken and where necessary that suitable remedial actions to prevent the recurrence have been established and taken;
  • to assist in the identification and subsequent selection of suitable personal protective equipment and encourage its use.

The constitution of the Committee is as follows:

  • The Chairman shall be the Head of School.
  • The Committee shall consist of two Health and Safety Governors and the CFO. The Premises Manager and other members of the team may also be required to attend as a guest dependent on the agenda.
  • Regular meetings shall be held at approximately six monthly intervals.
  • The names of the members of the Health and Safety Committee will be posted on Notice Boards.
  • The Committee will issue Minutes to record the matters discussed and the decisions taken and to ensure that each action will be delegated to a named individual.
  • Where appropriate, a timescale for action completion will be indicated to assist in the monitoring of the implementation of agreed actions.

Required under IS Regulations Part 3 11

NB: All members of staff are required to sign a declaration whereby they confirm that they have read and they understand the H&S policy and procedures (on recruitment and following each review).

This policy was adopted by the Board on 20 February 2015
Reviewed on:
NB: All members of staff are required to sign a declaration whereby they confirm that they have read and they understand the H&S policy and procedures (on recruitment and following each review).


Policy written in 2015.
Policy reviewed in:
February 2016
August 2016

8 – Behaviour and Discipline Policy

Introduction

The School considers that every member of the School should feel valued and respected, and that each person should be treated fairly and well. The School’s values are built on mutual trust and respect for all, consideration, non-violence, loyalty and a sense of responsibility.

The School is an inclusive community. We welcome pupils from a wide variety of ethnic and social backgrounds and faiths. We treat everyone as an individual and aim to develop the whole person equipped to take his/her place in the modern world.

The School has put in place a number of rules. It is the aim of this policy to define the principles of good behaviour between pupils and to promote good relationships between the School members so that people can work and learn in a calm and orderly atmosphere.

This policy aims to help pupils grow and learn in a safe and secure environment, and to become active, responsible, and increasingly independent members of the School community.

Code of conduct (“Charte de Vie Scolaire”)

The School’s community of governors, staff, parents and pupils adhere to an established routine and code of conduct or Charte de Vie Scolaire which are adopted by the School Council each year.

We expect pupils to treat staff and each other with consideration and good manners and to respond positively to the opportunities and demands of school life. They should follow the School’s rules and regulations and understand what is expected of them and why sanctions may be imposed for inconsiderate behaviour.

Everyone has a right to feel secure and to be treated with respect at the School particularly the vulnerable. Harassment and bullying will not be tolerated. Our Anti-Bullying Policy is on our website. The School is strongly committed to promoting equal opportunities for all, regardless of race, gender or sexual orientation or physical disability or learning difficulty.

We expect pupils to attend school and lessons punctually and follow the School’s Attendance and Absence Policy. They should care for the buildings, equipment and furniture. The School expects pupils to behave at all times in a manner that reflects the best interests of the whole community.

The role of the Board

The Board has the responsibility of defining general principles of discipline and behaviour of the School. It is the responsibility of the Head of School to draft this Behaviour and Discipline Policy and submit such policy for Board approval. The Board supports the Head of School in adhering to these guidelines.

The role of the Head of School

It is the responsibility of the Head of School to implement this policy and to define in details the Schools’ disciplinary rules. The Head of School reports to the Board on the effectiveness of this policy. The Head of School is also responsible for the learning progress, health, safety and welfare of all pupils and staff in the School.

The Head of School supports the staff when they implement this policy.

The Head of School ensures that appropriate records of all reported serious incidents of misbehaviour and disrespect are kept in a central record. In the case of particularly serious misbehaviour by a pupil, affecting his or her work, his or her case may be referred to the School’s education team.

The Head of School can suspend a pupil for a fixed period for serious acts of misbehaviour. For repeated serious acts of misbehaviour, the Head of School may permanently exclude a pupil after consultation with the pupil’s family. The Board must be notified of an expulsion.

The Head of School is assisted in this role by the Section Principal or Coordinator and by the CPE (Conseiller Principal d’Education) for the secondary section. Their role is to facilitate the co-ordination between the Head of School, class teachers, pupils and parents to ensure that each party involved has the necessary support and dialogue needed to successfully implement a climate of mutual respect and discipline.

The role of the class teacher

It is the responsibility of class teachers to ensure that the School rules are enforced and an atmosphere of mutual respect is established in their classes. The class teacher treats all pupils fairly, with respect and understanding.

The class teacher expects pupils to comply with the Behaviour and Discipline Policy. The class teacher, or the education team, must ensure that each pupil works to the best of his or her abilities. In cases where a pupil does not have satisfactory school results, after finding out the reasons, the class teacher or education team will decide appropriate measures.

If a pupil misbehaves repeatedly, the class teacher keeps a record of all such incidents. In the first instance, the class teacher deals with incidents him/herself. However, if misbehaviour continues, the teacher must seek advice from the Head of School (or Section Principal or Coordinator).

The class teacher may discuss the needs of a pupil with the other teachers, the Head of School, the Section Principal or Coordinator, the School’s social and emotional consultant, the School’s designated safeguarding officer or other professional. The School has adopted the French Decree 90-788 of 6 September 1990 which provides that the behaviour of a pupil, who gravely and repeatedly perturbs the class and demonstrates an obvious inaptitude to school life, is to be examined by a disciplinary council comprising the Head of School, the teacher, the educational psychologist or other professionals including social services. The parents of the pupil may attend in some cases.

The class teacher informs parents of the progress of each pupil in their class, in line with the school policy.

The class teacher shall contact a parent if there are concerns about the behaviour, learning progress or welfare of a pupil.

The role of parents

The School collaborates actively with parents, so that pupils receive coherent messages about how to behave at home and at School.

The School’s code of conduct (“Charte de Vie Scolaire”) lays down the School’s rules. It is approved by the school Council (Conseil d’établissement). The School expects parents to read it and adhere to it.

The School expects parents to support their pupil’s learning and to cooperate with the school. It seeks to build a supportive dialogue between the home and the school, which is being done for the secondary pupils through thecarnet de correspondence.

The teachers apply the rules on pupils’ welfare (see The School’s Policy on Safeguarding pupils).

The School expects parents’ support. If parents have any concerns about the way that their pupil has been treated, they should initially contact the class teacher. If the concern remains, they should contact the Section Principal or Coordinator, or, especially fo secondary pupils, the CPE, and ultimately, the Head of School. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented (as set out in the School’s Complaints Policy).

Rewards and punishments

The School encourages the efforts and achievements of pupils in school.

The School employs a number of sanctions in cases of non-respect of the School’s rules. Sanctions are applied only when the teacher (primary) or the pupils’ welfare officer (“CPE”) or his team of pupils’ supervisors (AEDs) (secondary) consider them necessary. The teachers, CPE or AEDs will talk with the pupil and explain the reason for the sanction and the expectation of improved behaviour.

The class teacher, CPE or AED has the right to expect that pupils use their best efforts in all activities.

  • If a pupil is disruptive in class, the teacher reprimands him or her. If a pupil misbehaves repeatedly, the teacher isolates the pupil from the class.
  • The safety of the pupils is paramount in all situations. If a pupil’s behaviour endangers the safety of others, the class teacher requests help from a member of the teaching staff.
  • A pupil cannot be isolated for the totality of playtime.
  • If a pupil threatens, hurts or bullies another pupil, the class teacher or the CPE or AED record the incident and the pupil is punished. If a pupil repeatedly acts in a way that annoys or disrupts others and the usual disciplinary measures have proven ineffective, the Section Principal or Coordinatorthe Head of School or a member of the teaching staff will contact the pupil’s parents.

The class teacher and the CPE present, explain and discuss the various aspects of the School’s rules with the pupils.

The School does not tolerate bullying of any kind. If a teacher, CPE or AED discovers that an act of bullying or intimidation has taken place, he or she will act immediately and intervene in accordance with the School’s Anti-Bullying Policy.

Corporal punishment

Corporal Punishment Under section 131 of the School Standards and Framework Act (1998), corporal punishment is prohibited for all pupils in independent and maintained schools and it is never used at the School.

Fixed-term and permanent exclusions

The School does not wish to exclude any pupil, but sometimes this may be necessary. A class teacher will inform parents if there is concern about their pupil’s behaviour and a dialogue will be opened with a view to improve the pupil’s behaviour. Taking the pupil’s age into account, appropriate sanctions may be taken.

Only the Head of School has the power to exclude a pupil. In extreme and exceptional circumstances the Head of School may convene the disciplinary council, which may decide on a pupil’s exclusion for a duration of more than eight days.

If the disciplinary council excludes a pupil, parents will be informed immediately and given reasons for the exclusion. At the same time, the Head of School makes it clear to the parents that they can, if they wish, appeal against the decision to the Chairman of the Board.

The Head of School informs the Board and the conseiller culturel of the French Embassy about any permanent exclusion, and about any fixed-term exclusions beyond eight days in any one term.

The Board cannot exclude a pupil or extend the exclusion period made by the Head of School.

On appeal, the Chairman of the Board or the conseiller culturel of the French Embassy will consider the circumstances in which the pupil was excluded, any representation by the parents, and whether the pupil should be reinstated.

If the Chairman of the Board decides that a pupil should be reinstated, the Head of School must comply with this ruling.

Drug and alcohol-related incidents

It is strictly forbidden for anyone, adult or pupil, to bring onto the School premises illegal drugs. Any pupil who is found to have brought to School any type of illegal substance will be punished by a temporary exclusion. The pupil will not be readmitted to the School until a parent of the pupil has discussed the seriousness of the incident with the Head of School.

If the offence is repeated the pupil will be permanently excluded.

If a pupil is found to have deliberately brought illegal substances into the School, and is found to be distributing these to other pupils for money, the pupil will be permanently excluded. The police and social services and theconseiller culturel of the French Embassy may be informed.

Property and Security

All pupils property must be clearly marked with his or her name. Valuables should not be brought to School. Breakage, damage or loss of School property (including library books) will be charged for a replacement.

The School is not responsible for any loss of personal effects of a pupil (including lost or damaged clothes)

The possession at School of any dangerous objects such as knives, blunt instrument or any offensive weapons, lighters, matches or fireworks is strictly forbidden and may result in a permanent exclusion.

Complaints

The School hopes that parents will not feel the need to complain about the operation of its behaviour management policy and that any difficulty can be sensitively and efficiently handled before it reaches that stage. However, the School’s Complaints Policy is on our website. We undertake to investigate all complaints and to notify parents of the outcome of investigation within 28 days. We maintain records of complaints for three years after your pupil has left the School.

Monitoring and review

The Head of School monitors the effectiveness of this policy on a regular basis. He/she also reports to the Board on the effectiveness of the policy and, if necessary, makes recommendations for further improvements.

The School keeps a variety of records concerning incidents of misbehaviour. The class teacher or CPE records minor classroom incidents. The Head of School records those incidents where a pupil is sent to him/her on account of bad behaviour. Pupils’ supervisors also keep a record of any incidents that occur at breaks or lunchtimes.

The Head of School keeps a record of any pupil who is suspended for a fixed-term, or who is permanently excluded.

It is the responsibility of the Board to monitor the rate of suspensions and exclusions, and to ensure that the school policy is administered fairly. The board will pay particular attention to principles of non-discrimination; it will seek to ensure that the School abides by the Equality Act 2010 and any non-statutory guidance thereunder.

The board reviews this policy regularly.

This policy was adopted by the Board on 20 February 2015

Reviewed on:

8 - Appendix - School's Code of Conduct for Secondary

It is mainly during form time that the form tutor will discuss the code of conduct of the school and emphasise the rights and duties of the students.

Through a rigorous, bilingual programme and innovative methods, we educate pupils to become responsible, creative and principled global citizens. We teach them to think critically and act ethically, to form and express their own opinions and respect those of others, to define their own life goals and to make sense of and embrace change.

The Lycée International de Londres Winston Churchill is a calm and hard-working academic community, where each individual is respected and respects others too.

The timetable, the use of the buildings and the running of communal spaces are determined in collaboration with the primary and secondary schools. The Dean of Students oversees the monitoring of the students and successfully does so by ensuring that each issue is dealt with individually and appropriately.

1- LEARNING

  • I know that punctuality is compulsory to the smooth running of classes. By arriving on time, I am respecting the teacher and the work of my fellow pupils. If I am late in the morning, my parents must phone the school admin office (02038244908) before 9:00am or send an email (viesco@lyceeinternational.london).
  • I will arrive at 8:15 because lessons start at 8:30.
  • I am present in all lessons. If I have to miss a lesson or if I have to leave during the day, my parents must phone the Dean of Students before 9:00 on the same day. For every absence, I will catch up on all missed lessons with the help of my teacher and my class partner. All absences are written in my school report.
  • I will always complete my homework and classwork on time.
  • I do not cheat; I do not copy the work of others; I understand the rules on plagiarism.

2- MUTUAL RESPECT

  • I respect and am respected by everyone around me, no matter what our differences may be. Mutual respect is compulsory, every individual must demonstrate the correct attitude towards others. Violence, rudeness, swearing, and bullying, whether physical or verbal, are not tolerated and will be severely punished. (See section 6 for a list of sanctions)

3- PROPERTY

  • I will not touch other people’s belongings without their permission.
  • I take care of items which are leant to me, of equipment, furniture, rooms and school corridors.

4- SECURITY

FOR SECURITY REASONS:

  • I listen to the advice of a member of staff before crossing the road.
  • I am not allowed to leave school without permission before the end of the school day.
  • I will only open windows with the permission of a member of staff, throwing objects out of the window is forbidden.
  • I will only use the lifts with the permission of a member of staff.
  • I will wear my student ID card whilst in school.

I MUST NOT:

  • touch alarm systems or smoke detectors without a valid reason to do so.
  • possess or use matches, lighters, fireworks or weapons.
  • possess or use cigarettes, alcohol or drugs.

EMERGENCY EVACUATION PROCEDURE:

  • I will follow the emergency evacuation procedure on display in classrooms and near exits.
  • I will exit the room in a line accompanied by my teacher who will guide me calmly and quietly to the car park of the Lycée where I will line up with my class in alphabetical order.
  • I will always use the exit closest to my classroom.
  • I will strictly follow the instructions of the security staff.

5- DAILY LIFE

CLOTHING:

  • I must respect the dress code: marine blue pressed trousers or skirt (jeans or equivalent are not permitted), school jumper with logo, white polo shirt or shirt, smart shoes (canvas shoes are not permitted). A tie must be worn for trips and special occasions.
  • For PE lessons, I will bring the necessary PE kit and get changed before and after the lesson: marine blue jogging bottoms, burgundy t-shirt with logo, shoes with a non marking sole to protect the gym floor.
  • If I do not follow the dress code, the Dean of Students may temporarily stop me from attending my lessons.

MORNING (before the first lesson):

  • I will enter by the gate on 1 Kings Drive.
  • I will put my bike or skateboard in one of the allocated spaces.
  • From 8:15 onwards, I will wait in the hall or go to the common rooms for college/ secondary students.
  • I will wait outside the door to my classroom BEFORE 8:30.

IN THE CORRIDORS:

  • I will move around calmly (I must not run, shove or push my fellow students or hold people up)
  • I will not sit directly on the floor.

IN THE CLASSROOM:

  • I must wait for my teacher before entering the classroom.
  • I will not eat, drink or make a mess.
  • Before leaving, I will put back the tables and chairs, and I will leave my space tidy.
  • I am not allowed to stay in the classroom without the permission of a teacher.

DURING BREAKTIMES:

  • I can go in the secondary courtyard, in areas for college and secondary students, in the library and in the corridors.

IN THE CANTEEN:

  • I will go to the school canteen for lunch.
  • I am not allowed to bring food from outside, and I must let somebody know if I have any allergies or particular eating preferences.
  • I will sit down and eat my food calmly.
  • I will clean up after myself and take my plate to be cleared away when I have finished eating.

DURING LUNCHTIME:

  • I can play in the courtyard outside.
  • I am allowed in areas for college and secondary students, corridors or the library.
  • I will keep my iPad in my bag whilst I am in the school canteen.

AT THE END OF THE DAY:

  • If I leave school, I must do it at the latest 10 minutes after the end of my final lesson.
  • If I am staying in school, I will go to a supervised study class, or an extra-curricular/ sporting activity. I must sign up for these in advance.

ABSENCES/LATENESS:

  • If I am absent, my parents must let the admin office or the Dean of Students know by email or telephone.
  • Upon my return to school, I must have a note signed by my parents justifying the absence; if necessary, an email from parents will suffice.
  • I will do everything I can to not arrive late to school. If it is unavoidable, I will sign in at the admin office before going to my lesson.

DEVICES:

  • The school lends an iPad to each student for school use which the family is responsible for; this includes the content, usage and maintenance of the iPad. (See the iPad agreement in the documents from the beginning of the school year)
  • The use of mobile phones, electronic games, iPads (except in class when working or in authorised spaces), MP3 or similar, is not allowed inside the school. Mobile phones must be on vibrate outside the classroom, and turned off when in class.
  • In cases of emergency, my parents can contact me and I am allowed to contact them during the day through the ‘vie scolaire’.

LOCKERS (if applicable):

  • I am allowed to use a coded padlock (not one with a key) to lock my locker.
  • I must make sure my locker is kept clean and tidy.
  • I must not leave anything on the floor or on top of the lockers.
  • I must not stick anything on the outside of my locker.

POSTERS:

  • I must ask the permission of the Dean of Students to put up posters around the school.

VISITORS:

  • My parents must arrange a meeting before coming to the school.
  • My parents must ask for written permission from the Deputy Head a week in advance, if I am to have a visitor to the school for a half day.

6- CONSEQUENCES OF BAD BEHAVIOUR

Failure to follow the CODE OF CONDUCT OF SECONDARY SCHOOL may result in punishment in accordance with the severity and frequency of the wrongdoing. These punishments will be decided by the Head of School, the Head of Secondary, the Dean of Students and also mainly by any teachers involved, after communication with the families involved if necessary and can include:

  • a meeting with the Dean of Students
  • a written letter of apology
  • detention at lunchtime or during the afternoon
  • the completion of several hours of community service
  • the loss of certain benefits (such as access to the Webliothèque or the loan of balls)
  • a meeting with the Head of Secondary, parents, and/or teachers
  • the monitoring of behaviour using a progress report
  • temporary exclusion on site with work being monitored at school
  • a meeting with the Head of School
  • temporary exclusion
  • permanent exclusion

Lycée International de Londres Winston Churchill

Code of Conduct in the Library

  1. Opening hours

The Webliothèque is open every day, from Monday to Friday, for all students in primary, secondary and college and for all members of staff. It is closed during school holidays.

2. Webliothèque environment

The same rules apply to the Webliothèque as within the rest of the school. The Webliothèque is a calm, quiet environment and not a common room or lounge. Although it is a creative space, it is also a place where people can work and read and so it is important to respect the work of others. Everyone can access the books but after use, the documents must be put back in the correct place and in the correct order.

Food and drink are not allowed in the Webliothèque.

3. Readers have the right to:

3.1. Read and look up documents during the opening hours;

3.2. Be trained in how to look up a book;

3.3. Carry out research on their own and/or with the help of others;

3.4. Borrow documents from 1st September to 31st May (inclusive);

3.5. Number of documents and duration of loan:

3.5.1. 7 books for 2 weeks;

3.5.2. 2 magazines and 2 comic books for 2 weeks.

N.B. : Documents not available for borrowing: encyclopedias, dictionaries, the current week’s/month’s magazines.

Under their name, teachers are allowed to borrow dictionaries for their students. The individual teacher is then responsible for the loaned items.

4. Readers should:

4.1. Whisper, and wear headphones when listening to music or watching a video. Students are asked to respect the nature of the library and to not sing or create noise.

4.2. Let the person in charge of the library know their full name, class and the reason for their visit during ‘Library hour.’

4.3. Bring anything they may need if completing a class project, and not take documents out without the permission of the person in charge;

4.4. Respect the documents in the Webliothèque : do not damage or rip them, do not write in them or crease the pages of the books;

4.5. Take care of borrowed items: any items that are lost or damaged must be replaced by the person responsible.

4.6. Respect the loan period, all borrows and returns must be done at the front desk.

4.7. Return borrowed items by the correct date. There will be a penalty for late returns: you will not be allowed to borrow a book for a period of time equivalent to the number of days late that the previous book was returned.

5. Use of computers

Access to the internet is widely encouraged but reserved exclusively for those who wish to search for books or information for school purposes.

6. Library Hours

During ‘Library Hour’ which takes place once a week for half a day, students have the opportunity to improve their ‘library skills’ by doing research (for an essay or presentation, etc) with the help of the person in charge if needed. At the beginning of this session, they must sign in with the person in charge by writing their full name and class.

7. Career choices

The students and their families are encouraged to find out more about study options available both in France and abroad, including universities, with the help of Career Counselor, Danielle Raymond. This information can be accessed by students and by parents either independently or with the help of Mrs Raymond during a meeting or career choice session. However, it is not available on loan to take home from the library which ensures that it is available at all times

8. The loaning of books at the end of the school year

At the end of May, as the end of the school year is approaching, it is no longer possible for books to be borrowed from the Webliothèque. It is also necessary for students to return any books from the Webliothèque that they may still have in their possession.

Only students who are still taking their exams are allowed to borrow the necessary books from the library to help them prepare. Once their exams are finished, they will no longer be able to do so.

The Webliothèque remains open until the end of the school year, and all material is still available for on-site use.



N.B. Failure to follow these rules may result in a temporary exclusion from the Webliothèque.




The CODE OF CONDUCT of Lycée International de Londres Winston Churchill applies in class, in school, during school trips and holidays, during sporting events, evening activities and any other activity related to Lycée International de Londres Winston Churchill.

Outside of school and in the surrounding area, I am aware that I am representing the school, of which each member, whether a student or an adult, is an ambassador.

I agree that as a responsible member of the Lycée International de Londres Winston Churchill, I will respect the principles stated in the CODE OF CONDUCT OF THE SECONDARY SCHOOL to ensure a positive and calm school environment.

8 - Appendix - School's Code of Conduct for Primary

The Lycée International de Londres Winston Churchill is a calm and hard-working academic community, where each individual is respected and respects others too.

The timetable, the use of the buildings and the running of communal spaces are determined in collaboration with the primary and secondary schools. In Primary, coordinators oversee the monitoring of the pupils and successfully do so by ensuring that each issue is dealt with individually and appropriately. Any adult member of staff who finds it necessary to correct a pupil’s behavior carries as much authority as any other adult in charge.

Rules outlined below are meant to promote safety, insure individual rights and make the school a pleasant, orderly place for all. Teachers and parents should review these rules with their children periodically.

1 - LEARNING

  • I know that punctuality is compulsory to the smooth running of classes. By arriving on time, I am respecting the teacher and the work of my fellow pupils. If I am late in the morning, my parents must phone the school admin office (02038244931) before 9:00am or send an email (zlockwood@lyceeinternational.london or dsoulet@lyceeinternational.london).
  • I will arrive at 8:30 because lessons start at 8:45.
  • I am present in all lessons. If I have to miss a lesson or if I have to leave during the day, my parents must phone school admin office before 9:30 on the same day (or send an email).
  • I will always complete my homework and classwork on time.
  • I do not cheat; I do not copy the work of others; I understand the rules on plagiarism.
  • I make every effort to do my best work always.
  • I never ridicule myself or others for a mistake. I remember that mistakes become an opportunity to learn and are as meaningful as successes.
  • I will follow the classroom rules set by the teachers, this includes substitute teachers too.

2 - MUTUAL RESPECT

  • I respect and am respected by everyone around me, no matter what our differences may be. Mutual respect is compulsory, every individual must demonstrate the correct attitude towards others. Violence, rudeness, swearing, and bullying, whether physical or verbal, are not tolerated and will be severely punished. (See section 6 for a list of sanctions)
  • I respect the property of others.

3 - PROPERTY

  • I will not touch other people’s belongings without their permission.
  • I take care of items which are leant to me, this includes equipment, furniture, rooms and school corridors.

4 - LEARNING

FOR SECURITY REASONS:

  • I listen to the advice of a member of staff before crossing the road.
  • I am not allowed to leave school without permission before the end of the school day. A responsible adult must come inside the school to collect me.
  • Primary pupils are not allowed to use the lifts without adult supervision.

I MUST NOT:

  • touch alarm systems or smoke detectors without a valid reason to do so.
  • possess or use matches, lighters, fireworks or weapons.
  • possess or use cigarettes, alcohol or drugs.

EMERGENCY EVACUATION PROCEDURE:

  • I will follow the emergency evacuation procedure on display in classrooms and near exits.
  • I use the practices to familiarize myself with the emergency evacuation procedure.
  • I must know where the closest exit from my classroom is.
  • I will always use the exit closest to the room I am in.
  • I will exit the room in a line accompanied by my teacher who will guide me calmly and quietly to the recess yard where I will line up two by two.
  • I remain quiet during the entire evacuation procedure.
  • I will strictly follow the instructions of the security staff.
  • I follow all these rules even during the emergency evacuation practices.

5 - DAILY LIFE

CLOTHING:

  • I must respect the dress code: marine blue pressed trousers or skirt (jeans or equivalent are not permitted), school jumper with logo, white polo shirt or shirt, smart shoes (canvas shoes are not permitted). A tie must be worn for trips and special occasions.
  • For PE lessons, I will bring the necessary PE kit and get changed before and after the lesson: marine blue jogging bottoms, burgundy t-shirt with logo, shoes with a non marking sole to protect the gym floor. Exception : no mandatory clothing for Year 1.
  • If I do not follow the dress code, the teacher in charge of the class may temporarily stop me from attending my lessons.

MORNING (before the first lesson):

  • I will enter by the gate on 1 Kings Drive.
  • I will put my bike or skateboard in one of the allocated spaces.
  • From 8:15 onwards, I can wait in the recess yard under the supervision of a responsible adult.
  • I line up immediately at 8h45 when the teachers call us.

IN THE CORRIDORS:

  • I will move around calmly (I must not run, shove or push my fellow students or hold people up).
  • I will not sit directly on the floor.
  • I do not use a tablet or mobile phone when walking.
  • I am not allowed to stay in the corridors during recess.

IN THE CLASSROOM:

  • Pupils may only be in a classroom when an adult is present.
  • I will not eat or make a mess. Exception : Year 1 has snack time in classroom.
  • I can drink (I can bring a water bottle).
  • Before leaving, I will put back the tables and chairs, and I will leave my space tidy.
  • I am not allowed to stay in the classroom without the permission of a teacher.

DURING BREAKTIMES:

  • I go to one of the recess yard for Primary with my teacher.
  • At the end of recess, I put away the balls, bikes… that I have used (or not) in the one of shelters.
  • I can go to the library, with the permission from my teacher first.
  • I can only play outside with a ball, I must be careful and aware of others and the materials surrounding me.
  • I play with everyone, I am inclusive, I share.
  • I respect the rules of the game I am playing.
  • I share games, equipment or I take turns.
  • I cannot stay in the classroom without an adult.
  • I get permission from an adult to go to the bathroom or to have a drink.

TOILETS:

  • During recess, pupils from year 2 through 6 use the bathroom located near the Primary entrance (close to the Primary first aid station). Year 1 pupils should be using the ones next to their classroom (specifically designed for year 1 pupils).
  • During class time, pupils should be using the closest bathroom located to their classroom, with the exception of the bathroom specifically designated for Year 1 and 2.
  • The use of the toilets located near the Year 1 classroom is strictly limited to Year 1 and 2 students (unless there is a real emergency).

IN THE CANTEEN:

  • I will go to the school canteen for lunch accompanied by my teacher.
  • I am not allowed to bring food from outside, and I must let somebody know if I have any allergies or particular eating preferences.
  • I will sit down and eat my food calmly.
  • I will clean up after myself and take my plate to be cleared away when I have finished eating.
  • I do not run in the canteen.
  • I pay attention to others when I am walking.
  • Pupils carrying a tray have the priority.
  • Year 4, 5 and 6 pupils can not leave the canteen before 12h30.

DURING LUNCHTIME:

  • I can play in the Primary section courtyard.
  • I am not allowed to go to the library.

AT THE END OF THE DAY:

  • If I leave school, I go with my teacher who will take me outside.
  • I can only leave the school when accompanied by a responsible person.
  • If I am staying in school, I will go to a supervised study class, or an extra-curricular/ sporting activity. I must sign up for these in advance.

ABSENCES/LATENESS:

  • If I am absent, my parents must let the admin office know by email or telephone.
  • Upon my return to school, I must have a note signed by my parents justifying the absence; if necessary, an email from parents will suffice.
  • I will do everything I can to not arrive late to school.

DEVICES:

  • The school lends tablets to pupils for school use. The pupils are responsible for the content, usage and maintenance of the tablet. (See the tablet agreement below)
  • Tablets are used in class and can not be taken home unless the teacher has granted permission to do so (the teacher must inform and seek permission from the parents first).
  • The use of mobile phones, electronic games, tablets (except in class when working or in authorised spaces), MP3 or similar, is not allowed in Primary. Mobile phones must be on vibrate outside the classroom, and turned off when in class.
  • In the case of an emergency, my parents can contact me and I am allowed to contact them during the day through the Primary administration.

POSTERS:

  • I must ask the permission from one of the Primary coordinators to put up posters around the school.

VISITORS:

  • My parents must arrange a meeting before coming into the school.
  • My parents must ask for written permission from the Administrative Coordinator a week in advance, if I am to have a visitor to the school for a half day.

6 - CONSEQUENCES OF BAD BEHAVIOUR

Failure to follow the CODE OF CONDUCT OF PRIMARY SCHOOL may result in punishment in accordance with the severity and frequency of the wrongdoing. These punishments will be decided by the Head of School, Primary Coordinators, the Dean of Students and also mainly by any teachers involved, after communication with the families involved if necessary and can include:

  • time out during recess (in accordance with the age of the pupil and the severity of the incident) : for example, 5 minutes on a bench.
  • a meeting with the teacher
  • a meeting with the administrative coordinator or the principal
  • a written letter of apology
  • the completion of several hours of community service
  • the loss of certain benefits (such as access to the Webliothèque etc...)
  • a meeting with the Head of school and/or the Administrative Coordinator, parents, and/or teachers
  • session(s) with the school counselor
  • the monitoring of behaviour using a progress report
  • temporary exclusion on site with work being monitored at school
  • temporary exclusion
  • permanent exclusion

We are committed to the well-being and safety of all our pupils. We will continue to encourage students and give them tools to deal with situations in a variety of ways - through discussion and class meetings, by inviting outside resources to speak, by role-playing, etc… We count on parents to reinforce a caring attitude with children at home. Working together we will ensure that we respond to the needs of all our students.

The CODE OF CONDUCT of Lycée International de Londres Winston Churchill applies in class, in school, during school trips and holidays, during sporting events, evening activities and any other activity related to Lycée International de Londres Winston Churchill.

Outside of school and in the surrounding area, I am aware that I am representing the school, of which each member, whether a student or an adult, is an ambassador.

I agree that as a responsible member of the Lycée International de Londres Winston Churchill, I will respect the principles stated in the CODE OF CONDUCT OF THE PRIMARY SCHOOL to ensure a positive and calm school environment.

9 – Complaints Policy

Introduction

The Head of School and School staff work very hard to build positive relationships with all parents. However, the School has put in place procedures in case there are complaints by parents. The following policy sets out the procedure that the School follows in such cases.

If any parent is unhappy with the education that their child is receiving, or has any concern relating to the School, we encourage that person to talk to the child’s teacher immediately.

Aims and objectives

Our School aims to be fair, open and honest when dealing with any complaint. By “complaint” we mean an expression of dissatisfaction with a real or perceived problem. It may be that a parent (or pupil) thinks the School has, for example, failed to do something it should have done or acted unfairly or ineptly. We give careful consideration to all complaints and deal with them as swiftly as possible. We aim to resolve any complaint through dialogue and mutual understanding and, in all cases, we put the interests of the child above all other issues. We provide sufficient opportunity for any complaint to be fully discussed and then resolved.

Use of this procedure

This procedure is to be used for all complaints, except where:

  • the alleged conduct is covered by the “Child Protection Procedure” (see Child Safeguarding Policy)
  • the complaint concerns an expulsion or required removal (see Behaviour and Discipline Policy); or
  • the complaint is by a member of staff (employment contracts “Grievance Procedures”); or
  • the complaint relates to the School’s Admission Policy.

The complaint process

Informal resolution

Parents and carers should, whenever possible, seek an early and informal resolution of their concerns.

Making contact

Parents or carers with a concern about anything to do with the education that we are providing should first approach the child’s teacher. The teacher will ascertain the nature and seriousness of the concern or potential complaint.

Record keeping

Unless the concern or complaint is minor and /or can be instantly dealt with, the teacher will make a written note of the details, including the date and time the complaint was made. Pupils and parent or carer are encouraged to give their names if making a complaint. Anonymous complaints are extremely difficult (sometimes impossible) to pursue, because of difficulties in collecting or clarifying evidence. Such complaints will be investigated so far as reasonable in all the circumstances.

Resolution by Head of School

Where a parent feels that a situation has not been resolved through contact with the class teacher, or that their concern is of a sufficiently serious nature, they should make an appointment to discuss it with the Head of School. The Head of School considers any such complaint very seriously and investigates each case thoroughly. Most complaints are normally resolved at this stage. In all cases, the School aims to do all it reasonably can to ensure that no complaint rebounds unfairly on any pupil.

Formal complaints

If the problem is not satisfactorily resolved, the parent or carer will be informed that they may write to the Chairman of the Board of Directors (“the Board”), within 10 days, fully explaining the complaint.

Resolution by the Chairman

Within 20 school days following receipt of such complaint the Chairman, having taken appropriate advice and (but only if the Chairman deems it appropriate) having obtained further information from the parent or carer, pupil or relevant staff and/or having discussed the matter with the parent or carer by telephone or in a meeting, shall respond to him/her in writing.

Resolution on appeal to the full Board

If a matter referred to the Chairman is not resolved, the parent or carer may make application within 10 school days of receiving the Chairman’s written response to have the complaint heard by the Board. The application must be in writing to the Secretary of the Board and state fully why the parent or carer considers that his/her complaint was not satisfactorily resolved by the Chairman. The Board panel must consist of at least 2 members not directly involved with the complaint. The board must invite at the hearing one person who is independent of the running or management of the School. In the event that a member of the Board, except the Chairman of the Board, has been a party to the original consideration, he or she may not attend the referral hearing. The panel may consider the substance of the complaint afresh as well as any procedural queries. The hearing will be held within 28 school days of receipt of the application by the Secretary and the parents, carer and/or pupil may attend. The parent or carer may have an external representative present who may speak on their behalf.

The decision of the full Board, which shall be final, will be given to the parent or carer in writing within 14 school days of the review hearing.

Records and Confidentiality

The Head of School shall keep written records of all complaints whether they are resolved at an early stage or proceed to appeal.

All documents relating to the complaint (mail, minutes, summary of meetings etc) will be filed and kept in a strictly confidential manner except where the Secretary of State or inspectors conducting an inspection under Section 162 of the Education Act or the French Inspectorate. The Board, the Head of School, the party raising the complaint and all parties involved in the complaint will be copied in all documents.

Monitoring and review

The Board monitors the complaints procedure, in order to ensure that all complaints are handled properly. The Head of School logs all complaints received by the School and records how they were resolved. The Board examines this log on an annual basis.

Policy required under IS Regulations Part 7 25(a)

This policy was adopted by the Board on 20 February 2015

Reviewed on:

10 – First Aid Policy

Including Administration of Medication Policy

Introduction

This policy outlines the School’s responsibility to provide adequate and appropriate first aid to pupils, staff, parents and visitors and the procedures in place to meet that responsibility. The policy is reviewed annually.

Aims

  • To identify the first aid needs of the School in the line with the Management of Health and Safety at Work Regulations 1992 and 1999 (Amendments added 2003/2006).
  • To ensure that first aid provision is available at all times while people are on school premises, and also off the premises whilst on school visits.

Objectives

  • To appoint the appropriate number of suitably trained people as Appointed Persons and First Aiders to meet the needs of the School
  • To provide relevant training and ensure monitoring of training needs
  • To provide sufficient and appropriate resources and facilities
  • To inform staff and parents of the School’s First Aid arrangements
  • To keep accident records and to report to the HSE as required under the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995.

Personnel

The Board of Governors is responsible for the health and safety of the School’s employees and anyone else on the premises. This includes the Head of School and teachers, non-teaching staff, pupils and visitors (including contractors).

The Board must ensure that a risk assessment of the School is undertaken and that the appointments, training and resources for first aid arrangements are appropriate and in place.

The Board should ensure that the insurance arrangements provide full cover for claims arising from actions of staff acting within the scope of their employ.

The Head of School is responsible for putting the policy into practice and for developing detailed procedures.

He/she should ensure that the policy and information on the School’s arrangements for first aid are made available to parents.

Teachers and other staff are expected to do all they can to secure the welfare of the pupils.

The Appointed Person need to be a First Aider, but should have undertaken emergency first aid training. He/she will:

  • Take charge when someone is injured or becomes ill
  • Look after the first aid equipment eg restocking the first aid boxes
  • Ensure that an ambulance or other professional medical help is summoned when appropriate.

The First Aider must have completed and keep updated a training course approved by the HSE.

He/she will:

  • Give immediate help to casualties with common injuries or illnesses and those arising from specific hazards at school
  • When necessary, ensure that an ambulance or other professional medical help is called.

In selecting first aiders the Head of School should consider the person’s:

  • Reliability and communication skills
  • Aptitude and ability to absorb new knowledge and learn new skills
  • Ability to cope with stressful and physically demanding emergency procedures
  • Normal duties. A first aider must be able to leave to go immediately to an emergency.

Procedures

Risk Assessment

Reviews are required to be carried out at least annually, and when circumstances alter, by the Health and Safety Officer and department heads. Recommendations on measures needed to prevent or control identified risks are forwarded to the Principals and Head of Schools.

Re-assessment of first-aid provision

As part of the School’s annual monitoring and evaluation cycle

The Head of Schools review the School’s first aid needs following any changes to children, staff, building/site, activities, off-site facilities, etc…

The CFO monitors the number of trained first aiders, alerts them to the need for refresher courses and organizes their training sessions

The CFO also monitors the emergency first-aid training received by other staff and organizes appropriate training

The Health and Safety Officer and the School Nurse/First Aiders check the contents of the first-aid boxes termly.

Providing information

The Head of Schools will ensure that staff, parents and children are informed about the Schools’ first-aid arrangements.

The Health and Safety Officer or The School Nurse/First Aiders will

  • Provide information packs/school procedures training for new staff as part of their induction programme
  • Maintain a first-aid file, notice board and related medical documentation for when needed
  • Review basic medical procedures & practices as needed in school, as requested
  • Alert staff during a specific outbreak of illness in school re management & procedures in place
  • Give all staff information on the location of equipment, facilities, and first-aid personnel. This will appear in the staff handbook.
  • Provide regular information and updates for parents in regard to any outbreak of illness in school.

Provision

How many first-aid personnel are required?

The Head of Schools will consider the findings of the risk assessment in deciding on the number of first-aid personnel required. The Schools are low risk environments, but the Head of Schools will consider the needs of specific times, places and activities in deciding on their provision.

In particular, they should consider:

  • Off-site PE
  • School trips
  • Science labs
  • DT/Art rooms
  • Playground
  • Adequate provision in case of absence, including trips
  • Out-of-hours provision eg clubs, events

Arrangements should be made to ensure that the required level of cover of both First Aiders and Appointed persons is available at all times when people are on school premises.

First aiders

The recommended number of certified first-aiders is one per 100 pupils/staff.

Appointed person

The School should appoint at least one Appointed Person per year group. In addition, all members of the PE, Drama, Art, Science departments plus three members of the Catering department will be Appointed Persons.

Qualifications and Training

First Aiders will hold a valid certificate of competence, issued by an organisation approved by the HSE.

Appointed persons will undertake one-day emergency first-aid training.

Specialist training in first-aid for children should be arranged in a three year cycle.

First-aid materials, equipment and facilities

The Head of Schools must ensure that the appropriate number of first-aid containers according to the risk assessment of the site are available.

See HSE guidelines on recommended and mandatory contents.

  • All first-aid containers must be marked with a white cross on a green background
  • Each school bus must carry a first-aid container
  • First aid container must accompany PE teachers off-site
  • First aid container should be kept near to hand washing facilities.

Spare stock should be kept in school.

Responsibility for checking and restocking the first-aid containers:

  • In school, the Health and Safety Officer or School Nurse
  • For off-site PE, a named member of the PE department

Accommodation

The Board must provide a specific room suitable for medical treatment, which means a room dedicated to no other purpose but medical treatment and care of children during school hours. This need not be a dedicated area but should be close to a lavatory and contain a washbasin.

Hygiene/Infection control

Basic hygiene procedures must be followed by staff.

Single-use disposable gloves must be worn when treatment involves blood or other body fluids.The same caution will apply to first aiders and maintenance staff in case of bodily fluid spillage.

Care should be taken when disposing of dressings or equipment, particularly sharp objects (needles). These will be disposed of in appropriate sealed containers/places. Reporting accidents

Statutory requirements: under the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR) some accidents must be reported to the HSE.

The CFO or First Aider must keep a record of any reportable injury, disease or dangerous occurrence. This must include: the date and method reporting; the date, time and place of the event; personal details of those involved and a brief description of the nature of the event or disease. This record can be combined with other accident records.

The following accidents must be reported to the HSE:

Involving employees or self-employed people working on the premises:

  • accidents resulting in death or major injury (including as a result of physical violence)
  • accident which prevent the injured person from doing their normal work for more than three days

For definitions, see HSC/E guidance on RIDDOR1995, and information on Reporting School Accidents (Annex A).

Involving pupils and visitors:

  • accidents resulting in the person being killed or being taken from the site of the accident to hospital and the accident arises out of or in connection with work.

i.e. if it relates to

  • any school activity, both on or off the premises
  • the way the school activity has been organised and managed
  • equipment, machinery or substances
  • the design or condition of the premises

HSE must be notified of fatal and major injuries and occurrences without delay.

The Head of School is responsible for ensuring this happens, but may delegate the duty to the Health and Safety Officer.

The Head of School/Health and Safety Officer must complete the RIDDOR Form attached to this policy and email/fax it to the Administrator at Ringwood [Ext.203], Fax 01425 481501. The Administrator will report the incident to HSE and also to our insurers.

Record keeping

Statutory accident records: The CFO must ensure that readily accessible accident records, written or electronic, are kept for a minimum of seven years. (see DSS The Accident Book BI 510)

School’s central record: This can be combined with the RIDDOR record and the Accident Book, providing all legislation requirements are met.

The Head of School must ensure that a record is kept of any first aid treatment given by first aiders or appointed persons. This should include:

  • The date, time and place of incident
  • The name (and class) of the injured or ill person
  • Details of their injury/illness and what first aid was given
  • What happened to the person immediately afterwards
  • Name and signature of the first aider or person dealing with the incident.

The Head of School must have in place procedures for ensuring that parents are informed of significant incidents.

Monitoring

Accident records can be used to help the Head of School and Health and Safety Officers identify trends and areas for improvement. They also could help to identify training or other needs and may be useful for insurance or investigative purposes.

The Head of School should establish a regular review and analysis of accident records

___________________________

Administration of Medication Policy

Regular school attendance is vital for every child and the School does all that it can to maintain high attendance figures. Nevertheless, from time to time every child will become ill and may require some time out of school to recover. In general, where a child requires medication (or treatment) they should be kept at home until the course of treatment is complete.

There are, however, a few exceptions:

  • When a child has almost fully recovered and simply needs to complete a course of medication (e.g. antibiotics) for a day or so. In that case the parent or guardian should write and sign a letter authorizing the nurse to give the medicine. This letter can be handed to the nurse herself or left at the reception.
  • Where a child suffers from asthma (or any other occasional ailment) and may need to use an inhaler.

Where equipment such as an inhaler is necessary, we strongly encourage children to take personal responsibility for these items as soon as possible.

For long term and chronic disease (e.g. asthma, epilepsy, allergy, diabetes) a PAI (Individual Medical Care Program) will be put in place between the Head of School, the nurse/first aid team and the concerned family. These PAI are being dealt with outside this policy.

Overall responsibility

The Head of School is responsible for implementing the governing body’s policy on a day-to-day basis.

The First Aider is responsible for the safe and secure handling of medicines and the administration of medication according to the school policy.

The First Aid room

In term time the First Aider is available in the First Aid Room to pupils, staff and visitors during the school day

The School Nurse/First Aider

The School First Aid Team cares for, treats and advises pupils, staff and advises parents.

In the absence of the regular First Aider, provision will be made for appropriate cover, with staff who have the Life support/Appointed person First aid course as approved by the Health and Safety (First Aid) regulation 1981).

Medication brought into school

Medication should only be brought into school when it is absolutely essential and in all cases the First Aider should be informed.

All medication should be administered in the First Aid Room during the school day.

A parent or guardian should provide full written consent and details of a prescribed medicine.

All medicines should be supplied in their original packaging with full instructions included.

The First Aider will administer the appropriate medication and enter the time and the amount given on the Medication Record Sheet or in one off cases within the daily treatment book.

Prescribed medication should only be administered to the patient it was prescribed to. Once the patient no longer requires this treatment, the medication should be disposed of appropriately.

Storage of medicines

All medicines are clearly marked and kept in locked cupboards in the First Aid Room.

There is a drugs fridge for medicines that require cool storage.

The locked cupboards and the fridge are cleaned and the expiry dates on the contents are checked weekly.

Access to medication

Medication is stored in the First Aid Room and is administered by the First Aider.

These medications are kept in locked cupboards and administered at the discretion of the First Aider with prior written consent from the parent or guardian. Consent will be renewed each year giving the parent/guardian chance to update their child’s health status.

No pupil should take or be given any medication without his parent’s/guardian’s consent.

Disposal of medicines

Non-prescribed medication that has expired or no longer of use will be disposed of.

Prescribed medication held at the school is returned to the pupils at the end of each treatment.

At home parents are responsible for disposal of date expired medication.

Spillages of liquid medicines should be cleaned up using soap and hot water ensuring any broken glass is thrown away in the sharps bin.

Administration record

All medication is administered by the First Aider.

The following data is recorded in the treatment book:

  • Date and time given
  • Name of pupil
  • The pupil’s year and class
  • The name and strength of medication
  • The dose and route of administration
  • Confirmation that parents have been informed (where necessary)
  • The signature of the first aider on duty

During school trips all medication administered by the Appointed Medical Person should be documented on the relevant form and returned to the First Aid Room upon return.

Principles for the administration of medicines at the School

In order to act in the best interests of the school and the pupils, the First Aider will:

Know the normal dosage, side effects, precautions and contra-indications of the medicines administered

Know the identity of the pupil who is given the medication

Check the prescription or label on the medicine that is given

Check the expiry date of the medication

Know that the pupil is not allergic to the medication

Make a clear and accurate record of the medication given

In case of high temperature, the First Aider may administer at her discretion ad hoc medicine but in any case not more than once per day. Where a child does receive such ad hoc medicine, parents are immediately notified by the First Aider and are expected to fetch their child as soon as reasonably practical.

This policy was adopted by the Board on 20 February 2015

Reviewed on:

11 - Students' Use of ICT and Electronic Devices Policy

ICT in the curriculum

ICT is a crucial component of every academic subject and is also taught as a subject in its own right. All of the School's classrooms are equipped with projectors and computers as well as Apple TVs with AirPlay. The Lycée has ICT dedicated rooms in the school and students may use these in the presence of a member of the teaching staff for their school work. There is a wi-fi connection available for students everywhere which is monitored in the same way as computer terminals.

All of the Lycée’s students are taught how to research on the internet and to evaluate sources. They are educated into the importance of evaluating the intellectual integrity of different websites and why even seemingly reliable sites need to be treated with caution.

As stated in our Charte de Vie Scolaire, the use of mobile phones, electronic games, iPads (except in class when working or in authorised spaces), MP3 or similar, is not allowed inside the school. Mobile phones must be on vibrate outside the classroom, and turned off when in class. Electronic games are prohibited at School at all times and should not be downloaded on any school-owned device such as iPad, computer etc.

The role of technology in our students' lives

The existing communications revolution gives young people unrivalled opportunities. It also brings risks. It is an important part of the School's role to teach students how to stay safe in this environment and how to avoid making themselves vulnerable to a range of risks, including identity theft, bullying, harassment, grooming, stalking and abuse. They also need to learn how to avoid the risk of exposing themselves to subsequent embarrassment.

Role of our technical staff and CPE

With the explosion in technology, the School recognises that blocking and barring sites is not sufficient. The Lycée teaches all students to understand why they need to behave responsibly if they are to protect themselves. This aspect is a role for the School's CPE and technical staff. The School's IT Administrator has a key role in maintaining a safe technical infrastructure at the School and in keeping abreast with the rapid succession of technical developments. He is responsible for the security of the School's hardware system, its data integrity and for training the School's teaching and administrative staff in the use of ICT. He monitors the use of the internet and will report inappropriate usage to the Head of School in writing when there is serious cause for concern.

Role of our Designated Safeguarding Leaders

The School recognises that internet safety is a child protection and general safeguarding issue.

Our CPE and technical staff have been trained in the safety issues involved in the misuse of the internet and other mobile electronic devices. They work closely with the School’s DSLs who, in turn, work with the Local Safeguarding Children Board (LSCB) and other agencies in promoting a culture of responsible use of technology that is consistent with the ethos of the Lycée. All of the staff with pastoral responsibilities have also received training in e-safety issues. The School’s “Vie Scolaire” programme on e-safety is the CPE's responsibility for secondary students. He/she will ensure that all year groups in the secondary section are educated in the risks and the reasons why they need to behave responsibly online. It is his/her responsibility to handle allegations of misuse of the internet.

In the Primary section, classroom teachers are responsible for their students’ e-safety.

Misuse: statement of policy

The Lycée will not tolerate any illegal material and will always report illegal activity to the police and/or the LSCB. If the School discovers that a child or young person is at risk as a consequence of online activity, it may seek assistance from the Child Exploitation and Online Protection Unit (CEOP). The School will impose a range of sanctions on any student who misuses technology to bully, harass or abuse another student in line with our anti-bullying policy.

Involvement with parents, carers and guardians

The Lycée seeks to work closely with parents, carers and guardians in promoting a culture of e-safety. The School will always contact parents, carers and guardians if it has any concerns about students' behaviour in this area and likewise it hopes that parents and carers will feel able to share any concerns with the School. The School recognises that not all parents, carers and guardians may feel equipped to protect their son or daughter when they use electronic equipment at home. The School, with its Parents Association also arranges panel discussions and presentations for adults related to the expansion of technology in our life and practical steps families can take to minimise the potential dangers to their children without curbing their natural enthusiasm and curiosity. Weekly iPad assistance sessions are held at school by the IT Department to support families.

Charter for the safe use of the internet and electronic devices

E-safety is a whole school responsibility and at the Lycée, students have adopted and signed an iPad user agreement for the safe use of the internet inside the School or when using the School’s facilities. The Lycée expects all students to adhere to the iPad agreement. Copies are given to all students and their parents, and the School may impose sanctions for the misuse, or attempted misuse of the internet, mobile phones and other electronic devices.

Cyberbullying

  • Cyberbullying is a particularly pernicious form of bullying because it can be so pervasive and anonymous. There can be no safe haven for the victim who can be targeted at any time or place. The School's Anti-Bullying Policy describes the preventative measures and the procedures that will be followed when the School discovers cases of bullying.
  • Proper supervision of students plays an important part in creating a safe ICT environment at school but everyone needs to learn how to stay safe outside the School.
  • The Lycée values all of its students equally. It is part of the ethos of the Lycée to promote considerate behaviour and to value diversity.
  • Bullying and harassment in any form should always be reported to a member of staff. The victim should never think it is their fault, nor should they be afraid to come forward, report it and seek support.

Treating other users with respect

  • The School expects students to treat staff and each other online with the same standards of consideration and good manners as they would in the course of face-to-face contact. All students agree under the “iPad User guidelines and agreement” to obey certain rules and obligations; in particular they undertake not to harass or cyberbully others or publish photos without the consent of the person concerned. The School expects a degree of formality in communications between staff and students and would not normally expect them to communicate with each other by text or mobile phones. Everyone has a right to feel secure and to be treated with respect, particularly the vulnerable. Harassment and bullying will not be tolerated. The School's Anti-Bullying Policy is published on the School’s website. The School is strongly committed to promoting equal opportunities for all, regardless of race, gender, gender orientation or physical disability.
  • All students are encouraged to look after each other and to report any concerns about the misuse of technology or a worrying issue to a member of the pastoral staff.

Keeping the school network safe

  • The School adheres to best practice regarding e-teaching and the internet.
  • Certain sites are blocked by the School's filtering system and the School's IT Administrator monitors students' use of the network.
  • The IT Administrator uses Sophos Web Filter and Google Safe Search to block SPAM and certain attachments.
  • Additionally, the School uses the Casper Suite as a mobile device management software which gives extensive and customised control of each device.
  • The School issues all students with their own personal school email address. Access is via personal LOGIN, which is password protected. The School gives guidance on the reasons for always logging off and for keeping all passwords securely.
  • Access to social networks site is not allowed on school networks and is blocked.
  • The School has strong anti-virus protection on its network which is operated by the IT Administrator.
  • Any member of staff or student who wishes to connect a removable device to the School's network is asked to arrange in advance with the IT Administrator to check it for viruses and to ensure compliance with the School's data encryption policy.

Promoting safe use of technology

Students and adults are encouraged to make use of the excellent online resources that are available from sites such as:

E-safety is discussed during assemblies and can be discussed in School councils.

Safe use of personal electronic equipment

  • The School's guidance is that students and staff should always think carefully before they post any information online. Content posted should not be inappropriate or offensive, or likely to cause embarrassment to the individual or others.
  • The School implements the Digital Citizenship Curriculum from Common Sense Media to teach internet safety to all students, as part of the PHSE curriculum.
  • The School offers guidance on the safe use of social networking sites and cyberbullying in Vie scolaire lessons and assemblies.
  • The School's Vie scolaire lessons include guidance on how students can identify the signs of a cyber-stalker and what they should do if they are worried about being harassed or stalked online.
  • The School offers guidance on keeping names, addresses, passwords, mobile phone numbers and other personal details safe. Privacy is essential in the e-world.
  • The School gives guidance on how to keep safe at home by encrypting the home wireless network, not opening unknown attachments and reporting any illegal content.
  • Similarly the School covers how a mobile phone filter can be activated and how to block nuisance callers.
  • The use of a VPN on the iPads is strictly prohibited. The School will conduct random checks and students having the VPN installed will be severely sanctioned.
  • The School maintains ownership of all digital devices and their content. It reserves the right to erase inappropriate contents or non-school related apps from devices loaned to students for academic purposes.

Considerate use of electronic equipment

Mobile phones and other personal electronic devices should be switched off during lesson time. Sanctions may be imposed on students who use their electronic equipment without consideration for others.

There are particular rules relating to electronic devices which allow such devices to be seized and examined for relevant data or files which might offend the law or school rules. Section 550Z of the Education Act 1996 provides for the return of such devices to the pupil but also deals with any offending data or files which may be erased from the device if the staff member believes there are good reasons for doing so.

Policy written in 2015.
Policy reviewed in:
February 2016
August 2016

11 - Appendix - ICT Documents

11 - Appendix - Guidelines for the Use of the Tablets and Internet in Primary

  1. The tablet is an educational tool provided for academic purposes only (e.g. should not be used at school for leisure games, non-school-related social media, entertainment media, etc.).
  1. Tablets settings can’t be changed without teacher’s approval.
  1. Tablets are fragile: they must be kept in their school-issued protective case, handled with great care, and transported in a safe manner. Keep them clean too!
  1. I should not store private information on any iPad (e.g. : pictures, recordings, videos…).
  1. Don’t change the tablet passcode. It’s usually made of 4 digits numbers such as 0000.
  1. I am not allowed to delete any apps.
  1. Tablets must be stored and put on charge at the end of the day.
  1. I can not take the tablet home unless I have a special authorization from my teacher, in that event the teacher must get parents approval first.
  1. To send or share documents with anyone via airdrop, email… I must first ask my teacher for approval.
  1. I am not allowed to use the tablet outside of the classroom unless otherwise advised by my teacher.
  1. When I am walking the tablet must always be turned off.
  1. Online gaming is not allowed. Access to the internet is limited to work and research.
  1. I will not give out any private information such as full name, date of birth, address, phone.
  1. I will not create new accounts of any kind.
  1. I will tell a trusted adult if anything online makes me feel unsafe or unsecure.

Lycée International de Londres Winston Churchill retains the right to collect and/or inspect the tablet at any time and to alter, add or delete installed software or hardware.

If a pupil does not comply with these rules, 3 warnings will be issued :

  • Each time, parents will be informed.
  • After 2 warnings, the tablet will be taken away for a day.
  • After 3 warnings, the tablet will be taken away for a week.

12 – Data Protection Policy for students

General statement of the School’s duties

The School is required to process relevant personal data regarding pupils and their parents and guardians as part of its operation and shall take all reasonable steps to do so in accordance with this policy. Processing may include obtaining, recording, holding, disclosing, destroying or otherwise using data. In this policy any reference to pupils includes current past or prospective pupils.

This policy also applies to information provided via a link provided on our web site by parents, pupils, job applicants or employees to the School alike.

Data Protection Officer

The School has appointed the Chief Financial Officer (CFO) as Data Protection Officer (DPO) who will endeavour to ensure that all personal data is processed in compliance with this policy and the Principles of the Data Protection Act 1998.

The Principles

The School shall so far as is reasonably practicable comply with the Data Protection Principles (“the Principles”) contained in the Data Protection Act to ensure all data is:

  • Fairly and lawfully processed;
  • Processed for a lawful purpose;
  • Adequate, relevant and not excessive;
  • Accurate and up-to-date;
  • Not kept for longer than necessary;
  • Processed in accordance with the data subject’s rights;
  • Secure;
  • Not transferred to other countries without adequate protection.

Personal data

Personal data covers both facts and opinions about an individual. The School may process a wide range of personal data of pupils, their parents or guardians as part of its operations. This personal data may include (but is not limited to); names and addresses, bank details, academic, disciplinary, admissions and attendance records, references, examination scripts and marks.

Processing of personal data

Consent may be required for the processing of personal data unless the processing is necessary for the School to undertake its obligations to pupils, their parents or guardians. Any information, which falls under the definition of personal data, and is not otherwise exempt, will remain confidential and will only be disclosed to third parties with the consent of the appropriate individual or under the terms of this policy.

Sensitive personal data

The School may, from time to time, be required to process sensitive personal data regarding a pupil, their parents or guardians. Sensitive personal data includes information and data relating to racial or ethnic origin, political opinions, religious beliefs or other beliefs of a similar nature, membership of a trade union, physical or mental health or condition, sexual life, commission or alleged commission of any offence or any related proceedings.

Where sensitive personal data is processed by the School, the explicit consent of the appropriate individual will generally be required in writing.

Rights of access

Individuals have a right of access to information held by the School. Any individual wishing to access their personal data should put their request in writing to the DPO. The School will endeavour to respond to any such written requests as soon as is reasonably practicable and, in any event, within 40 days.

The School may charge an administration fee of up to £10.00 for providing this information.

You should be aware that certain data is exempt from the right of access under the Data Protection Act. This may include information which identifies other individuals, information which the School reasonably believes is likely to cause damage or distress, or information which is subject to legal professional privilege. The School is also not required to disclose any pupil examination scripts.

The School will also treat as confidential any reference given by the School for the purpose of the education, training or employment, or prospective education, training or employment of any pupil. The School acknowledges that an individual may have the right to access a reference relating to them received by the School. However such a reference will only be disclosed if such disclosure will not identify the source of the reference or where, notwithstanding this, the referee has given their consent or if disclosure is reasonable in all the circumstances.

Whose rights

The rights under the Data Protection Act are the individual’s to whom the data relates. The School will, however, in most cases rely on parental consent to process data relating to pupils unless, given the nature of the processing in question, and the pupil’s age and understanding, it is unreasonable in all the circumstances to rely on the parent’s consent.

The School will grant the pupil direct access to their personal data if in the School’s reasonable belief the pupil understands the nature of the request. As a general guide, a child age 12 or older is expected to be mature enough to understand the request they are making. A child may however be mature enough at an earlier age, or may lack sufficient maturity until a later age and all requests will be considered on a case by case basis. Pupils agree that the School may disclose their personal data to their parents or guardian.

Where a pupil raises a concern confidentially with a member of staff and expressly withholds their agreement to their personal data being disclosed to their parents or guardian, the School will maintain confidentiality unless it has reasonable grounds to believe that the pupil does not fully understand the consequences of withholding their consent, or where the School believes disclosure will be in the best interests of the pupil or other pupils.

Exemptions

There are situations where access to information may be withheld by the School:

a) The Data Protection Act contains a number of exemptions when information may be withheld, these include:

  • information which might cause serious harm to the physical or mental health of the pupil or another individual;
  • cases where the disclosure would reveal a child is at risk of abuse;
  • information contained in adoption and parental order records;
  • information given to a court in proceedings under the Magistrates’ Courts (Children and Young persons) Rules 1992;
  • copies of examination scripts;
  • providing examination marks before they are officially announced.

b) Unstructured personal information.

The School will generally not be required to provide access to information held mutually and in an unstructured way.

Disclosure of information

The School may receive requests from third parties to disclose personal data it holds about pupils, their parents or guardians. The School confirms that it will not generally disclose information unless the individual has given their consent or one of the specific exemptions under the Data Protection Act applies. However the School does intend to disclose such data as is necessary to third parties for the following purposes:

  • To give a confidential reference relating to a pupil to any educational institution which it is proposed that the pupil may attend.
  • To give information relating to outstanding fees or payment history to any educational institution which it is proposed that the pupil may attend.
  • To publish the results of public examinations or other achievements of pupils of the School.
  • To disclose details of a pupil’s medical condition where it is in the pupil’s interests to do so, for example for medical advice, insurance purposes or to organisers of school trips.
  • To provide information to the relevant French or British Government Departments concerned with education.

The DfE, the local authority or the French Embassy in London may use information about pupils for statistical purposes, to evaluate and develop education policy and to monitor the performance of their respective education service as a whole. The statistics are used in such a way that individual pupils cannot be identified from them.

Where the School receives a disclosure request from a third party it will take reasonable steps to verify the identity of that third party before making any disclosure.

Use of personal information by the School

The School will, from time to time, make use of personal data relating to pupils, their parents or guardians in the following ways. Should you wish to limit or object to any such use please notify the DPO in writing.

  • To make use of photographic images of pupils in School publications and on the School website. However the School will not publish photographs of individual pupils with their names without the express agreement of the appropriate individual.
  • For fundraising, marketing or promotional purposes and to maintain relationships with pupils of the School, including transferring information to any association, society or club set up for the purpose of establishing or maintaining contact with pupils, or for development, fundraising, marketing or promotional purposes.

Accuracy

The School will endeavour to ensure that all personal data held in relation to an individual is accurate. Individuals must notify the DPO of any changes to information held about them. An individual has the right to request that inaccurate information about them is erased or corrected.

Security

The School will take reasonable steps to ensure that members of staff will only have access to personal data relating to pupils, their parents or guardians where it is necessary for them to do so. All staff will be made aware of this policy and their duties under the Data Protection Act. The School will ensure that all personal information is held securely and is not accessible to unauthorised persons.

Enforcement

If an individual believes that the School has not complied with this policy or acted otherwise than in accordance with the Data Protection Act, they should utilise the School’s complaints procedure and should also notify the DPO.

13 - Teaching and Learning Policy

A bilingual and multicultural learning environment

LIL’s fundamental goal is the well being of each and every pupil in our care. We provide a stimulating learning environment that allows pupils to not only make progress academically, but to develop into bilingual and multicultural citizens who are principled, responsible, well rounded and thoughtful.

Bilingualism and multiculturalism are at the heart of our establishment and learning is organised with this in mind. We enable pupils to acquire knowledge and skills in both French and English in all subject areas. This bilingual and multicultural dimension will serve them usefully in their future careers and lives.

LIL promotes a child-centered, hands-on approach to teaching and learning and encourages teachers at all levels and in all subjects to use the latest pedagogical practices and technological devices, thus creating a relevant and modern learning environment.

Because learning is at the core of our values, LIL encourages teachers to pursue continuous training, to look out for innovative methods and best pedagogical practices, and to research, experiment and implement modern lesson plans, capable of expanding the pupils’ curiosity and developing a lifelong joy of learning.

Offering the best of both systems.

LIL aims to take the best qualities of both the English and French educational systems and teaching methodologies to create a unique environment.

We recruit teachers whose profiles demonstrate a strong interest and background in languages and other cultures. Most teachers have a good working knowledge of both French and English even if they are not fluent in their nonteaching language. There is also the possibility for some teachers to benefit from free French or English lessons as part of their professional development plan to allow them to develop their language skills further. Teachers are encouraged to teach using their native teaching styles to allow pupils to benefit from seeing two or more culturally different approaches to learning. Pupils will therefore sometimes be shown two different strategies of how to arrive at the same answer for a particular calculation from their class teachers. This allows pupils to experience more than one solution and to choose the one that seems the most logical and efficient for their way of working and help them discover and define their unique learning style.

Teaching and Learning Learning in a bilingual environment gives pupils greater mental flexibility, allowing them to adapt more quickly to new situations they encounter as they move into adulthood and beyond.

How the curriculum is divided between French and English

In Primary, a progressive introduction to bilingualism is preferred, bringing the part of english taught gradually from 20% in GSM (Year 1) to 40% in CM2 (Year 6). Each year group will meet with one French teacher, who is responsible for the class and coordinates with English specialty teachers (PE, Science and English Language Arts) . The French curriculum provides the framework and breadth of content, as well as the the required set of skills. English teachers teach the transferrable parts of the French language programme, as well as LIL’s supplementary English programme. Science, ICT & Design, Sport and Library are taught by specialist teachers. (Please see below).

It may be decided that each subject is divided into topics, the French class teacher doing some of these and the English class teacher others. It may equally be decided that both class teachers will work on different elements of the same topic at the same time. Freedom of choice is left to departments to make the most of each teacher’s strengths and decide on the most relevant way to divide the content taught between the two languages.

Our aim is to give pupils the best vocabulary base in all subjects in both languages by the end of Primary. Across Key Stages (or ‘Cycles’) therefore, teachers try to plan wherever possible that a particular topic seen in French in one year is seen in English in a subsequent year.

Secondary teaching is organised into one single international track designed to harmoniously follow the Primary bilingual approach. LIL’s primary goal at the end of Secondary School is to bring all pupils, regardless of their background, to the level of oral, written and intellectual fluency necessary to undertake the academically demanding French Baccalaureat “Option Internationale” (OIB), which requires essay writing on World Literature as well as World History, in addition to Sciences, Maths or Economics, PE and Philosophy. LIL also wishes to examine, albeit at a later date, more ways to offer British and international accreditiations.

Each year group in Secondary is divided in three non-streamed classes. Pupils may change rooms for specialty subject. Most of the learning sessions are organised for groups of 30 pupils, but Science, Foreign Languages, Art and ICT are taught in smaller groups. Foreign languages groups are organised according to the skills’ levels of the pupils.Each year, some of the subjects are taught in English only (i-e Economics in Year 11), others in only in French and some are taught in both. All Secondary teachers are specialist teachers.

Although the French curriculum is followed closely at all levels, a supplementary English programme is also in place to address the fact that the majority of pupils at LIL have a very high level of written and spoken English, which extends far beyond the level of a French child in France. English class teachers teach content from all sections of the French language programme (reading, writing, oral, grammar, spelling and vocabulary) that is transferable. For example punctuation, word classification, literary genres and so on, plus a programme based on the English National Curriculum, focusing on key areas that set English apart from French (spelling, phonics and some areas of grammar in particular).

English Language Arts and Literature Learning Throughout LIL

Pupils are exposed to a wide range of key cultural and literary texts, including traditional tales and Shakespeare. Specialist teaching in Primary At LIL, we believe it is important that from a very early age, pupils should benefit from being taught by experts in their respective fields to offer the best quality education possible. At Primary level, this is organised as follows:


In Primary, we also benefit from specialist teachers with background in EAL and FLE (English as an additional language and French as an additional language) to support beginners of English (and in French for pupils entering Year 1). The EAL/FLE teachers concern themselves basic, functional vocabulary and sentence structures for beginners to allow them to integrate as rapidly as possible into day-to-day life. Once this stage is passed, the EAL/FLE teacher works in close collaboration with class teachers to pre-teach vocabulary on topics being seen in class or to follow up on class work with consolidation activities so the content is fully understood. Our aim is to integrate pupils as quickly as possible into being able to cope in the classroom full time.

In Secondary, all pupils must have a minimum level of French to enrol, therefore we do not provide a FLE programme. The English programme is adapted to the levels and needs of the students. Students are tested at the beginning of each academic year and are put into the appropriate leveled/streamed group. If beneficial to individual progress, pupils may move groups during the course of the year.

In Secondary, the weekly classes are organised as follow:


Discovery classes: an innovative way to teach in Lower Secondary:

At the end of each day, pupils in year 7 to 10 are invited to choose a short term hands-on project class to discover new interests and fuel their curiosity beyond the regular curriculum. Teachers are encouraged to offer subjects in their field that they feel passionate about but do not fit in the regular Lower Secondary curriculum, and provide the pupils with a wider horizon of knowledge, introduction to astrophysics, molecular cuisine, blog writing, web design, architecture, what is philosophy, create your own business, create your own apps for iPad, music composition, service learning, etc. Pupils are grouped by interest, not age and will learn to collaborate with different age groups. Projects are short term from 6 to 8 sessions and not mandatory.

There is also a social side effect to such a programme: it breaks the walls of the usual class and age groups, thus fostering a true sense of community.

For pupils with highly demanding personal endeavors such as arts and sport, this is also a time when they study before going to practice or events.

SEND support and challenge

Teachers are asked to provide differentiated tasks and outcomes for all students in all subjects as standard practice. In addition to this, in Primary, pupils with special educational needs benefit from regular small group teaching to support Literacy and Numeracy. Such teaching is usually done during the time when a specialist teacher is taking half of the class. At other moments, the year group is streamed so that ability-grouped learning can take place. All Literacy and Numeracy work is differentiated and teachers always set and mark work based on their knowledge of the individual capabilities of the child. In Secondary, provision is made for learning support in French and in Maths for all year groups. Sessions are conducted in small groups for one hour per week (one hour for Maths and one hour for French). Sessions take place during the school day and are taught by the subject teachers concerned. In Year 10, a programme supporting pupils in History and Geography is also offered. For pupils with a PPRE or PPS in place (the equivalent of an IEP)

For Primary and Secondary, teachers set specific termly targets that are realistic for the pupil’s capabilities, and conduct specific progress meetings to keep parents informed and to give suggestions of how they can support the pupil at home. Following professional diagnosis of a condition, it may be decided that the pupil receives one-to-one support in class (on a part time or full time basis), but this can only be done on the recommendation of the teachers and at the expense of the parents. Gifted and talented pupils are offered differentiated work and also have a PPRE if appropriate to allow them to feel suitably stimulated. In some occasions, a pupil may spend some time in a higher year group (for example, two or three sessions a week during Literacy or Numeracy time) and in very rare circumstances, the teachers may suggest a pupil move up to the next year group ahead of their peers. Teachers take guidance from specialists before making the decision to ensure that the child is emotionally as well as academically ready for such a move.

Learning specialist Help

LIL ‘s pupils will further benefit of the support of a full time Learning specialist and Social emotional counselor, who will determine the particular needs and work with teachers to draw up a supportive learning plan, provide individual help and guidance, and communicate with families as needed. This person is also in charge of the Social emotional Curriculum of the school, which includes regular sessions for pupils as well as for families and teachers.

Creating an effective and safe learning and teaching environment

We have high expectations of our pupils and teachers to ensure a dynamic, productive and serene classroom atmosphere. Positive social behaviour and collaboration, as well as friendly and fruitful competition are paramount to keep pupils encouraged and motivated to learn and to work hard. Pupils are taught to be courteous to all and to respect the thoughts, opinions, customs, and beliefs of others. LIL is a non-religious school where everyone should feel welcome and appreciated. we place a high level of importance on ethics and moral principles. We encourage our pupils to think creatively, to become confident in their own beliefs, and to be inquisitive and ask challenging questions about the world around them.

In its recruitment process, LIL strives to employ highly motivated teachers, with the deep academic and pedgogical knowledge to organise exciting and challenging programmes of study in the classroom as well as on field trips and with visitors. Staff and pupils devise and participate in cross-year group and cross-school projects to build our community of learners.

Homework

Because study after study show that homework has little positive effect on pupil’s individual progress, LIL ask teachers to it is at minimum, such as reading and researching. We respect family time and do not expect families to get involved in class work at home. We also respect that pupils may start challenging endeavors such as sports and arts after school which require high levels of commitment with strenuous training, rehearsal etc. LIL is actually proud to help such pupils fulfill their personal goals and work with them and their families to create a balnce in their life..

In Secondary, homework might increase a bit as more research and longer reading assignments might be needed.

Use of ICT in Learning

LIL recognises that ICT devices are an invaluable tool for teaching and learning in the 21st Century. Therefore LIL strongly encourages all members of its teaching staff to make the best, most relevant and effective use of ICT in lessons. Each classroom is fitted with a video projector; each teacher is provided with a tablet device loaner.

Pupils in Primary have access to the use of tablet devices under teacher supervision. there are three mobile racks of tablet devices that can be used during class time.

In Secondary, pupils are provided with a tablet device loaner for academic use (See ICT use Policy including iPad guidelines for all users) to research projects, create and develop presentations, and collaborate.

Policy written: January 2015

Policy review date: January 2016

14 - Attendance and absence Policy

Introduction

Monitoring absences of pupils is one of the ways the school fulfills its duty of safeguarding children.Parents have the primary responsibility for ensuring that children of compulsory school age (i.e. 5 to 16 year olds) receive a suitable education, either by regular attendance at school or otherwise. It is the responsibility of local councils’ education departments to ensure that parents meet these responsibilities.

The Head of School is required to report truancy to Brent Council Education Welfare Service. If a pupil fails to attend regularly or has been absent for a continuous period of two school days and the absence is treated as unauthorised, the Head of School will contact the parents to draw their attention to the fact that their child has been missing school without a reason. Such absence will be "unauthorised" absence from school and it is unauthorised absence from school which carries with it the risk of prosecution.

Monitoring absences of pupils is one of the ways the school fulfills its duty of safeguarding children.

1. Pupil registration

The Head of School is required to maintain two registers: an admission register (also known as the School roll and which contains a list of all the pupils registered at the School); and an attendance register The Head of School is required to ensure that an attendance register for all pupils on the School roll is taken twice a day; once at the start of the morning session and once during the afternoon session. For each pupil, the register must be marked either as present, engaged in an approved educational activity away from the School site or absent. If the pupil is absent, the register must say whether or not the absence has been authorised by the School. For the primary section, the class teachers keep an electronic attendance register for their class. For the secondary section, the Head of School is assisted by the Head of Secondary School , the Primary School Coordinator and the CPE (Conseiller Principal d’Education) who records attendance. Both the classroom teachers and the CPE report directly to the Head of Secondary or the Primary Coordinator.

All absences, regardless of the cause or explanation, will be noted in the attendance register and their number will be noted in the pupil’s file as well as on report cards.

2. Responsibilities of parents

If your child is 5 years old or more, it is your responsibility to ensure that he or she attends school regularly. If a child does not attend regularly, the School will work closely with parents to resolve the problem. Under English law (Education (Penalty Notices) (England) Regulations 2004 (SI 2004/181), parents found guilty of school attendance offences could be subject to a fixed penalty decided by Brent Council.

3. Authorised and unauthorised absences

3.1 An authorised absence is one for which the School has accepted as satisfactory an advance notice from family or an explanation offered afterwards . Examples of authorised absences are: sickness, medical or dental appointments, the taking part in a day of religious observance, family bereavement or other exceptional family event, participation in exceptional athletic or artistic event. In case of absence, the family must notify the School in writing as soon as possible (for this purpose you may email the reason for your child’s absence: for primary primary@lyceeinternational.london and secondary viesco@lyceeinternational.london. In order to keep the most accurate track of pupils’ attendance, the school may decide to design and implement an new online communication process for these communications, that will be fully communicated and explained to families.

3.2 It is the responsibility of parents to provide an explanation for any absence of their pupil. However, it is the responsibility of the School to ensure that pupils attend classes regularly and can progress and develop physically, intellectually and emotionally. Excessive absences may be questioned by the Head of School (or representative), as well as unexplained or unjustified absences.

4. School Policy

It is the duty of the School to monitor and control school attendance. If a pupil is absent without notice from the family, the School staff will contact the family immediately. The CPE will contact the parents of a child whose records show unauthorised or excessive absences to resolve the problem. This Policy is subject to regular review.

5. Holidays

The School does not permit that families take their children out of school on term days to go on holidays. In the exceptional occasion of the pupil leaving for a family event during term or directly before of after official breaks, the family must request permission in writing from the Head well in advance School holidays are designed to provide regular and healthy breaks for pupils every 6-7 weeks and ensure a balanced life. Families are then responsible for their child keeping up with the class progression and turning in any required classwork . In such a case, communication with teachers is paramount and the sole responsibility of the family.

6. Recording Absence Figures

Each year, the School is required to submit to the DfE details of its level of absence. It is also required to state how many half days were missed due to explained or unexplained absences.

This policy is reviewed regularly.

General:

This document has been drawn up under Part III (17) of The Education (Independent School Standards) (England) Regulations 2010 ( as amended by the Independent School Standards Regulations 2012 and the Independent School Standards Regulations 2014) to clarify the policy of the School to inform parents, guardians and pupils of what that policy is. It is not intended to extend or alter the contractual or other legal rights that exist between the School and parents, guardians or pupils. The contents of this document are statements of intent made in good faith, but are not intended to be legally enforceable.

Created in January 2015

Next review January 2016


15 - PSHE Social Emotional Curriculum Policy

Aims of the School

At LIL, we aim to achieve not only high academic standards, but also to create an atmosphere of mutual trust, tolerance and friendship among all staff and students in which everyone feels safe and supported.

It is our aim for students to develop into principled, responsible, healthy, self-confident and aware individuals. We encourage a positive, caring attitude towards other people and a genuine appreciation of the diversity and richness of other cultures.

We aim to instil high standards of personal and collective behaviour, and students should understand the necessity of rules and the need to abide by these for the good of everyone. School and classroom rules should reflect, reiterate, promote and recognize acceptable behaviour and provide opportunities to celebrate students’ work and achievements. We aim to transmit a philosophy in which each individual makes the most of their and others’ human potential for the wider good of the world around us. All adults will model and promote expected behaviour, treating all people as valuable individuals and showing respect for students and their families.

Students are encouraged to value themselves and others and to understand how their actions and behaviour can affect others. We encourage students to be self-motivated and pro-active, to contribute actively in our democracy, to contribute to our community (both that of the School and beyond) and to help safeguard our environment.

What is SEC ( Social and Emotional Curriculum)?

SEC is the teaching of personal, social, health and citizenship education. The subject fosters personal development, health and well-being of the individual child, to help him/her to create and maintain supportive relationships and to become an active and responsible citizen in the wider society.

Through SEC we aim to:

  • provide a curriculum that is balanced and broadly based;
  • promote opportunities for all students to enjoy learning and to achieve high standards and develop self-confidence and self-esteem;
  • encourage students to persevere with difficult tasks;
  • provide a safe environment and encourage respect for property and our surroundings;
  • promote students’ spiritual, moral, social and cultural development;
  • prepare all students for the opportunities, responsibilities and experiences of life;
  • enable students to develop positive relationships with other members of the school and wider community;
  • engage students in charity work;
  • enable students to express preferences, communicate needs and make informed choices;
  • prepare students for adult life in which they have the greatest possible degree of autonomy;
  • increase students’ awareness and understanding of their environment and of the world;
  • encourage students to explore, to question and to challenge, to gain knowledge and understanding to play an effective role in public life;
  • enable students to learn about British culture and key historic moments in addition to the French core curriculum;
  • encourage students to participate in school life through formal meetings including student council meetings, class meetings, whole school meetings, and health education and citizenship councils;
  • actively promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs;
  • enable students to distinguish right from wrong and to respect the civil and criminal law of England;
  • encourage students to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely;
  • enable students to acquire a broad general knowledge of and respect for public institutions and services in England;
  • promote further tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation of and respect for their own and other cultures;
  • encourage respect for other people, playing particular regard to the protected characteristics set out in the 2010 Equality Act; and encourage respect for democracy and support for participation in the democratic process, including respect for the basis on which the law is made and applied in England.

Teaching and Learning SEC

In addition to a counselling service with a student-centred approach, social and emotional education is delivered to all school students. These classes vary per grade and are designed to address the student’s particular stage of physical and emotional development at each level.

We are a registered member of the PSHE association which provides resources for all key stages and cycles: https://www.pshe-association.org.uk

Our SEC is based on two key approaches:

1. ‘Le SOCLE COMMUN de Connaissances et de Compétences’ (2005)* is the programme of Knowledge and Skills established by the French Government, which sets out what all students must know and master by the end of their obligatory schooling.

2. Les Programmes de l’Education Nationale, the French equivalent of the National Curriculum.

1. The Socle Commun programme over-arches the French National Curriculum.

Palier 1: (evaluated end of Year 3) Social and Civic Skills

  • Knowing the principles and basis of social and civic life
  • Having responsible behaviour

Palier 2: (evaluated end of Year 6) Social and Civic Skills

  • Knowing the principles and the basis of social life and civility
  • Being a responsible student
  • Autonomy and Initiative
  • Relying on good work habits to be autonomous
  • Showing initiative
  • Managing one’s body and practising an athletic or artistic activity

Palier 3: (evaluated end of Year 10) Humanist Culture

  • Having knowledge and references
  • Situating civilizations in time and space
  • Showing sensitivity, using critical thinking and having curiosity Social and civic skills
  • Knowing the principles and the basis of social life and civility
  • Being a responsible student
  • Autonomy and Initiative
  • Playing an active part in one’s professional development
  • Being able to engage intellectual and physical resources in various situations

2. Les Programmes de l’Education Nationale are the equivalent of the National Curriculum and are divided into ‘Cycles’ or key stages:

Cycle 1 encompasses Petite Section Maternelle to Grande Section Maternelle (At LIL, however, classes begin in GSM and this is considered Cycle 2)

Cycle 2 for the purposes of LIL encompasses GSM to CE1 (Yrs 1– 3)

Cycle 3 encompasses CE2 to CM2 (Yrs 4 – 6) *

Collège (Yrs 7– 10)

Lycée (Yrs 11-13)

Programmes for each ‘Cycle’ include a section entitled ‘Instruction Civique et Morale’ (the French equivalent of SEC) which informs the design of our own Social and Emotional Curriculum.

A brief summary of content for each Cycle in these programmes is as follows:

Cycle 2

  • Becoming conscious of the notion of rights and duties
  • Children’s rights
  • Politeness
  • Respect of others
  • Collaborative working
  • Personal hygiene
  • Eating a balanced diet
  • Keeping safe and what to do in an emergency
  • Internet safety (to always use the internet in the presence of an adult)
  • Road safety
  • Symbols of the French Republic: flag, meaning of the colours

Cycle 3

  • Politeness and respect of others
  • Collective life: personal liberty contrasted with living in a society
  • Children’s rights
  • Safety
  • First aid
  • Road safety and street smarts
  • Using the Internet safely
  • Responsibility for one’s actions
  • Respect of shared values
  • Rights and duties
  • Identifying and understanding the importance of fundamental texts and symbols of the French Republic and the European Union
  • Rejecting discrimination
  • Representative democracy
  • The legal system
  • National solidarity
  • Understanding how the French nation was formed
  • Cultural diversity in a political context and the construction of the E.U.
  • Francophone communities: language and culture

Secondary Main themes covered in SEC are:

  • The aims and organisation of our school
  • Education: a right, a liberty, a necessity
  • Rights of minors
  • Organisation of the local authority (“la commune”) and democratic decision-making
  • Citizenship and local figures
  • Equality: a republican principal
  • Discrimination
  • Collective and individual responsibility to reduce inequalities
  • Collective and individual rights
  • Justice is the guarantor of law abidance
  • Safety: a public power organised by the state to ensure collective rules are respected and to fight against breaches of these
  • The values, principles and symbols of the Republic
  • Nationality, French citizenship and European citizenship
  • Public opinion and the Media

*Revision for policy change September 2016 envisaged: the new socle commun for 2016 : Décret n° 2015-372 du 31 mars 2015 relatif au socle commun de connaissances, de compétences et de culture.

Following is a list of pertinent issues relating to students in Primary school:

GS: Feelings and emotions; Healthy lifestyles; Keeping safe; Rights and responsibilities

CP: Feelings and emotions; Healthy Relationships; Healthy Lifestyles; Rights and responsibilities; Money Matters

CE1: Healthy relationships; Growing and changing; Rights and responsibilities; Taking care of the environment

CE2: Healthy relationships; Growing and changing; Rights and responsibilities; Keeping safe; Money matters

CM1: Feelings and emotions; Healthy relationships; Growing and changing; Taking care of the environment; Money matters

CM2: Healthy relationships; Growing and changing; Keeping safe; Taking care of the environment

Following is a list of pertinent issues relating to students in Secondary school:

6ème / Year 7 : Personal identity and learning styles; Risks: tobacco and alcohol/ online safety; Healthy lifestyles; Economic understanding; Assertiveness

5ème / Year 8 : Relationships: roles and identities; Diversity; Risks: cannabis / online safety; Enterprise skills

4ème / Year 9 : Prejudice; Sexual identity; Risks: eating disorders/ online safety;

Self esteem and assertiveness

3ème to Lycée / Year 10 to 13 (Upper Secondary): Multiple intelligences and ways of learning; Coping with stress; Risks: Emotional and mental health/ online safety; Personal finance; Developing personal identity for career progression; Healthy and unhealthy relationships/on-line safety, Healthy lifestyles: taking responsibility.

We offer a parenting discussion group which takes place once a month. This group is open to all school parents and carers. Each month the Learning Support Department will give a presentation on a specific educational issue or research development followed by a discussion. Responses to the outcome of these meetings are used to inform and refine the content of the curriculum.

https://docs.google.com/a/lyceeinternational.londo...

The Learning Support Department may also invite presenters for students, teachers, parents and carers on particular issues that may come up in the life of the school or relevant to age groups such as personal safety and security, Health care providers etc.

Specfic SEC lessons delivered by Students Support Counselor

Our Learning specialist and Social and Emotional Counsellor provides individual and group guidance for the school students on academic and emotional issues.

In Primary we have a Nurture group which operates on a weekly basis

https://docs.google.com/a/lyceeinternational.londo...

In Secondary we have an “Art and Identity” discovery class which operates on a weekly basis and incorporates aspects of self and identity with relaxation techniques and mindfulness

https://docs.google.com/a/lyceeinternational.londo...

Parent and carer sessions and feedback also inform and enhance the social and emotional curriculum as an important link to pertinent issues within the school community, eg conferences on dyslexia, positive discipline.

How SEC is delivered at LIL

SEC is delivered in a cross-curricular way or through discrete lessons, assemblies or workshops to deliver a unit of work. Students’ learning in SEC is fundamentally improved by a positive ethos in the school. All activities in the school contribute to the ethos through initiatives such as the School Council, assemblies and extracurricular activities. Effective teaching of SEC involves a range of teaching strategies, including group work, debate, role-play, visits and the use of visitors and outside agencies. SEC provides opportunities for links with literacy, for example students listen to and read stories that enable them to consider other people’s lives and experiences. They research issues through a range of non-fiction texts and other written sources and use writing and debating skills to express their views.

The SEC programme should be delivered through a wide range of opportunities:

  • Communication activity
  • Information technology
  • Consideration of moral and social dilemmas to debate
  • Participation in decision making processes, including involvement in the School Council
  • Understanding local, national and international organisations
  • Understanding environmental issues

Lycée International de Londres on British Soil

Although the School must implement the French curriculum, the School also incorporates work on British values, culture and democracy by organising educational trips, welcoming visitors to the school, and by teaching key elements of British History and British political institutions. Teachers organise a range of educational trips throughout the year to museums, galleries and key buildings in London. We actively re-inforce the core British values of democracy, rule of law, individual liberty, mutual respect and tolerance of those of different faiths and beliefs.

The school welcomes official British visitors to come and talk to the students (Mayor of Brent, Camden, Police officers, members of Brent Council) and also visits local public services. For further details, please see the list of LIL day trips, residential trips and visitors’ list. The School subscribes to First News to allow students to cultivate an interest in what is happening in the UK and abroad. Events such as Remembrance Day are commemorated in a bi-cultural way with children making poppies and ‘bleuets’ (cornflowers) for a whole-school memorial display. The Secondary Curriculum implemented at LIL includes topics regarding British history and culture in addition to the French National Curriculum such as:

  • Remembrance day
  • Suffragettes and votes for women
  • NHS creation
  • The Magna Carta Heritage
  • British Institutions
  • British elections
  • Houses of Parliament
  • Symbols, flags and national anthems.

Equal Opportunities

The School’s policy on equal opportunities and racial equality applies to all aspects of the life of children and adults at LIL. As often as possible, teaching materials and activities should reflect and celebrate the cultural, social, lifestyle, and ethnic diversity of society. Students are taught to reject stereotyping in terms of ethnicity, race , gender, and life preferences in general, and to respect each other’s religious and cultural background. For more details on this, please see our Equal Opportunities Policy. We have planned diversity training for staff, parents and carers in 2016.

Healthy habits

The health, happiness and wellbeing of our students are LIL’s primary concerns. The site offers a safe and secure environment for students to learn and interact. In the dining room, students are served a variety of food to educate their taste and encouraged to eat a balanced meal to help their concentration and to keep energy levels high. Lunch in the canteen is part of the social education of the school, which encourages good practice such as hygiene, manners and behaviour. Parents and carers are informed promptly should there be any concerns about a student’s eating habits. Students are given regular opportunities to drink water throughout the school day. In the playground, supervisors and teachers are aware of safety issues, but also look out for students who seem lonely and devise strategies to integrate them into games.

The school nurse looks after students who feel unwell and treats injuries, keeping families informed should there be any concerns. Class teachers are watchful for any changes in students’ behaviour and attitude. He/she will talk to the student about why they seem sad or worried and if he/she feels it necessary, will inform the parents and carers.

Extra-curricular learning

We offer a wide variety of after school clubs in the arts, sport and languages. We also offer a homework club and “garderie” after school.

Monitoring and Evaluation of SEC

Provision for PSHC is monitored and reviewed on a regular basis. This is achieved by:

  • Monitoring of teaching and learning by Senior Management.
  • Regular reviews at a year group and Cycle level of programmes taught.


Policy written in 2015.
Policy reviewed in:
February 2016
June 2016


16 - Disability Inclusion, Special Educational Needs and Learning Support Policy

Definition of Special Educational Needs and Disability

Children have special educational needs if they have a learning difficulty or disability (as defined by the Disability Discriminations Act 2005 and ERC 2010 Act) that calls for special education provision to be made for them.

The Equality and Human Rights Commission (ERC) guidance (reference F), produced after the 2010 Act came into operation, states that: "A person is a disabled person (someone who has the protected characteristic of disability) if they have a physical and/or mental impairment which has what the law calls 'a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities'.

In relation to physical impairment:

  • Conditions that affect the body such as arthritis, hearing or sight impairment (unless this is correctable by glasses or contact lenses), diabetes, asthma, epilepsy, conditions such as HIV infection, cancer and multiple sclerosis, as well as loss of limbs or the use of limbs are covered.
  • HIV infection, cancer and multiple sclerosis are covered from the point of diagnosis.
  • Severe disfigurement (such as scarring) is covered even if it has no physical impact on the person with the disfigurement, provided the long-term requirement is met.
  • People who are registered as blind or partially sighted, or who are certified as being blind or partially sighted by a consultant ophthalmologist, are automatically treated as disabled under the Act.

Definition of Learning Difficulty

The Department for Education website (www.education.gov.uk) offers DCSF guidance 'Special Educational Needs (SEN) - A Guide for Parents and Carers' (2015) which defines a learning difficulty as follows: "Children with special educational needs all have learning difficulties or disabilities that make it harder for them to learn than most students of the same age. These students may need extra or different help from that given to other students of the same age.”

Children with special educational needs may need extra help because of a range of needs, such as in thinking and understanding, physical or sensory difficulties, emotional and behavioural difficulties, or difficulties with speech and language or how they relate to and behave with other people.

Selection

The Equality Act permits academic schools lawfully to select on grounds of academic ability, provided that their entrance procedures are not discriminatory. The School recognises that they are however, duty bound to make reasonable adjustments in order to avoid placing disabled candidates at a substantial disadvantage.

Content

The regulations make clear that schools need to:

  • Increase access for disabled people to the school curriculum and to extra-curricular activities.
  • Improve access to the physical environment of schools.
  • Improve the delivery of written information to disabled students.
  • Make reasonable adjustments to avoid substantial disadvantage to disabled students or students with special educational needs. For example, risk assessments on school trips should include consideration of reasonable adjustments that might permit disabled students to participate.
  • Ensure that all students understand that unlawful discrimination, victimisation and harassment of SEND students is prohibited.

How we define Learning Difficulties

A student is defined as having a learning difficulty if he or she has significantly greater difficulty than the majority of students of the same age or if she or he has a disability preventing or hindering them from making use of educational facilities of a kind generally provided for students of the same age.

Areas of need include:

  • Cognitive and learning needs, including specific learning difficulties such as dyspraxia and dyslexia;
  • Social, emotional and development;
  • Communication and interaction needs, including disorders on the autistic spectrum;
  • Sensorial or physical needs, including sight or hearing impairments;
  • Gifted and talented student needs.


Children must not be regarded as having a learning difficulty solely because the language(s) of their home is different to the language(s) in which they will be taught.

Background and admissions

The School is an independent school that teaches the curriculum set by the French Ministry of Education ("Ministère de l'Education Nationale ").

While not an academically selective school, all students who wish to attend must have a good knowledge of French language and, depending on which year group a student is entering, this will sometimes include a good knowledge of written French. An aptitude test in the French language may be requested for students wishing to enter classes from CP upwards and a place may be offered conditional on passing this. (This requirement applies equally to all applicants including those admitted in priority*.) A similar test in the English language is not required, although incoming students will be assessed to establish whether or not they will require booster lessons for the initial months of their schooling at The School.

An appointment with the Head of School or representative is required in the case of a student with special needs (or long term illness) to assess whether or not the school would be able to support the student adequately. Copies of any existing documentation (reports from SEN experts: educational psychologists, speech therapists, occupational therapists and special needs statements) should be made available to the Head of School or representative ahead of this meeting.

If the student is accepted into the School with a known learning or physical disability, the School will make reasonable adjustments to meet his/her needs. If the student is accepted into the School and their needs become identified at a later stage, the School will assess how best to meet those needs in consultation with parents, carers, teachers and any appropriate external agencies. Regular reviews will be conducted to assess whether or not the school can continue to meet the student’s needs adequately or if specialist provision would be necessary. Failure to disclose information regarding SEN or LDD issues; either at the time of application or after, may result in the School being unable to offer an adequate level of support.

* Please refer to the Admissions Policy for more details

Aim of the School’s Policy

The school aims to enable students with special educational needs (SEN) or learning difficulties and/ or differences (LDD) to achieve their full potential by:

  • upholding our commitment to being an inclusive school;
  • working with the students concerned to enhance their learning skills and abilities;
  • working with their teachers to ensure appropriate programmes of study are put in place for each student;
  • working with external agencies, where necessary, to allow the best possible progress for each individual, eg speech-therapists, orthophonists, psychologists etc.

Objectives of SEN and LDD Provision:

  • to provide appropriate resources in class, timetabled opportunities for small group work and dialogue with parents/ carers to advise on ways to further support students with SEN and LDD;
  • to provide appropriate resources in class, timetabled opportunities for small group work and dialogue with parents and carers to advise on ways to further support students who do not have a formal diagnosis, but for whom it has been identified that certain areas of the curriculum pose difficulty;
  • to ensure all teaching staff, parents, carers and external agencies involved with the student are committed to adopting a positive approach to their learning and development and that effective, regular communication exists between them.

Special facilities that assist access to the School

The School has been modified to comply with Part M of the British Standard Building Regulations for accessibility. All learning and communal areas of the building are accessible for wheelchair users. Plants rooms, service areas and hubs for Health and Safety reasons are restricted to key maintenance and site personnel only.

There is a disabled toilet on each floor and a fire refuge point for those less able-bodied at the ends of each floor on the first and second floors of the building. As yet, hearing loops are not fitted in classrooms or reception areas.

Children with diabetes, asthma or migraines keep their medication in the clinic and have access to this whenever they need. Students collect their inhalers to go to sport and return it to the clinic afterwards. If parents and carers wish, there may be one inhaler kept in the clinic and another kept with the student.

Identification of pupils with SEN/LDD

The School uses the following ways to identify students with SEN/LDD or for those for whom learning support would be valuable:

  • Through information and reports supplied by parents and carers, a previous school or by an external agency;
  • Through concerns raised by class teachers about a student’s progress;
  • Through in-house assessments with the help of our Learning Specialist.

Personnel

In line with other schools in the AEFE network, the School does not have a Special Educational Needs coordinator, but rather a Learning Specialist.

The Learning Specialist is in charge of communication between teachers and students, as well as parents and carers in order to assess and serve the specific needs of the student in and out of the classroom. His/her job is to coordinate between inside and outside resources, to provide guidance and support on a regular but occasional basis, and to monitor and follow up on assessment and changes as needed. The School’s Learning Specialist does not provide long term treatment of students, which must be conducted outside of school under the parents and carers’ responsibility. The School believes that modern technologies such as tablets and computers can be of great help to enhance differentiation in the classroom. Therefore the school provides individual tablets to all Secondary School students and gives access to collective ones in Primary school.

As part of the Professional Development Plan, teachers are required to attend sessions on teaching and learning, of which some may be related to special needs and disabilities.

There are no classroom assistants beyond GSM level classes (Reception). Class teachers work together closely with the Head of School or representative and outside agencies to ensure they are offering SEN and or LDD students the best possible learning opportunities. It is important that all staff are aware of their responsibility to refer concerns to the Head of School or representative as quickly as possible so that measures can be put in place without delay.

For students with beginner level or just above beginner level English, there is a designated EAL (English as an Additional Language) teacher who offers booster classes and who also teaches FLE (Français langue Etrangère / French as a foreign language) for students with pronounced communication difficulties in French.

Occasionally it is deemed necessary by the class teachers and Head of School or representative for a student to receive one-to-one support in class and an assistant is recruited on a part-time or full-time basis with the parent or carers’ consent and at the parent/ carers’ expense. This is reviewed at regular intervals to meet the changing needs of the student as they grow and develop.

Special Needs Register

The Special Needs Register records the current status of all those students in the School who have either a PPRE (Programme Personalise de Reussite Educative), or any specific accommodation plan, eg PAI, Projet d'Accueil Individualisé); PAP (plan d'Accompagnement Personnalisé); IEP (Individual Education plan), EHCP (Education and Health Care plan), HCP (Health Care plan). The register is reviewed each term and includes the nature of the student’s difficulty and also the current plan in place for the student that has been drawn up, agreed and signed by the class teachers, Learning Specialist, Head of School or representative and in the case of a PPRE, also by the parents/ carers and external professionals involved. Plans are then archived for the duration of the student’s career at The School. Copies of the plans for each academic year are passed from one class teacher to the next at the start of each academic year so the new teacher has access to support given the previous year.

Support for students

Students receive support for their learning at The School as follows:

Step 1: Concern raised

Concerns may be raised by any member of staff at any stage of the student’s time in the School. This would usually be an informal discussion between the staff member and the student’s class teachers, or between the class teachers and the Head of School or representative. The class teachers would usually arrange a meeting with the student’s family to discuss these concerns.

Step 2: Observation and assessment

If appropriate, class teachers will request that parents/carers take the student for a formal assessment with an external specialist. This will be arranged between the parents/ carers and the specialist and will be carried out at the parents/ carers’ expense. If necessary, this may take place during school hours.

Step 3: Preparation of Individual Education Plan

Class teachers in collaboration with the Learning Specialist will continue to observe the student’s progress carefully and will draw up, depending on the nature and on the severity of the difficulty, either a PPRE or any specific accommodation plan. Recommendations and findings from formal assessments will be incorporated into the plan. At this stage, the student will be entered into the Learning Support Register. The plan will be reviewed two or three times during the year. Wherever possible, the student will also take part in the review process and will be involved in setting the targets.

The plan will include:

  • Short term targets set for the student
  • Teaching strategies to be used
  • Provision to be put in place
  • When the plan is to be reviewed
  • Outcomes and new targets to be set at the time of review

Step 4: Student in Learning Support

All key Literacy and Numeracy work in class is differentiated to allow students to progress at their own pace. In addition to this, there are opportunities for students to benefit from small ability group sessions. Class teachers are responsible for organising this in their respective year groups to best provide for their specific needs. Examples include:

  • A year group may split into ability groups and half the year group go the French class teacher and the other half with the English class teacher, offering the possibility of teaching groups of between 12 and 15 students, all of whom are working at a similar level in Literacy or Numeracy.
  • While half a class works with a specialist teacher (such as Science, Technology, Music or Library), the class teacher may take care of the other half. Groups are streamed so that teaching can be more targeted to each group’s needs.

Step 5: Learning Support considered external to school

Based on the findings of the report conducted by external specialists (speech therapist, educational psychologist, occupational therapist etc) it may be deemed helpful for the student to attend one-to-one sessions on a twice-weekly/ weekly/ regular basis for a period of time. Where possible, this should be done outside of school hours, although sometimes it will be decided (as a result of limited hours of availability on the specialist’s part or due to student’s level of tiredness) that the student can be removed from school during teaching hours. If so, discussion between class teachers, the specialist and the parents and carers should aim to ensure that the disruption of the student’s learning is kept to a minimum. Sessions with external specialists are done at the parents/ carers’ expense.

The School is unfortunately not able to give recommendations of specialists. We would recommend referring to websites such as Ici Londres for lists of French health care specialists working in London.

Step 6: Conclusion of programme of support

Progress will be reviewed at regular intervals. Where a programme of support is concluded, the student will continue to be recorded on the Learning Support Register and, where appropriate, their PPREs reviewed on a regular basis. Should concerns be raised at a future time during the student’s school career, it will be possible to reassess their case.

Support for Teachers

All teachers are supported in their teaching of students with SEN and LDD in the following ways:

  • Staff INSET and specific training sessions
  • Sharing of information at class pedagogical meetings with Learning Specialist, other teachers and other adults involved in a student’s learning
  • Advice through meetings set up with external specialists

Pupils with EAL / FLE needs

Students attending The School are expected to have a good level of French and for Cycle 3 classes and above, a good level of written French as part of the admissions criteria. From CP upwards, for student coming from non-French schools, the level of French will be tested.

Incoming students will be assessed on their level of written and spoken English. Beginner level and false beginner level students in English will benefit from small group lessons with an EAL/FLE specialist teacher. Lessons are between 30 minutes to an hour and, depending on the age and level of the students, for one to four times a week.

The aim is to integrate students into being in class full time as quickly as possible, therefore as the student progresses, hours with the EAL/FLE teacher are gradually reduced until they are no longer deemed necessary. This decision is taken between the class teachers, EAL/FLE specialist teacher and the Head of School or representative and then parents/ carers are informed.

In rare cases, students entering the School in Grand Section Maternelle with difficulties communicating in English could benefit from small group lessons with the EAL teacher. Support in French, if necessary, is done in the classroom through differentiation.

Communication with parents and carers

The School works closely with parents and carers to ensure they are kept informed regularly of their student’s progress. This happens through the bi-annual reports and the bi-annual parent-teacher meetings. In addition to these, class teachers will arrange to meet parents and carers of SEN/LDD students once a term to provide feedback on the student’s progress and offer ideas for ways to further support the student at home. Should class teachers have any specific concerns at any time during the year, they will contact the parents/ carers for an additional meeting.

The partnership works best when it is a two-way process; hence parent and carers are strongly encouraged to contact the class teachers without delay should they have any specific concerns or to pass on reports or feedback from external specialists who are not in direct contact with the School.

* This document has been drawn up under the Equality Act 2010 and the Disability Discriminations Act 2005 and ERC 2010 Act to clarify the policy of the School to inform parents, carers and students of what that policy is. It is not intended to extend or alter the contractual or other legal rights that exist between the School and parents/ carers, or students. The contents of this document are statements of intent made in good faith, but are not intended to be legally enforceable.

Policy written in 2015.
Policy reviewed in:
March 2016
August 2016


17 - Gifts, Benefits, Inducements and Anti-Bribery Policy

Introduction

It is the School’s policy to conduct all of its business in an honest and ethical manner. We take a zero-tolerance approach to bribery and corruption and are committed to acting professionally, fairly and with integrity in all our business dealings and relationships wherever we operate and implementing and enforcing effective systems to counter bribery. The School will comply with the Bribery Act 2010 in respect of its conduct both at home and abroad.

The purpose of this policy is to:

a) set out the responsibilities of the School and of those working for us, in observing and upholding our position on bribery and corruption;

b) provide information and guidance to those working for us on how to recognise and deal with bribery and corruption issues.

Bribery and corruption are punishable for individuals by up to ten years' imprisonment and if we are found to have taken part in corruption the School could face an unlimited fine and damage to its reputation. We therefore take our legal responsibilities very seriously.

In this policy, 'third party' means any individual or organisation that workers come into contact with during the course of their work for the School and includes actual and prospective pupils and parents, suppliers, business contacts, agents, advisers, and government and public bodies.

Who is covered by the Policy?

This policy applies to all individuals working for the School at all levels (whether permanent, fixed-term or temporary), and includes governors, volunteers, agents or any other person associated with the School (collectively referred to as 'workers' in this policy).

What is Bribery?

A bribe is an inducement or reward offered, promised or provided in order to gain any business or personal advantage.

Gifts and Hospitality

This policy does not prohibit normal and appropriate hospitality (given and received) to or from third parties.

The giving or receiving of gifts or hospitality with a value of less than £100 is not prohibited, if the following requirements are met:

  • it is not made with the intention of influencing a third party to obtain or retain business or a business advantage, or to reward the provision or retention of business or a business advantage, or in explicit or implicit exchange for favours or benefits;
  • it complies with local law;
  • it is given in the School’s name, not in a worker's name;
  • it does not include cash;
  • it is appropriate in the circumstances. For example, in the UK it is customary for small gifts to be given at from time to time;
  • it takes into account the reason for the gift, it is of an appropriate type and value and given at an appropriate time;
  • it is given openly, not secretly.

For any other gifts, refer to the staff handbook.

Gifts should not be offered to, or accepted from, government officials or representatives without the prior approval of the CFO or the Head.

We appreciate that the practice of giving business gifts varies between countries and regions and what may be normal and acceptable in one region may not be in another. The test to be applied is whether in all the circumstances the gift or hospitality is reasonable and justifiable. The intention behind the gift should always be considered.


What is Not Acceptable?

It is not acceptable for workers (or someone on their behalf) to:

  • give, promise to give, or offer, a payment, gift or hospitality with the expectation or hope that an advantage for the School will be received, or to reward an advantage already received;
  • give, promise to give, or offer, a payment, gift or hospitality to a government official, agent or representative to "facilitate" or expedite a routine procedure;
  • accept payment from a third party that they know or suspect is offered with the expectation that it will obtain an advantage for them;
  • accept a gift or hospitality from a third party if they know or suspect that it is offered or provided with an expectation that a business advantage will be provided by the School in return;
  • threaten or retaliate against another worker who has refused to commit a bribery offence or who has raised concerns under this policy; or
  • engage in any activity that might lead to a breach of this policy.


Donations

The School only makes charitable donations that are legal and ethical under local laws and practices. No donation must be offered or made in the School's name or on behalf of the School without the prior approval of the CFO or the Head, subject to the terms of the Finance Committee.

Workers' Responsibilities

Workers must ensure that they read, understand and comply with this policy.

The prevention, detection and reporting of bribery and other forms of corruption are the responsibility of all those working for us or under our control. All workers are required to avoid any activity that might lead to, or suggest, a breach of this policy.

A worker must notify the CFO or the Head as soon as possible if he/she believes or suspects that a breach of this policy has occurred, or may occur in the future.

Any employee who breaches this policy will face disciplinary action, which could result in dismissal for gross misconduct. We reserve our right to terminate our contractual relationship with other workers if they breach this policy.

Record-keeping

The School keeps financial records and has appropriate internal controls in place which will evidence the business reason for making payments to third parties.

All Employees must make their line manager aware and keep a written record of all hospitality or gifts accepted or offered, which will be subject to managerial review.

Workers must ensure all expenses claims relating to hospitality, gifts or expenses in relation to third parties are submitted in accordance with the School's expenses policy and specifically record the reason for the expenditure.

All accounts, invoices, memoranda and other documents and records relating to dealings with third parties, such as clients, suppliers and business contacts, should be prepared and maintained with strict accuracy and completeness. No accounts must be kept "off-book" to facilitate or conceal improper payments.

How to Raise a Concern

Workers are encouraged to raise concerns about any issue or suspicion of malpractice at the earliest possible stage. Concerns should be reported by following the procedure set out in our Whistleblowing Policy.

Protection

Workers who refuse to accept or offer a bribe, or those who raise concerns or report another's wrongdoing, are sometimes worried about possible repercussions. The School aims to encourage openness and will support anyone who raises genuine concerns in good faith under this policy, even if they turn out to be mistaken.

The School is committed to ensuring no one suffers any detrimental treatment as a result of refusing to take part in bribery or corruption, or because of reporting in good faith their suspicion that an actual or potential bribery or other corruption offence has taken place, or may take place in the future. Detrimental treatment includes dismissal, disciplinary action, threats or other unfavourable treatment connected with raising a concern. If a worker believes that he/she has suffered any such treatment, he/she should use the School's Grievance Procedure.

Training and Communication

Training on this policy forms part of the induction process for all new workers. All existing workers will receive regular, relevant training on how to implement and adhere to this policy.


This policy was approved by the Board’s Policy Committee in June 2015.

It will be reviewed annually.

18 - Equal Opportunities Policy (for students)

Introduction

Promoting equal opportunities is fundamental to the aims and ethos of the School.

We welcome applications from candidates with as diverse a range of backgrounds as possible. This enriches our community and is vital in preparing our pupils for today's world. We concentrate on educating the individual, while providing a comfortable, safe, and welcoming atmosphere where each individual feels valued and can flourish.

The School is committed to equal treatment for all, regardless of an individual's race, sex, disability, religion or belief, sexual orientation, gender reassignment, pregnancy or maternity. We believe that the educational experience can only be enriched if children are exposed to as wide a range of cultural experiences as possible whilst they are developing.

As regards to applications from pupils with special educational needs, please refer to our SEN policy.

Means tested bursaries are available:

  • For pupils who are French nationals by application to the French consulate. http://www.ambafrance-uk.org/Enseignement-Bourses-...
  • For all, by application to the French Scholarship Fund, a separate charity set up to assist pupils in financial difficulty who attend French schools in the UK [contact can be provided by the School in due course]

Code of Conduct

The Head, the senior management team and the pastoral staff play an active role in monitoring the implementation of the School's policy on equal opportunities. Use is made of assemblies, PSHE (Social and Emotional Curriculum), Drama, French, English and other lessons to:

  • Promote tolerance of each other and respect for each other's position within the school community.
  • Promote positive images and role models to avoid prejudice and raise awareness of related issues.
  • Foster an open-minded approach and encourage pupils to recognise the contributions made by different cultures. Bias should be recognised.
  • Understand why and how we will deal with offensive language and behaviour.
  • Understand why we will deal with any incidents promptly and in a sensitive manner.

Harassment in all its forms is unlawful and unacceptable; our Behaviour and Discipline policy and our Anti-Bullying policy contain clear procedures for dealing with unlawful discrimination. All our members of staff receive anti-discrimination training. Teaching and medical staff attend regular INSET sessions on the subject.

A successful equal opportunities policy requires strong and positive support from parents and guardians, and full acceptance of the school's ethos of tolerance and respect.

Monitoring

The School monitors its Equal Opportunities policy regularly and reports to the governors annually. In order to ensure its effectiveness the School invites all parents who apply for a place at the School to complete an anonymous ethnic monitoring form. The form uses the same ethnic categories as the Government uses in the national census. When the completed forms arrive at the school, they are separated from any other material that might identify the individual child. The data is logged onto a computer by year of both application and entry date.

Under no circumstances would we link our ethnic monitoring data with our pupil records.

We hope that all parents will feel able to participate in the ethnic monitoring scheme.

French Language

In the lower primary, all children are accepted, subject to our admission policy, regardless of the level of their primary language. Starting from CP, in order to cope with the academic and social demands of the School, pupils must be advanced French speakers and an aptitude test in the French language may be requested from students not coming from an “école homologuée” before the child can be registered. This requirement applies equally to all applicants regardless of their priority status.

Complaints

Please refer to our Complaint’s Policy.

References:

Education and Inspections Act 2006

The Education (Independent School Standards) (England) Regulations 2015

The Equality Act 2010

RELATED POLICIES THAT ARE REQUIRED OF SCHOOLS

• Admissions policy

• Behaviour policy

• Disability Inclusion, Special Education Needs (SEN) and Learning Difficulties Policy

• Discipline and Exclusions policy

• Equal Opportunities for Staff policy

• Anti-Bullying policy

• Pupil Sanctions Record

• Complaints Procedure


19 - Policy and Procedure for Safer Recruitment

This policy has been produced in accordance with the guidance set out in the DfE publication: “Keeping children safe in Education (Statutory Guidance for schools and colleges”, March 2015 (Part 4) to ensure that the process of appointing staff reflects the importance of safeguarding children. It applies to everyone who works in the School. This includes administration personnel and other non-teaching staff.

The Head of School should be satisfied that those not on the payroll but working in the school, such as staff employed by contractors and unpaid volunteers, have undergone appropriate pre-employment checks.

The School recognises that a structured recruitment process which is applied consistently will minimise the risk of appointing someone who is unsuitable to work with children and help ensure that the capabilities of the individual closely match the needs of the School.

Those involved in recruitment and selection must have received appropriate training: the Head, HR Officers and Heads of Department all receive safer recruitment training.

This policy accords with the DfE guidance ‘Keeping Children Safe in Education” (2014), “Keeping children safe in education: childcare disqualification requirements - supplementary advice’ (2015) and new guidance which replaces the October 2014 document and clarifies the position with regard to schools called Disqualification under the Childcare Act 2006 (disqualification by association).

Staff involved in recruitment must be familiar with the latest guidance (at the date of writing this policy): www.gov.uk/government/publications/disqualificatio....

Safer Practice

Safer practice in recruitment means thinking about and including issues relating to safeguarding and promoting the welfare of children at every stage of the process. It starts with planning the recruitment carefully, and ensuring that the advertisement makes clear the organisation’s commitment to safeguarding children. It also requires a consistent and thorough process of obtaining, collating, analysing and evaluating information from and about applicants.

There are several elements of this process, including:

  • obtaining comprehensive information from applicants, scrutinising the information and satisfactorily resolving any discrepancies or anomalies;
  • obtaining two independent professional references (whenever possible) that answer specific questions to help assess an applicant’s suitability to work with children and following up any concerns;
  • holding a face-to-face interview (including Skype in case of applicants living abroad) that explores the candidate’s suitability to work with children as well as his/her suitability for the post;
  • checking previous employment history and experience;
  • carrying out pre-employment checks, such as the mandatory check of barred individuals (DBS Barred list of individuals who are unsuitable for working with children when the position is a regulated activity);
  • obtaining a criminal record check via the Disclosure and Barring Service. In most cases (i.e. except when it is considered the person is not working in regulated activity- see supervised volunteers) , the School will do a barred list enhanced DBS check, otherwise the DSB check will exclude a barred list check;
  • Ensuring that contractors, occasional employees and After School Programme operators are all comprehensively checked and agree to adhere to safe recruitment practices,
  • Check for teachers’ prohibition order via the DfE secure access for employers;
  • Where appropriate, in the case of personnel employed in childcare settings (pre or after school care accommodating pupils up to the age of 8) or in GSM, obtain a declaration that the candidate has not been convicted of one of a number of specified offences (set out in the Children Act 2006), does not live in the same household as someone who has, nor are disqualified from registering as a childcare provider.

The Legal Framework

Legislation applicable to recruitment and selection exists in order to protect individuals against discrimination in employment on the grounds of gender, disability, race/ethnicity, sexual orientation and age. Below is a brief summary of the main Acts:

1. The Equality Act 2010: The Act replaced previous anti-discrimination laws with a single Act to make the law simpler. The act also strengthened protection in some situations.

The act covers nine protected characteristics, which cannot be used as a reason to treat people unfairly. Every person has one or more of the protected characteristics, so the act protects everyone against unfair treatment. The protected characteristics are:

  • Age
  • Disability
  • Gender reassignment
  • Marriage and civil partnership
  • Pregnancy and maternity
  • Race
  • Religion or belief (which includes atheism and agnosticism)
  • Sex
  • Sexual orientation

The Equality Act sets out the different ways in which it is unlawful to treat someone, such as direct and indirect discrimination, harassment, victimisation and failing to make a reasonable adjustment for a disabled person.

The Act prohibits unfair treatment in the workplace, when providing goods, facilities and services, when exercising public functions, in the disposal and management of premises, in education and by associations (such as private clubs).

2. The Disability Discrimination Act 1995 and 2005: makes it unlawful to unjustifiably discriminate against disabled people in employment (and in the provision of goods and services and in the sale and letting of premises). Discrimination includes failure to make reasonable adjustments to the working environment or working arrangements.

We ensure that all those who are involved in the recruitment process have been suitably trained to identify and assess the relevance and circumstances of offences. We also ensure that they have received appropriate guidance and training in the relevant legislation relating to the employment of ex-offenders, e.g. the Rehabilitation of Offenders Act 1974.

3. Protection of Freedoms Act 2012: Regulated activity is work that a barred person must not do. As a key part of changes being introduced to reduce the scope of regulated activity, the Protection of Freedoms Act removes from regulated activity, broadly, supervised work such as instructing or looking after children, which if unsupervised would be regulated activity ( see when DBS barred list checks are required below).

4. Disqualification under the Childcare Act 2006: www.gov.uk/government/publications/disqualification-under-the-childcare-act-2006.

Staff are covered by the Act if they are employed and/or provide childcare in either the Early Years or later years. Early Years means from birth until 1st September following a child’s fifth birthday i.e. up to and including reception age (will cover GSM staff). Later Years means children under the age of 8 (in a childcare setting, i.e. pre or after school care).

Staff who are directly concerned in the management of early or later years provision are covered by the legislation. The School will need to use its judgement to determine who is covered, but this will include the Head of School, and may also include other members of the school’s leadership team and any manager, supervisor, leader or volunteer responsible for day-to-day management.

In cases where this provision applies, a self-declaration (in a format set out by school management) will need to be completed. The School must record the date on which disqualification checks were made, preferably on the single central record register.

Recruitment and Selection Policy Statement

‘The School is committed to safeguarding and promoting the welfare of children and young people and requires all staff and volunteers to demonstrate this commitment in every aspect of their work’.

The School has adopted the following policy statement to demonstrate the school’s complete support for the protection and safeguarding of children and/or young people.

“Lycée International de Londres is committed to safeguarding and promoting the welfare of children and it expects all members of staff and volunteers within the School to comply with its policy. Any successful applicant will be subject to enhanced disclosure through the Disclosure and Barring Service”.

The statement should be included in/on:-

  • Publicity materials
  • Advertisements
  • Candidate Information Packs
  • Person Specifications
  • Job Descriptions
  • Competency Frameworks
  • Induction training

Recruitment Planning

Recruitment Timeline

The Head of School, with the assistance of the HR Officers, will plan the recruitment process, identifying who should be involved, assigning responsibilities and setting aside sufficient time for the work needed at each stage to be completed so that the safeguards are not overlooked.

When possible, the Head of School will organise the selection process to allow references to be obtained on shortlisted candidates before the interview.

The use of a recruitment and selection checklist is good practice to ensure that no steps are omitted.

Job Description and Person Specification

When preparing to recruit, the job description, person specification and all other material that will form part of the candidate information pack will be prepared by one of the HR officers, working with the Head (or the CFO).

Job descriptions and person specifications are the key documents which underpin the recruitment and selection process and should be clear and concise.

A well-constructed person specification will enable management to make an effective and justifiable appointment. It is important to be clear about what mix of skills, abilities, knowledge, qualifications and experience are required to carry out the role successfully.

These documents should also clearly set out the extent of the individual’s relationships/contact with children and degree of responsibility for children. The time and effort spent at this stage of the process should help minimise the risk of making an unsuitable appointment.

The job description should clearly state:

  • the main duties and responsibilities of the post;
  • the individual’s responsibility for promoting and safeguarding the welfare of children and young people that they are responsible for, or come into contact with;

The person specification should include:

  • the qualifications and experience, and any other requirements needed to perform the role in relation to working with children and/or young people;
  • the competences, skills and qualities that the successful candidate should be able to demonstrate; and
  • an explanation of how these requirements will be tested and assessed during the selection process.

The person specification must be specific, relevant to the requirements of the posts, measurable (i.e. criteria which can be tested or assessed) and justifiable.

Advertising the Vacancy

The advertisement should include a statement about the employer’s commitment to safeguarding and promoting the welfare of children. It should also reference the need for the successful candidate to undertake a criminal record check via the DBS, where appropriate.

The advert should include:

  • job title;
  • location (i.e. school);
  • salary range and hours (include pro rata salary);
  • details of the job;
  • qualifications, experience, skills and abilities - summarising the details in the person specification;
  • information on how to apply.

Applicants should always be asked to complete an application form in full to ensure that a common set of core data is received from everyone. It is not good practice to accept CVs drawn up by applicants in place of an application form because these will only contain the information the applicant wishes to present and may omit important details or a complete job history.

The Candidate Information Pack

The information pack sent out to prospective applicants must provide a clear image of the school and prominently set out its commitment to safeguarding children. It should consist of:

  • job description and person specification;
  • application form;
  • the school’s Child Protection Policy Statement;
  • information about the school and the area it serves;
  • a summary of expected conduct of staff;
  • an outline of the shortlisting and interview procedure – e.g. only those fulfilling the essential criteria on the person specification will be shortlisted. References for shortlisted candidates should whenever possible be received before the interview and there should be a panel of interviewers;
  • an equal opportunities statement.

The pack should also contain a section on the necessary Pre-employment checks, in line with our Policy on safeguarding children. The following Pre-employment checks will be required: Disclosure and Barring clearance; Two references, one of which must be the current or most recent employer if not currently in work; and a self-certification medical questionnaire.

Shortlisting

All applications should be scrutinised to ensure that they are fully completed, that the information provided is consistent and does not contain any discrepancies.

Incomplete application forms should not be accepted and should be returned for completion.

Any anomalies, discrepancies or gaps in employment should be noted and taken into consideration when deciding whether to shortlist the applicant.

As well as reasons for obvious gaps in employment, the reasons for a history of repeated changes of employment where there is no clear career or salary progression, or a mid-career move from a permanent post to supply teaching or temporary work should be explored and verified.

All candidates should be assessed equally against the criteria contained in the person specification without exception or variation.

It is important not to discriminate against anyone on the basis of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex or sexual orientation.

It is recommended to take notes to record the area(s) in which the applicant did or did not meet the criteria of the person specification. This can be used if necessary to defend a claim of discrimination and should also be used to provide useful feedback to the applicant.

Applicants who have a disability should be shortlisted if they meet the essential criteria of the person specification.

It is good practice to inform applicants in writing if they have not been shortlisted and to thank them for their interest in the post/school.

Employment References

The purpose of seeking references is to obtain objective and factual information to support appointment decisions and the use of a reference pro forma will help to achieve this.

All requests for a reference should be accompanied by a job description and person specification to enable the referee to comment on the applicant’s suitability for the role.

A minimum of two references should always be sought which should cover recent work history. If the applicant is not currently working with children but has done so in the past, his/her previous employer whilst working with children should be contacted for a reference.

References should always be sought and obtained directly from the referee. Management will not rely on references or testimonials provided by the candidate, or open references, i.e. ‘To Whom It May Concern’.

References should be sought on all shortlisted candidates and should be obtained before the interview so that any areas of concern can be explored further with the referee and taken up with the candidate at interview.

In exceptional circumstances it might not be possible to obtain references prior to interview, either because of delay on the part of the referee, or because a candidate strongly objects to the current employer being approached at that stage. The Head of School (or CFO) should decide whether to accede to a candidate’s request to delay contacting the referee until after interview.

Where a reference has not been obtained on the preferred candidate before interview, the Head of School must ensure that references are received and scrutinised, and that any concerns are resolved satisfactorily, before the person’s appointment is confirmed and s/he starts in the role.

Using a Reference Pro-forma

It is the School’s policy that all reference requests should seek objective verifiable information and not subjective opinion, and the use of reference pro-forma will achieve this. The use of such pro-forma also reduces the temptation to make assumptions about statements that are vague or unclear and saves time otherwise spent requesting clarification. The referee should be contacted subsequently for clarification of any part of the reference that is unclear.

On Receipt of the Reference

On receipt, references should be checked to ensure that all specific questions have been answered satisfactorily. If all questions have not been answered or the reference is vague or unspecific, the referee should be telephoned and asked to provide written answers or amplification as appropriate.

The information should also be compared with the application form to ensure that the information provided about the candidate and his/her previous employment by the referee is consistent with the information provided by the applicant on the form. Any discrepancies should be taken up with the applicant.

Any information about past disciplinary action or allegations should be considered in the circumstances of the individual case. Cases in which an issue was satisfactorily resolved some time ago, or where an allegation was determined unfounded and no further issues have been raised are less likely to cause concern than more serious or recent events. A history of repeated concerns or allegations over time is likely to give cause for concern.

If a shortlisted applicant claims to have some specific qualification or previous experience that is particularly relevant to the post for which s/he is applying, it is good practice to verify that fact before interview. The qualification or experience can usually be verified quickly by telephoning the relevant previous employer and asking for written confirmation.

It should be noted that there is no legal requirement to provide a reference unless stated in the individual’s contract of employment. In the event that a referee refuses to provide a reference, please seek advice.

Invitation to Interview Letter

In addition to the standard interview arrangements such as time and place, directions to the venue and membership of the interview panel, the invitation to interview should explain to the candidates how the interview will be conducted and whether any testing will take place, as well as exploring the candidate’s suitability to work with children.

Candidates must be asked to bring with them to interview documentation that verifies their identity for the purposes of the DBS, such as passport, driving license and utility bill (to prove current address).

Candidates should also be asked to bring documents confirming any educational and professional qualifications that are necessary or relevant for the post, e.g. the original or certified copy of a certificate, or diploma, or a letter of confirmation from the awarding body.

A copy of these documents should be retained on file for the successful applicant.

NB: If the successful candidate cannot produce original documents or certified copies, written confirmation of his/her relevant qualifications must be obtained from the awarding body by the school or applicant.

Disclosure and Barring

All candidates should be instructed to bring with them original documentary evidence of their identity that will satisfy DBS requirements. Identification checking guidelines can be found on the DBS website.

This enables the School to check and verify the identity documents on the day of the interview and will therefore speed up the process for obtaining a DBS Disclosure for the successful candidate.

A copy of the documents used to verify the individual’s identity should be kept on the file of the successful candidate. All other applicants’ documents should be securely destroyed. It is a statutory requirement that all new appointments to the school’s workforce have an enhanced DBS Disclosure and they should have this prior to taking up the post.

Some volunteer/supervised positions, if they are considered not to be working in a “regulated activity” will not be eligible to be checked against the Barred list. Although a standard DBS check will still be required.

Regulated activity: The full legal definition of regulated activity is set out in Schedule 4 of the Safeguarding Vulnerable Groups Act 2006 as amended by the Protection of Freedoms Act 2012. HM Government has produced a factual note on Regulated Activity in relation to Children (see also the annex to this Policy).

In accordance with recent Ofsted guidance (Protection of Freedoms Act 2012), the School no longer carries out DBS checks on Governors who will not have unsupervised contact with children.

Disability Discrimination

The Disability Discrimination Act 1995 (DDA) makes it unlawful to discriminate against someone with a disability in relation to their terms of employment and promotion opportunities or by dismissing them or subjecting them to any other detriment.

It is good practice during recruitment to:

  • consult people with disabilities to find out about the effects of their disability and job requirements;
  • check job specifications to make sure they are not likely to lead to discrimination;
  • ask candidates before interviews if they have specific requirements and make necessary reasonable adjustments in advance;
  • take care to ensure that people with disabilities are given the right conditions to do tests and take part in other selection processes;
  • concentrate on abilities to do the job during interview and only ask about a disability if it has a bearing on the person’s ability to work; and
  • consider modifications to job qualification requirements if a person could not achieve it due to disability but otherwise would perform the job well.

Interview

The interview will assess the merits of each candidate against the job requirements and will explore their suitability to work with children. Interviews should ideally be held face to face and best practice would be to have a minimum of two interviewers. The same interviewers should conduct all interviews relating to a position.

If possible the interviews should all be scheduled for the same day. This will allow the panel to make their decision while their impressions of the candidates are still fresh.

The timetable for interviews should allow sufficient time for the interviewing panel to discuss each candidate and prepare for the next interview.

Involving pupils in the recruitment and selection process in some way, or observing shortlisted candidates’ interaction with pupils is common, and recognised as good practice.

There are different ways of doing this, for example, shortlisted candidates might be shown around the school by the pupils and a governor or senior member of staff or those applying for a teaching post may be asked to teach a lesson.

Determining the Interview Panel

There should be a minimum of two interviewers, although if interviewing for senior or specialist posts a larger panel may be appropriate. This allows for one person to assess and observe the candidate and make notes whilst the candidate is talking to the other, it also reduces the possibility of any misunderstanding about what was said at interview.

The members of the panel should:

  • include the line manager;
  • have the necessary authority to make decisions about the appointment;
  • be appropriately trained, (one member of the interview panel in schools should have undertaken Safer Recruitment training);
  • meet before the interviews to:
    • discuss the required standard for the job to which they are appointing;
    • consider the issues to be explored with each candidate;
    • review their assessment criteria in accordance with the person specification.

Interview Questions

The panel should agree a set of questions they will ask all the candidates relating to the requirements of the post. They may also agree a set of questions they will ask candidates in order to explore information contained in their application and references.

Where possible it is best to avoid hypothetical questions because they allow theoretical answers. It is better to ask competence based questions that ask a candidate to relate how s/he has responded to, or dealt with, an actual situation, or questions that test a candidate’s attitudes and understanding of issues.

In addition to assessing and evaluating the applicant’s suitability for the particular post, the interview panel should also explore:

  • the candidate’s attitude toward children and young people;
  • his/her ability to support the authority/school’s agenda for safeguarding and promoting the welfare of children;
  • the candidate’s aptitude to embrace and represent the values, philosophy, ethos and practices of the School;
  • gaps in the candidate’s employment history;
  • concerns or discrepancies arising from the information provided by the candidate and/or a referee;
  • whether the candidate wishes to declare anything in light of the requirement for a DBS check.

If for any reason references cannot be obtained before the interview, the candidate should also be asked at the interview if there is anything s/he wishes to declare or discuss in light of the questions that will be put to his/her referees. It is vital that the references are obtained and scrutinised before the appointment is confirmed and before s/he starts work.

Checking Qualifications and Identity

Before the interview or at the end of the interview you should ask the candidate for their documentation for photocopying. This includes educational/professional qualifications and identity documents for DBS purposes. The person taking the copies must then sign the copies to confirm sight of the original documentation.

The person who has signed and verified the copied documentation (usually the HR Manager or his or her assistant) is then responsible for completing the relevant section on the DBS form, and forwarding this, together with the DBS form to the School for submission to the DBS.

All copied documentation relating to unsuccessful applicants should be securely destroyed.

Making a Conditional Offer of Appointment and Pre-employment Checks

An offer of appointment to the successful candidate, even one who has lived or worked abroad, should be conditional upon:

  • The verification of the candidate’s identity (referring to the identification checking guidelines);
  • the receipt of at least two satisfactory references (if not already received);
  • verification of the candidate’s eligibility to work in the UK (if not already received);
  • obtaining a certificate for an enhanced DBS check which will include barred list information, for those who will be engaging in regulated activity /obtaining a separate barred list check if an individual will start work in a regulated activity before the DBS check is available ( but after applying for the check);
  • if the person has lived or worked outside the UK, make any further checks the School considers appropriate ( e.g. casier judiciaire for French nationals);
  • verification of the candidate’s medical fitness (mental and physical fitness to carry out their work responsibilities) ;
  • verification of qualifications (if not verified at interview);
  • verification of professional status where required e.g.: titularisation, QTS status, etc;
  • Ensure that a candidate to be employed as a teacher is not the subject of a prohibition order issued by the Secretary of State using the Employer Online Service;
  • The school should seek advice and follow relevant DBS guidance if a Disclosure reveals information that a candidate has not disclosed in the course of the selection process.

All checks should be confirmed in writing, documented and retained on the personnel file (subject to certain restrictions on the retention of information imposed by DBS regulations), and followed up where they are unsatisfactory or there are discrepancies in the information provided.

In the following instances, the facts should be reported to the police and/or the barring services/home office:

  • where the candidate is found to be on the barred List, or the DBS Disclosure shows s/he has been disqualified from working with children by a court;
  • where an applicant has provided false information in, or in support of, his/her application;
  • where there are serious concerns about an applicant’s suitability to work with children.

Note: there is no requirement to obtain a DBS certificate before the applicant starts work in the School if the applicant has worked in a school in England in a post which brought them into regular contact with children in the three months prior to their appointment but a Barred list check must be done. A DBS check must still be applied for (unless the applicant is registered with the Update Service, in which case the school will check the Update Service before the applicant starts work) – see annex for further information

Retention of Recruitment Records – Data Protection

Schools need to establish and adhere to retention periods for recruitment records because personal information should be retained only as long as it is justified and relevant to do so.

In relation to recruitment records this may be only as long as the statutory period in which a claim arising from the process may be brought or whilst the recruitment is ongoing.

It is therefore strongly advised that recruitment records are only retained for a maximum period of six months and following this all manual records should be shredded and electronic records permanently deleted.

Unsuccessful applicants should be advised that it is our intention to keep their names on file for future vacancies, to give them the opportunity to remove their details from saved records.

More detailed guidance on Data Protection and retention of a wide range of records can be found in ‘Data Protection Employment Practices Code’ published by the Information Commissioner’s Office, http://www.ico.gov.uk/

Post Appointment Induction

For all staff and volunteers newly appointed into the school, including teaching staff, regardless of experience, there should be an induction programme. The purpose of the induction is to:

  • provide training and information about the school’s policies and procedures;
  • support individuals in a way that is appropriate for the role for which they have been appointed;
  • confirm the conduct expected of staff within the School;
  • provide opportunities for a new member of staff or volunteer to discuss any issues or concerns about their role or responsibilities;
  • enable the person’s line manager to recognise any concerns or issues about the person’s ability or suitability at the outset and address them immediately.

As far as safeguarding and promoting the welfare of children is concerned the induction programme should include information about, and written statements of:

  • policies and procedures in relation to safeguarding and promoting welfare e.g. child protection, anti-bullying, anti-racism, physical intervention/restraint, intimate care, internet safety and any local child protection/safeguarding procedures;
  • how and with whom any concerns about those issues should be raised;
  • safe practice and the standards of conduct and behaviour expected of staff and pupils within the school;

other relevant personnel procedures e.g. disciplinary, capability and whistle-blowing.

Probation

It is important to monitor successful candidates during their probationary period.

A probationary programme covering all new staff will be put in place by the School management.

This policy was approved by the Board’s Policy Committee in June 2015.

It is reviewed at least annually (or sooner if required) by the HR Manager

Reviewed in March 2016

To be adopted by the Board in June 2016


ANNEX: USEFUL GUIDANCE FOR RECRUITING STAFF/ HR DPT

The latest DfES guidance can be found at:

https://www.gov.uk/government/uploads/system/uploa...

http://www.ofsted.gov.uk/schools/for-schools/safeg...

https://www.gov.uk/schools-colleges-childrens-serv...

https://www.gov.uk/government/publications/disqual...

Key Points

1 REQUIREMENT FOR CRIMINAL RECORD CHECKS (DBS checks)

The School has a responsibility to take reasonable steps to ensure employees recruited are suitable in all respects for the work they will undertake. The School should obtain details of any criminal conviction(s) a job applicant may hold, for the purpose of determining whether that information renders them unsuitable for appointment. Conviction information is obtained from the Disclosure and Barring Service (DBS).

This guidance note aims to clarify the current statutory requirements with regard to DBS checks. It should not be regarded as a definitive interpretation of legislation.

2 WHAT IS A DBS CHECK?

An Enhanced DBS check provides access to a range of different types of information as follows:

  • Convictions, Cautions, Reprimands and Warnings and most of the relevant convictions held on the Police National Computer (PNC). The DBS reserves the right to add new data sources. Filtering of some information now applies;
  • Other relevant non-conviction information held locally by the police; and
  • Lists of those barred from working with children maintained by the DBS, which includes information previously included in List 99. This information can only be requested for those in Regulated Activity.

Before the implementation of changes arising from the Protection of Freedoms Act on 10th September 2012 all enhanced DBS checks resulted in a check against both the record of criminal offences and the Barred List (for children this was formerly known as 'List 99').

Since 10 September 2012 (Protection of Freedom Act), we are not entitled to check the barred list for people not in the new definition of regulated activity. For example unless a volunteer is unsupervised they are not in regulated activity. This means a criminal record check can be requested but not a barred list check.

The definition of Regulated activity was revised in the Protection of Freedoms Act. Posts that are deemed to be in Regulated Activity are exempt from the Rehabilitation of Offenders Act and employers are entitled to request an Enhanced DBS check with a check of the barred list for post holders.

The current definition of Regulated Activity with regard to activities working with children is set out below.

(a) Unsupervised activities: teaching, training, instructing, caring for or supervising children, or providing advice/guidance on well-being or driving a vehicle only for children.

(b) Working for a limited range of establishments (known as ‘specified places’), with opportunity for contact, e.g. schools, children’s homes, childcare premises (but not work by supervised volunteers).

Work in (a) and (b) above still has to be carried out on a regular basis. The current definitions have not changed:

Frequently - at least once a week

Intensively - 4 days or more in a 30 day period

Overnight - between the hours of 2am and 6am.

(c) Relevant personal care, e.g. washing or dressing; or health care by or supervised by a professional, even if done once.

(d) Registered child-minding and foster carers.

3. WHICH DBS CHECKS SHOULD SCHOOLS CARRY OUT?

3.1 EMPLOYEES

Given the definition above, all paid roles in schools employed or engaged directly by the school must be regarded as undertaking ‘regulated’ activity.

Enhanced DBS checks are required with a check of the children’s Barred List.

3.2 VOLUNTEERS

Supervised volunteers are not in Regulated activity and a check of the Children’s Barred List is not allowed. Schools may still require an Enhanced DBS check without a Barred List check for regular supervised volunteers. There is no requirement to do so however.

Unsupervised volunteers who are working regularly in the school (as defined above) must have an Enhanced DBS check including a check of the Children’s Barred List.

Schools will need to determine whether or not volunteers are ‘supervised’ (to a reasonable level) by someone who has been barred list and DBS checked when determining whether or not they are undertaking ‘regulated activity’. If the school considers that a volunteer is adequately supervised there is no requirement to carry out a DBS check. However you may do so if the work is regular. You will not however be entitled to ask whether the volunteer is barred from working with children.

Statutory guidance is available to assist head teachers in determining whether volunteers are supervised or unsupervised. It can be found at:

https://www.gov.uk/government/uploads/system/uploa...

Head teachers are advised to look at the guidance in detail, but key points are that:

  • there must be supervision by a person who is in regulated activity;
  • the supervision must be regular and day to day;
  • the supervision must be “reasonable in all the circumstances to ensure the protection of children”.

Supervision does not mean that the supervisor has to be present all the time.

Ofsted has said ‘For the purposes of an Ofsted inspection, schools (and colleges) should be able to explain the rationale for those who have been checked and those who have not. The key criterion for checking volunteers is regular unsupervised contact with children’.

Ofsted offer the following guidance:

If the volunteer is not in regulated activity, the school or college should undertake a risk assessment and use their professional judgement and experience when deciding whether to require an enhanced criminal records check. They should consider:

  • the nature of the work with children;
  • what the establishment knows about the volunteer including formal or informal information offered by staff, parents and other volunteers;
  • And whether the volunteer has other employment or undertakes voluntary activities where referees can advise on suitability.

Under no circumstances should a volunteer who is proposing to work in regulated activity and in respect of whom no checks have been obtained be left unsupervised with children.

3.3 GOVERNORS

School governors do not fall into the new definition of ‘regulated activity’ because they are school governors. This means that governors should not automatically be asked to obtain a check.

If a school governor is to be involved in unsupervised voluntary work with children in a school, they will be undertaking regulated activity, but only because they are undertaking unsupervised voluntary work, not because they are a school governor.

Only governors deemed to be in regulated activity as indicated above must have a DBS check with a barred list check. It would be possible to ask governors who are supervised and who regularly work with children to obtain a DBS check, but not with a barred list check.

3.4 CONTRACTORS

Contractors, that is, individuals working for third parties (such as building or maintenance contractor in schools), unless they are involved in activities that are regulated (that is, in essence, teaching, training or supervising or providing personal care to children), will no longer come under the definition of ‘regulated activity’ providing that they are ‘contracted’ to provide ‘occasional’ or ‘temporary’ services.

To determine whether the service is ‘temporary’ or ‘occasional’ schools should consider whether:

  • the work has to be carried out at a school regularly (once a week or more or on four days or more in a single month or overnight);
  • the work has to take place regularly on the same school premises. For example, a tradesperson who works in several different schools, but only works in the same school once a fortnight, is not in regulated activity;
  • the work has to involve the opportunity for contact with children at the school. If the work is done out of hours when no children are on site, or on a part of the site which is separated from areas where children have access, it is not regulated activity.

Only if all the above apply will DBS checks with a barred list check be required.

Contracted staff that come into regular contact with children and young people – such as cleaning, caretaking and kitchen staff will continue to be in Regulated activity and require an Enhanced DBS check with a check of the Barred List.

If schools let their own contracts and DBS checks are required in line with the above guidance they must ensure that the contractor confirms in writing that they follow safe recruitment practices as set out in “Keeping children safe in education”, including:

  • Identity checks
  • Barred list/ (used to be called List 99)
  • DBS Disclosure
  • Appropriate references
  • Qualifications – legally required for the post
  • Right to work in the UK
  • Further checks for those who have lived outside the UK
  • DfE secure employers’ access (prohibition/ access to teachers records)

For contracts let by the school the contractor must supply the school with a list of names of the staff that are working on the school site and confirm their DBS status. This information must be held on the school’s central record.

The School should always check the identity of contractors and their staff on arrival at school. Most contract staff will carry photographic identity.

Contractors for whom a DBS check has not been undertaken should be supervised if they will have contact with children. This would apply where a contractor is not in regulated activity.

3.5 SUPPLY TEACHERS – DIRECTLY EMPLOYED

The School usually directly employs supply staff and must carry out all the pre-employment checks.

If supply teachers are subscribers to the DBS Update Service, schools are able to check their DBS status on-line with the permission of the teacher. See paragraph 8 for information on the Update Service.

3.6 SUPPLY TEACHERS EMPLOYED THROUGH AN AGENCY

If you employ supply staff through an agency it is the responsibility of the Head to obtain written confirmation directly from the agency (not via the person being hired) that all the necessary checks have been undertaken by the agency and that this is recorded on the central record. Since 2013 the Agency must confirm that the teacher is not the subject of a prohibition order or an interim prohibition order made by the Secretary of State. Where there is disclosed information on a DBS certificate the school must obtain a copy of the Disclosure from the agency or the teacher before the individual starts work.

Identity checks must be carried out to demonstrate that the person who comes is the one referred by the agency. Some photographic identity should be seen.

The agency should tell you who the checks were carried out by, for example the HR department.

3.7 OVERSEAS STAFF

Enhanced DBS checks are mandatory for all overseas staff.

All overseas teachers, whenever appointed, should have an Enhanced DBS check.

If you have staff from overseas, whenever recruited and where this has not already been done, you should apply to their home police force for a certificate of good conduct, as well as from other countries where they have worked. You should also apply for a certificate of good conduct from the country or countries where nationals returning to the UK have worked abroad.

Further information about the criminal record details that may be obtained from overseas police forces and countries is available from the DBS at https://www.gov.uk/dbs-check-requests-guidance-for...

You must make sure that all overseas teachers have permission to work in the UK. A record of this check must be made. Please see the recruitment policy appendix 8 for full details on employing staff from overseas.

3.8 SELF-EMPLOYED COACHES/CLUBS FREELANCE

Individuals are not able to apply for a DBS check on their own behalf, but some coaches will belong to associations who may have obtained a check for them.

When the School engages self-employed coaches (for example for Clubs) the School must conduct full recruitment checks including Enhanced DBS with Barred List check.

3.9 STUDENTS ON TEACHER TRAINING COURSES

The Teacher Training Provider (if a UK organisation) is responsible for ensuring that an enhanced DBS Disclosure is applied for when a place at a teacher training institution has been accepted. The school should obtain written confirmation from the university/college that the check has been done, when it was done and who obtained it. The school must check the identity of the trainee when he/she arrives and, for the duration of any placement, the student should appear on the school’s central register.

If the university/college advises that the DBS check has not yet been received the Head may allow the trainee to begin as long as a check is made against the children’s barred list and appropriate supervision is put in place.

Teachers on a school direct salaried scheme must undergo checks by the school as with any other new employee.

3.10 CHECKS ON OTHER PUBLIC SECTOR STAFF INCLUDING LOCAL AUTHORITY STAFF

Individuals such as psychologists, nurses, dentists, centrally employed teachers and other public sector staff will have been checked by their employing organisation.

It is sufficient for schools to seek written confirmation that appropriate checks, including DBS checks, have been carried out and by whom – most commonly the relevant human resources department (it is not necessary to specify a named individual) – and to confirm the identity of these visitors. It is not necessary (or practicable) to require a date for such checks unless the providing organisation supplies a list of named individual supply staff. Written confirmation may be in the form of a public statement on the agency website, as is the case with Ofsted.

4. COMMENCING WORK PRIOR TO RECEIPT OF DBS CHECK

If because of very compelling reasons concerned with maintaining services, you wish an applicant, appointed subject to a Disclosure, to commence employment before a Disclosure has been obtained, such a step must be authorised in advance by the Head. All other pre-employment checks must have been carried out including a children’s barred list check. If approval is given all practical steps must be taken to minimise risks to children during the period before the Disclosure is obtained (e.g. ensuring appropriate supervision until after the Disclosure has been received).

The Barred List check must be recorded on the central record as soon as it is done.

The use of a standard risk assessment form is advised to assess whether sufficient checks have been undertaken to satisfy school management that the person recruited can commence work before receipt of a DBS check.


5. RECORD KEEPING – REQUIREMENT FOR A CENTRAL RECORD

Single Central Record

Schools must keep a single central record so they have evidence to demonstrate to Ofsted inspectors that they have carried out the range of checks required by the law on their staff.

A copy of the documents used to verify the successful candidate’s identity, right to work and required qualifications should be kept for the personnel file. Schools do not have to keep copies of vetting documents in order to fulfil the duty of maintaining the single central record.

The record must include:

  • All staff
  • All volunteers including governors who have regular contact with children
  • All supply/agency staff
  • Contracted staff that come into regular contact with children and young people – such as cleaning, caretaking and kitchen staff
  • Others who have regular contact with children e.g. sports coaches, dance instructors, one-to-one tutors

The information to be contained in the central record includes not only DBS checks, but also the identity for all individuals and qualifications where these are required by regulation for the post. If you have obtained an Enhanced DBS check for the person or used the Update Service after checking their identity you will have satisfied the identity requirement.

NOTE: it is possible to provide satisfactory documents for a DBS check which do not include a photograph of the person. It is preferable however for identity to be checked with photographic evidence. Wherever possible candidates should be asked to supply at least one document with a photograph.

Since 2 September 2013, schools must also record on the single central record that a check has been carried out to confirm that a teacher is not subject to a prohibition order (teachers prohibited from teaching) or interim prohibition order made by the Secretary of State. The National College for Teaching & Leadership liaises with the DBS to allow those details to be added to its list of prohibited teachers.

The Prohibited List can be accessed via the DfE Employer Access Online System. This service also provides information about any teacher qualification held and whether induction has been passed. The service is offered free of charge to schools, local authorities and teacher supply agencies in England.

Barred list checks and DBS checks need to be recorded separately as those on the central record who are not in regulated activity, as defined from 10 September 2012, are not entitled to a barred list check for new checks obtained from this date. For example supervised volunteers may have a DBS check, but not a Barred List check. Where the Enhanced check was carried out before September 2012 it will have included a barred list check (see attached annexe).

6. PORTABILITY OF DBS CHECKS

Portability is the term used where a person offers an existing CRB/DBS check to a new employer. It should be noted that the DBS does not endorse portability.

The School policy is to obtain a new Disclosure and not allow portability.

6.1 EMPLOYEES

An existing Enhanced CRB/DBS check should not be accepted.

However, for employees who have been working in another school in the UK, as long as an Enhanced check for working with children has been undertaken, there will be no requirement for a new check to have been received before the new employee starts work unless the check is more than 3 years old or there has been a break in service of more than 3 months. In any such case, although the new employee can start work, a new DBS check must be made by the School as soon as possible on recruitment and a Barred List check must be made before the employee starts to work.

In the above case the school for which the check was required must be contacted in writing to confirm that the check was made (see model letter below).

In all cases where a Disclosure is re-used you must check the identity of the person to ensure that the person presenting the Disclosure is the person on whom the DBS check was done. If the person is now living at a different home address a new check will be required.

6.2 VOLUNTEERS

We do not recommend accepting a previous Disclosure for a Volunteer, including governors. However if the volunteer is subscribing to the Update Service you will be able to confirm their status on line with their permission.

7. THE DBS UPDATE SERVICE

The DBS has created an Update Service, which will allow employers to check the status of criminal record checks online.

For an annual subscription of £13, individuals can have their DBS Certificate kept up-to-date and once subscribed the individual can then take their Certificate with them from role to role where the same level and type of check are required.

However, individuals must have a new DBS check before they can subscribe to the update service. There is no option for those who had a check before 17 June 2013 to subscribe without a new check.

When an individual subscribes to the Update Service, prospective employers will be able to go online to check whether or not the individual's DBS certificate is up to date. When checking an individual’s status they will need:

  • a copy of the original DBS certificate from the individual
  • the individual’s consent to check their status

The checking service or "status check" is free for employers.

The DBS now issues Certificates to the applicant only, putting them in control of their own data. If an employer applied for a new Certificate as a result of a Status check which showed a change in status, and the individual has not shown their new Certificate to them within 28 days of its issue, the employer can then request a copy of it from the DBS.

Where the Update service is used the result of the check must be printed out and then kept on the personnel file. The details must be added to the central record.

When carrying out an online Status Check of a DBS Certificate you must have seen the original DBS Certificate to check that it is the same level as your required level e.g. Enhanced with a Children’s Barred list check and see what, if any, information that was revealed about the applicant and consider this as part of your recruitment process.

ID checks are required so that the person being checked is the same person as that is named on the actual DBS Certificate (including proof of address).

8. EMPLOYING PEOPLE WITH A CRIMINAL RECORD

The policy in respect of employing an applicant with a conviction is as follows.

No blanket ban on the employment of persons with criminal convictions will be applied. Conviction(s) will only debar an applicant from appointment if this is the decision of the selection panel having taken into account all the following factors:

  • the responsibilities of the position;
  • the vulnerability of children or adults supported;
  • the nature of the offence(s);
  • the number and pattern of offences (if there is more than one);
  • how long ago the offence(s) occurred;
  • the age of the offender when the offence(s) occurred.

If the selection panel determines that an applicant with convictions is appointable the Chair of the Board of Governors must ratify this decision. In cases where the appointment is authorised of a person with a conviction, documentation (e.g. memo, letter or e mail) to confirm this decision must be kept on the personnel file.

The DSB’s Code of Practice requires employers to discuss with an applicant any conviction information revealed before making a decision not to offer, or withdraw an offer of employment, on grounds of conviction information. The purposes of this discussion are: a. to verify with the applicant the conviction information supplied by the DBS does relate to them. (There is a very remote possibility that conviction information supplied will not relate to the applicant. If the applicant disputes the conviction information please refer to your Personnel Provider, as there are further procedures which can be applied to prove conclusively whether or not conviction information does relate to the applicant); b. to give the applicant an opportunity to state any information in mitigation or explanation of the circumstances in which the conviction(s) were obtained.

Two national organisations concerned with supporting the rehabilitation of ex-offenders offer advice to employers and others on understanding conviction information supplied on Disclosures, and on the recruitment of ex offenders. These are:

(*National Association for the Care and Resettlement of Offenders)

9. DISQUALIFICATION BY ASSOCIATION

In addition to the DBS scheme, there is a separate regulatory Scheme, set out in the Childcare Act 2006. The Scheme covers any childcare settings (i.e. extra-curricular clubs up to age of 8) and settings where there are children in the age range up to 1 September that next follows their fifth birthday. This, therefore, covers early years, infant and primary school settings.

One of the provisions in the Scheme of registration provides that people who have been convicted of one of a number of specified offences, or who live in the same household as someone who has, are disqualified from registering as a childcare provider. The Scheme also states that it is a criminal offence for a person who is registered as a childcare provider to employ anyone to provide childcare who is disqualified from registration.

This provision applies to schools and to teachers. It will therefore be a criminal offence for a school to employ anyone to provide childcare who is disqualified from registration.

9.1 Disqualification

A person who has been convicted of any one of a number of specified offences will be disqualified from registering as a childcare provider. The list of offences is set out in the Childcare (Disqualification) Regulations 2009. The list of specified offences is long and detailed. In broad terms, it includes serious violent and sexual offences and offences against children.

9.2 Disqualification by association

In addition to the disqualification of an individual who has been convicted of any of the specified offences, the legislation provides that a person will also be disqualified from registration if they live in the same household as someone who is disqualified (or live in a household in which a disqualified person is employed). This means in practice that even though a teacher may not have committed or been convicted of one of the specified offences, they will still be disqualified if they live in the same household as someone who has, and therefore, it will be a criminal offence for a school to employ a teacher who lives in the same household as someone who has committed one of the specified offences.

10. RE-CHECKING DBS

Ofsted has highlighted the fact that there is no statutory duty to re-check at three yearly intervals.

Model letter to contact a school in which employee has worked in the last 3 months

Dear ______,

APPLICANT: FULL NAME AND DATE OF BIRTH

The above person has applied for a position with this School and has supplied a criminal conviction Disclosure form issued by the Criminal Records Bureau/Disclosure and Barring Service in connection with their application. The Disclosure shows that it was obtained by your organisation and this person has given their permission for this School to seek your confirmation that this Disclosure was obtained by yourselves.

Could you please answer the questions attached and return the form to me. Thank you in advance for your assistance.

Yours sincerely

[Head of School]

Please return this sheet to: Lycée International de Londres Winston Churchill, 54 Forty Lane, Wembley, London, HA9 9LY

APPLICANT: [FULL NAME AND DATE OF BIRTH]

  • Was a Disclosure obtained by your organisation on xx date? YES / NO
  • Did the Chief Police Officer supply any additional information not printed on the Disclosure? YES / NO (applies only to certificates obtained before 10/09/12)
  • Has the person worked for you within the last three months? YES / NO
  • Are you aware of any reason(s) why this person may not be a suitable person to work with children? YES / NO (if yes please supply information below).

Signed _______________________________

Print name ___________________________

Position ______________________________

Name of School ________________________

Date _________________________________


Policy written in 2015.

Policy reviewed in:

  • February 2016
  • June 2016

Policy to be adopted by Board in June 2016.

20 - Educational Visits Policy

Scope

This guidance is applicable to all those involved in the organisation of educational visits.

Objectives

  • To ensure that visits are well planned and significant risks are identified and managed.
  • That there are contingency plans in place for changes in circumstances during a visit that are reasonably foreseeable.
  • That those in charge of visits have the necessary competence to manage situations appropriately.

Guidance

1. The Education Visits Co-ordinators ("EVC") will be responsible for the implementation of this policy. The two EVCs are the Primary Coordinator- Administration and the Travel Coordinator.

2. Learning outside the classroom environment is an essential part of our curriculum. Trips and visits include the following (non-exhaustive list):

  • day trips to historic sites, museums, galleries, natural features, farms, drama productions;
  • language exchanges abroad;
  • field trips, e.g. geography, history, art history;
  • adventure activities, e.g. canoeing, climbing, trekking, horse riding, sailing;
  • choir concert tours;
  • sports teams and ski trips;
  • Duke of Edinburgh Award programme or similar.

3. The school calendar will list the regular or known trips and visits that are due to take place over the forthcoming academic year, together with planned home and away sports fixtures.

4. Parents and carers will be notified in advance of:

  • the selection of a child for a sports team where they will be given a list of fixtures;
  • a child attending a day trip/ visit, including details of any extra charge and details of visit duration;
  • planned trips and visits for year groups. Parents and carers of students opting for trips will attend the school for a full briefing where appropriate.

5. Individual written consent will be obtained where students are taken on a trip or visit that:

  • extends beyond the normal school day;
  • involves an overnight stay;
  • involves collection from a different venue;
  • is an overseas visit;
  • involves extra cost to a parent / carer.

6. The completed and signed consent form will include details of how to contact a parent in the event of an emergency. The form must be returned to the school at least three days before the start of the trip.

7. Parents and carers are expected to support the school in ensuring that students follow instructions given by those in charge of the trip. Those in charge of the trip may send home early any student who declines to follow reasonable instructions.

8. The EVC will each in relation to the Primary or the Secondary, as appropriate:

  • support the Head in the process of approving visits.
  • ensure, as far as possible, they are spread through different age groups and the school year.
  • help staff involved with organising tours.
  • check parental consent forms.
  • keep records of previous visits, including details of accidents and incidents.

9. All new staff will receive training on planning school visits as part of their induction.

10. Every planned trip or visit will have a nominated Group Leader ("GL") who is responsible for organising and running the trip. A deputy GL will also be nominated.

11. The relevant (Primary or Secondary) EVC will hold a briefing session for all those nominated as a GL, which will cover:

  • conducting risk assessments;
  • emergency procedures;
  • school insurance cover;
  • budgeting for visits;
  • circumstances when a trip may be terminated.

12. The GL will hold a valid first aid certificate or ensure that one of the accompanying staff members does.

13. In the event that the School needs to hire a coach or a mini bus, the GL and the EVC will apply the School’s procedure on hiring and vetting minibuses or coach operators or use a contractor pre-approved by the School management.

14. Personal Liability

  • The GL acts "in loco parentis". This means that they "have a duty under common law to take care of students in the same way that a prudent parent would do".
  • The School as employer of the GL will support them in the unlikely event of an accident occurring provided they have exercised reasonable care and followed school guidelines.

15. Insurance

The school has Employers Liability Insurance and Public Liability Insurance.

  • It also has a group travel policy that covers most visits in the UK and overseas, but does not cover adventurous / hazardous activities such as rock climbing or scuba diving.
  • The EVC and / or GL should must check with the CFO when planning trips relating to hazardous / adventurous activities for the applicability of insurance and arrange for an extension where required - notice period to do this (6 -8 weeks in advance).
  • The GL should ensure that they have a copy of the school travel insurance with them on the trip.
  • Travel involving staff using their own cars is strictly forbidden.

16. Trips and visits planning.

The following list relates to planning for longer trips.

At least nine months in advance it is recommended to:

  • seek assurance that suitability checks have been carried out for any staff or another organisation taking responsibility for the school's students on a site other than the school
  • obtain suitable advice from the EVC on suitable dates, previous experience and requirements etc
  • discuss key elements of the visit, including purpose, location, transport, accommodation, activities, itinerary, number and age of participants
  • calculate the staff to student ratio
  • prepare a draft itinerary
  • decide on the mode of transport for the whole journey
  • prepare a costing for the visit, remembering to allow a contingency for delays and emergencies
  • check that the provider is licensed and individual instructors possess a recognised qualification (such as the Adventure Activities Licensing Authority)if an adventurous activity is involved
  • obtain relevant details from the intended Centre regarding acceptance of responsibility and copies of risk assessments before committing to the visit
  • prepare your own risk assessment
  • find other members of staff who are willing to participate, remembering:
    • male / female ratios (see para 3.17 below.)
    • language skills
    • medical assistance
    • nature of activities
  • check that the tour company / airline is ATOL / ABTA bonded so that cover is provided in the event of the bankruptcy of the provider
  • undertake a reconnaissance visit to the location if the school has not visited it before, or a reference from another school where this is not possible
  • establish the minimum and maximum numbers for the visit to be viable
  • establish any visa and medical requirements
  • establish the cost of any deposits required both for travel and the activity provider and calculate the deposit required from participants
  • check with the travel advice unit of the Foreign and Commonwealth Office depending on the location
  • prepare a written case for counter signing by the EVC and approval by the Head

The School may permit parents and carers and office staff to assist with day trips and sports fixtures, and where parent volunteers participate enhanced DBS disclosure must be arranged if they may have unsupervised responsibility for children.

17. Typically, the following ratios will be applied to school trips. However, each trip will be assessed on a case by case basis and ratios may be adjusted dependent on the risk assessment:

  • 1:6 for Years 1-3 inclusive
  • 1:10 for Years 4-6
  • 1:20 for Years 7 upwards (with a larger ratio permitted for over 16s)
  • 1:10 for all visits abroad

18. Risk Assessment

  • GLs are trained in undertaking risk assessment and how this relates to the visit, trip or activity they are planning. The school adopts the model risk assessment from the DfE (www.education.gov.uk), which is downloadable and covers:
    • identifying potential hazards of the location being visited
    • listing the groups of people that are at risk from significant hazards
    • listing control measures that are in place
    • allowance for hazards which may not yet be fully understood due to lack of information
    • monitoring hazards during the visit
  • The GL should ask for copies of risk assessments at the planning stage from professionally operated licensed activity centres and tour operators. These will form part of the overall school risk assessment
  • Risk assessments from previous visits can be used as a starting point for a revised assessment, but they must never be adopted without checking for changes which may have occurred
  • The EVC maintains a file of generic risk assessments relating to sports activities, regular school visits and theatre/ museum visits as a start point for reviewing each new trip.

19. After permission for the trip has been granted (at least 6 months in advance for longer trips), the GL must:

  • Write a preliminary letter to send to parents and carers and guardians of the target age group (which should be reviewed by the EVC), outlining:
    • purpose of the trip
    • programme
    • expected maximum cost
    • process for expressions of interest and date by when deposit must be paid
    • parents and carers briefing six weeks before departure
    • restrictions on numbers
  • Brief students about the visit, its dates and purpose;
  • Check the names of all students wishing to participate with the School Health Officer / Nurse. Discuss any requirements with the EVC (including those for special educational needs);
  • Send application forms to families;
  • Collect both parents’ agreement and signatures;
  • Collect the payment for the trip and arrange for accounting procedures with the CFO;
  • Arrange with the CFO to pay any deposits on accommodation, travel, activity centre etc;
  • On exchange trips assign students to host families.

20. At least three months in advance:

  • Finalise costs with the travel company;
  • Where possible check that all coaches are fitted with seat belts;
  • Confirm the cost for parents and carers (including contingency provision);
  • Inform parents and carers of medical and visa requirements. Any non-British passport holders parents and carers should be advised that it is their responsibility to ascertain any visa requirements for their child;
  • Arrange with the CFO for the parents and carers to be billed for the balance of the cost of the trip / collect the balance of the money for the trip from students and pass to the CFO for crediting to the trip account;
  • Arrange for the CFO to pay the travel company /airline / hotel etc with the balance required;
  • Arrange access to financial resources in case of emergency for the duration of the trip;
  • Arrange via the CFO for the loan of a school mobile phone, with the roaming option activated for overseas trips;
  • Brief students and ensure any specific advance requirements have been communicated.

21. Six weeks in advance

  • Give the CFO details of any foreign currency / travellers cheques etc and agree collection requirements (typically the GL will need to sign and produce relevant documentation at a bank or airport terminal);
  • Arrange trip briefing with parents and carers, which will cover:
    • Itinerary, including meeting and collection points
    • contact details for hotels / hostels/ names and addresses of host families
    • the number of the school mobile phone issued to the GL
    • kit, equipment, dress code of country and money requirements for students
    • expected rules of behaviour for the trip and the arrangements where such rules are not followed by students (including possibility of sending students home at parents and carers expense). This includes, alcohol, tobacco etc usage
    • arrangements for dealing with emergencies and informing parents and carers of them
    • arrangements for communicating with parents and carers in the event of return from the trip being delayed
    • the need to notify the school of contact with an infectious disease 4 weeks before travelling
    • the reasons why a consent form is essential
    • the need for a copy of each students passport
  • Send all parents and carers a copy of the consent form (example appendix 1 and 2 or 3) and the return date;
  • Arrange for any catering requirements with the catering department;
  • Brief students on expected standards of behaviour and cultural differences;
  • Book travelling first aid kit with the School Health Officer / Nurse.

22. Two weeks in advance

  • Follow-up with parents and carers who have not returned their consent forms, pointing out that their child will not be able to participate unless the form is received 3 working days before departure;
  • Obtain copies of each student’s passport (check expiry dates);
  • Check all travel tickets and store in the school safe;
  • If collecting currency / travellers cheques etc arrange for storage with the CFO in the school safe and make a note of any serial numbers etc;
  • Meet with accompanying staff members to discuss all practical arrangements for the trip and roles and responsibilities;
  • Prepare packs for the School Office and each member of staff containing:
    • the itinerary, with all addresses of locations during the trip etc
    • The GL mobile number
    • mobile numbers of participating staff
    • a list of students with parental contact details and medical conditions
    • copies of all passports and travel documents
    • emergency contact numbers for the Head, EVC, designated member of staff on-call
    • out of hours contact numbers for school security
    • address and contact details of nearest British Consul
    • on exchanges contact details / addresses for schools and host families
    • copy of travel tickets and insurance documents
    • copy of the trip risk assessment
    • location of nearest hospital
    • copies of serial numbers of travellers cheques

23. Day prior to departure / day of departure

  • Collect tickets, foreign currency, travellers cheques etc from the safe;
  • Give trip information packs to nominated persons;
  • Give each student the names, addresses and phone numbers of their accommodation;
  • Remind students about expected standards of behaviour and sanctions if not followed;
  • Remind students to bring passports;
  • Collect travelling first aid kit (check contents);
  • Collect school mobile phone and charger;
  • Collect any catering provisions.

24. During the visit or activity

Primary responsibility for the safe conduct of the visit rests with the GL. They have sole responsibility for amending the itinerary in the event of unforeseen delay or sudden deterioration in weather conditions. They will liaise with the partner school in the event of difficulties between a student and their host family. They may delegate part or all of the responsibility for the following to one or more of the accompanying staff:

  • Carrying out a head count on getting on and off each form of transport, entering or leaving a museum, restaurant, activity centre, hotel etc;
  • Checking that all students wear their seat belts;
  • Checking the fire exits and escape routes at each hotel or hostel. Ensuring that every student walks through the emergency escape route at each hotel;
  • Ensuring that sleeping accommodation is suitable and located together (preferably not on the ground floor);
  • Setting times for students to be in their rooms at night. Conducting checks (using the other staff);
  • Ask all students to write their mobile numbers on a sheet of paper. Give all students the number of the school's mobile if they are going to be allowed out in small, unsupervised groups;
  • Setting agreed times and locations for checking students when they work or are allowed out unsupervised in small groups;
  • Enforcing expected standards of behaviour;
  • Looking after (or reminding students to look after) valuables;
  • Storing cash, travellers cheques, tickets and passports or ID in the hotel safe;
  • Keeping an account of all expenditure;
  • Recording all accidents and near misses.

3.25 Illness or minor accidents

If a student has a minor accident or becomes ill, the GL, or another member of staff, will take him/her to the local hospital or clinic. If the trip is outside the UK, he/she will notify the insurers on their helpline to arrange (where possible) for the medical bill to be sent directly to the insurance company for settlement. If the accident is more serious (such as a broken leg when skiing), the school's medical insurers may arrange for the student, accompanied by a member of staff to be repatriated to the UK. The GL will phone the student's parents/ carers if their child has suffered an accident or injury that is serious enough to require medical treatment - as opposed to minor cuts and bruises.

26. Emergency procedures

  • In the event of a serious accident resulting in the death or injury of one or more of the students and staff, the GL first priority is to summon the emergency services and to arrange for medical attention for the injured party. One of the accompanying members of staff should accompany the injured student(s) to hospital.
  • After ensuring that the rest of the group is safe and looked after, the GL will:
    • inform the Head or on-call member of the SMT of what has happened
    • ensure that follow-up communications with the Head are maintained even where the full facts have not yet emerged
    • arrange for the school's insurers to be contacted as quickly as possible, together with the British Consul, if the accident happened overseas
    • a full record should be kept of the incident, the injuries and of the actions taken
  • Where appropriate the school communications plan will be implemented
  • No staff member should give comment to the media without the express permission of the Head of School.

27. Delayed return

If the return from a visit is delayed, the GL will phone the school office, who will in turn phone, text or email all the parents and carers to alert them to the delay and the revised time of arrival.

28. On Return

  • The GL will provide the EVC with a report on the visit
  • The GL will return all school property (together with a report of any lost or damaged property)
  • The GL will instruct all students to delete their records of the school mobile.
  • The GL will remind all staff to delete any records of students' mobile numbers that they may have acquired during the visit
  • The GL will return any financial documentation, currency or similar items.
  • The GL will produce a schedule of all expenditure on the trip.

29. Report for Governors

The Head termly report to the Governors will contain a synopsis of the planned trips and visits that have taken place since the last Meeting of governors. The EVC, who prepares this report, will invite the GL to draft a short report and how such a trip fits in with the curriculum.

References:

DfE Health and safety advice for schools: https://www.gov.uk/government/publications/health-...

http://www.hse.gov.uk/services/education/school-tr...


Reviewed in July 2015 by Head and CFO Relevant EVC/CFO

Reviewed in March 2016.


21 - Visitor Access Policy

Lycée International de Londres Winston Churchill is committed to ensuring the safety of all members of its community including students, parents and carers, staff and guests. As such this policy is designed to ensure that only those individuals granted permission to be on the School site have access to it and the appropriate supervision is in place for those requiring it.

General Procedures

All visitors and guests to the school must report to the reception area located just inside the main entrance off Forty Lane. Any visitor expecting to meet with a member of the School team is expected to have a pre-arranged appointment. ‘Drop-In’ appointments or visits will not be accepted unless in an emergency situation.

At the School’s reception desk the visitor will be met by the Receptionist, who will confirm the appointment with the relevant member of the Team and then ask the visitor to sign in. The sign in will include taking information regarding the name, company, person being visited, car registration plate and time at sign in. The visitor will then be issued with a visitor pass that they must wear on their person in full display throughout the duration of their visit.

Visitors of LIL must have on their possession a valid photo ID (Driving Licence, Passport, Identity Card of their home country if applicable). A credit card, business card or library card is not considered as photo ID.

All visitors who require access to the School buildings or grounds will be escorted at all times. No visitors, regardless of who they are or how well they are known to the School and its community, will be allowed free access to the School. For clarity, a visitor is defined as any individual or group of individuals who are not employees of the School or students enrolled in the School. This includes all parents/carers of students, volunteers, prospective school parents, contractors, visiting teachers or guests.

Contractors must have in their possession a photo ID and, if available, the original copy of their DBS.

Their DBS and Photo ID will be checked by a member of LIL staff (Security, Premises, HR or Receptionist). The number of the DBS will be written down for the school records when signing in our system but no photocopies will be taken of neither DBS nor ID in accordance with Data Protection Act 1998.

Contractors with relevant DBS are allowed to work within the school premises without staff supervision. Contractors without DBS must be escorted at all time throughout their working day and be escorted out. All contractors working on site must follow the induction procedures.

Induction must include:

  • fire induction;
  • no smoking policy;
  • security policy;
  • safeguarding and child protection policy;
  • site tour;
  • LIL contractors works form;
  • welfare issues.

This will all be adjusted depending on the type of work and length of time spent on site.

Once the visit to the School has been concluded, all visitors must sign out with reception before leaving the premises.

Drop off, Pick up and School Events

For Primary school parents and carers, drop off and pick up is mandatory and a designated secure area is assigned, next to the reception area, where students can be dropped off before the start of the school day. At the end of the School day, parents and carers can wait in this same area until class teachers bring the students to this area and handover each child to the appropriate adult waiting to collect them.

Any parents or carers wishing to enter the School beyond this point during these times (class time) will be expected to adhere to the general procedure above.

For School events such as stage performances and parents evenings, pre-registration is obligatory.


Policy written in 2015.
Policy reviewed in:
February 2016
August 2016

22 - Whistleblowing Policy (for staff)

Introduction

The School has adopted this policy and the accompanying procedure on whistleblowing to enable members of staff to raise concerns internally and in a confidential fashion, that are related to fraud, malpractice, health and safety, criminal offences, miscarriages of justice, non-compliance with legal obligations, inappropriate behaviour and unethical conduct. The policy also provides for such concerns to be raised outside the organisation if necessary.

Elements of the Policy

In accordance with Lord Nolan's Second Report of the Committee on Standards in Public Life, the School's policy on whistleblowing is intended to demonstrate that the School:

  • will not tolerate malpractice;
  • respects the confidentiality of staff raising concerns and will provide procedures to maintain confidentiality so far as is consistent with progressing the issues effectively;
  • will provide the opportunity to raise concerns outside of the normal line management structure where this is appropriate;
  • will invoke the School's disciplinary policy and procedure in the case of false, malicious, vexatious or frivolous allegations;
  • will provide a clear and simple procedure for raising concerns, which is accessible to all members of staff.

Procedure

This procedure is separate from the School's adopted procedures regarding grievances. Employees should not use the whistleblowing procedure to raise grievances about their personal employment situation. This procedure is to enable members of staff to express a legitimate concern regarding suspected malpractice within the School. Malpractice is not easily defined; and may include allegations pertaining to fraud, financial irregularity, corruption, bribery, dishonesty, acting contrary to the staff code of ethics, criminal activity, or failure to comply with a legal obligation, miscarriage of justice, or creating or ignoring a serious risk to health, safety or the environment.

Confidentiality

Employees who wish to raise a concern under this procedure are entitled to have the matter treated confidentially and in the knowledge that their name will not be disclosed to the alleged perpetrator of malpractice without prior approval. In order to preserve confidentiality, it may be appropriate that concerns are raised orally rather than in writing, although members of staff are encouraged to express their concern in writing wherever possible. If there is evidence of criminal activity then the Police will in all cases be informed.

The Investigation

A member of staff will be at liberty to express their concern to the Head, the Deputy or the CFO. Any concern raised will be investigated thoroughly and in a timely manner, and appropriate corrective action will be pursued. The member of staff making the allegation will be kept informed of progress and, whenever possible (and subject to third party rights) will be informed of the Resolution. A member of staff who is not satisfied that their concern is being properly dealt with will have a right to raise it in confidence with the Trustees.

External Procedures

Where all internal procedures have been exhausted, a member of staff shall have a right of access to an external person/body. This may include (depending on the subject matter of the disclosure) HMRC, the Audit Commission, the Health and Safety Executive and/or the Local Authority Designated Officer (where the disclosure relates to a child protection issue).

It should be noted that under the Public Interest Disclosure Act 1998, there are circumstances where a member of staff may be entitled to raise a concern directly with an external body where the employee reasonably believes:

  • that exceptionally serious circumstances justify it;
  • that the School would conceal or destroy the relevant evidence;
  • that they would be victimised by the School or their colleagues or where the Secretary of State has ordered it.

Malicious Accusations

False, malicious, vexatious or frivolous accusations will be dealt with under the School's Disciplinary Procedure.

Protection from Reprisal or Victimisation

No member of staff will suffer a detriment or be disciplined for raising a genuine and legitimate concern, providing that they do so in good faith and following the Whistleblowing procedures.


Policy written in 2015.

Policy reviewed in:
February 2016
August 2016

23 - Accessibility Plan

The School will make this accessibility plan available to interested parties on request

Introduction

Schools are required to plan for:

  • increasing access for disabled students to the school curriculum. This covers teaching and learning and the wider curriculum of the school such as participation in after-school clubs, leisure and cultural activities or school visits.
  • improving access to the physical environment of schools. This covers improvements to the physical environment of the school and physical aids to access education.
  • improving the delivery of written information to disabled students. This will include planning to make written information that is normally provided by the school to its students available to disabled students. Examples might include handouts, timetables, textbooks and information about school events. The information should take account of students’ disabilities and students’ and parents and carers’ preferred formats and be made available within a reasonable time frame.

Ethos and aims of the School

The school wishes to ensure that as far as possible, children with disabilities are able to enjoy the quality of education available to others. A child has learning difficulties if they have a significantly greater difficulty in learning than the majority of children of the same age or if they have a disability which either prevents or hinders them from making use of educational facilities of a kind generally provided for children of their age in the majority of schools.

The school is committed to inclusion in all its forms: the curriculum, physical environment, access to the full life of the school including out of school activities. Where prospective students are concerned, the school acknowledges its non-discrimination and planning duty under the Special Educational Needs and Disability Act 2001, The Disability Discrimination Act (1995) as extended in 2001 and The Equality Act 2010 (see: the School’s Equality of Opportunities Policy) .

At the registration stage, the School asks parents and carers to disclose any disability, special educational need or medical condition of their child. The Head will then meet the family to assess the child’s needs. If the school is able to meet the needs of the student a project d’accueil individualise (PAI) or Individual Learning plan (ILP) will be put in place with the parents and carers and before the offer for a place will be confirmed.

We regularly review and take steps to improve the physical environment of the school in order to increase the extent to which disabled students are able to take advantage of education and associated services offered by the school.

Cost and funding

For students in state schools there may be some funding available from the local authority but this is unlikely to be the case for a student in an independent school, such as ours. It is always the borough/authority where the child is resident which is responsible for a child. This may be different from Brent Borough where the School is located.

LIL endeavours to provide a measure of extra help to students from within its own resources at no extra charge to parents and carers (soutien scolaire). When the School does not have sufficient resources to provide for the needs of a child, it will refer parents and carers to external professionals or may ask parents and carers to contribute financially to the additional costs as part of a PAI, PPS or PPRE (see below) .

If you are moving to the UK with a child who has Special Educational Needs (SEN) and does not speak English, finding schools in a country with an unfamiliar education system is a difficult task and it can be a particularly daunting and stressful experience if you have a child with a Special Educational Needs.

The School does not have a SEN unit but, after meeting with the Head, we will be able to assess if we can give your child the right level of support (for example specific needs such Dyslexia, Aspergers or Attention Deficit Disorder.)

The School building is assessed on an individual basis to ascertain if it has and is adapted for (or should be adaptable) for access by students with physical disabilities.

What LIL provides

We have a number of plans in place which tend to a variety of students’ needs (see below). They are monitored by either a teacher, the vie scolaire team (CPE), the Learning Specialist or the school nurse, depending on the child’s needs.

We have several (36- should we include specific number?) students with medical disabilities (specific needs). These would include for example dyslexia, Down's syndrome, visual impairment, food allergies, asthma, students who need to carry or have access to an epipen, etc. All our students are fully integrated into school life and participate in the whole curriculum including extra-curricular activities (such as school trips).

Students:

We have put in place different plans both at primary and secondary level to assist students with needs. Some plans are agreed with parents and carers when they register their child. They are:

  • PAI (Projet d'Accueil Individualisé): This covers needs with a medical aspect not link to learning difficulties (allergies, etc?)
  • PPS (Projet Personnalisé de Scolarisation) : This covers medical needs which result in learning difficulties (dyslexia, ADHD, and “dys” in general )
  • PPRE (Programme Personnalisé de Réussite Educative) : for learning difficulties which are not due to a medical condition.
  • PAS (Projet d'Accompagnement de la Scolarité): special timetable adjustments for students who compete at high level in extracurricular activities (music, sports)

The School provides the following teaching support available to all students in need of support:

In the Primary, the following support has been put in place:

  • During Sport/Music/Library/ICT slots, classes are often divided into ability groups to allow curriculum delivery to be regulated in terms of pace and difficulty level
  • During these same sessions, it may also be the case that while one whole class is with a subject specialist teacher, both class teachers of that year group work with the parallel class to allow for: bilingual teaching/language support for a targeted group of students/ learning support for a targeted group
  • There is a homework club for Primary to support students where needed.
  • In Sport, Sports teachers modify lesson content for students presenting certain medical conditions and adjust their expectations of outcome accordingly to ensure the safety of each individual (joint hypermobility etc).

In the Secondary, the following support has been put in place:

  • In 6ème : one to one support (2 hours / week for all students in need)
  • Maths / French support in 5ème /4ème/ 3ème(1 hr/ week for each student with needs)
  • Homework support by AEDS in « vie scolaire » sessions
  • DNB support specific to DNB examination for 3ème students.

Staff:

We take a fully inclusive approach to our staff recruitment and aim to appoint the best person based on their skill set and qualifications and regardless of any disability he/she might have. We actively implement the school's equal opportunities policy for staff in the day-to-day management of the School. We have no staff requiring extra support with medical disabilities ranging from diabetes, hearing impairment etc in order to fulfil their roles. We have no governors on our governing body with medical disabilities. If we did, we would make the reasonably required adjustments to ensure that this individual can travel to and from meetings and has access to all the necessary information and equipment to enable him/her to fully and actively undertake his role.

Accessibility Plan Committee

We have set up a committee which consists of Head of School, Head of Secondary or Coordinator of Primary, CPE (Dean) and learning Specialist. The Committee may co-opt additional members whose expertise in any field would be of assistance. The committee's terms of reference are:

  • to review annually the school's policies, procedures and facilities as they are likely to affect students and prospective students who are disabled.
  • to make recommendations with a view to improving the accessibility of its education in many aspects to students or prospective students with disabilities by means of reasonable adjustments and by planning for the future
  • to prepare the school's disability inclusion, SEN and learning support policy
  • to update, as required, the school's accessibility plan
  • to review such plans and policies as necessary and at least on an annual basis.

We will regularly monitor the success of the plan and it will also be reviewed annually by the governing body and the school's accessibility Plan Committee (as above). The governing body will report on how targets have been met in their annual report to parents and carers (and what impact they have had on the achievements of students with disabilities).

Action Plan

The following has been carefully considered by the school's disability policy review committee and is regularly monitored:

  • Admissions
  • Attendance
  • Exclusions
  • Education
  • Extra-curricular activities
  • Governing body representation
  • Physical school environment
  • Selection and recruitment of staff
  • Sporting education and activities
  • Staff training
  • Welfare / Pastoral Care (vie scolaire)

1. Increasing access for disabled students to the school curriculum

Target

strategy

Time-scale

Resources required

Person(s) responsible

Support as many students as reasonably possible to access the curriculum

Research latest software in general, and iPad specific that may help students with learning difficulties progress

August 2016

Potentially some funding for software licences

Learning Specialist/Social Emotional Counselor / Principals

Ensure students with learning needs progress to their potential

Ensure ILLP’s are created for any students that require additional support

October 2015

None

Learning Specialist/Social Emotional Counselor

Provide suitable materials and support where possible for students with learning needs

Ensure a portion of the school's resources budget is earmarked for use each year to support individuals as necessary

September 2015

Some financial allocation within the resources budget

CFO

2. Improving access to the physical environment of the School

Provision will be considered as and when a student’s special needs are known.

The school building was recently renovated and is DDA compliant (for example lift access to all floors/ disabled toilets). There is no step at each floor level. All classrooms are equipped with interactive board technology able to assist any visually impaired students.

Target

strategy

Time-scale

Resources required

Person(s) responsible

Access for all pupils to all school areas,

Ensure sites we hire for sports have disability access.

Check all school areas provide access to all pupils.

Ensure QCCA sports facility is DDA compliant.

October 2015


TOG/Premises Manager

Be aware of fact that not only pupils but also staff and visitors ( i.e. parents) may require disabled access to the school/ to meeting room

Create access plan and be aware of access for parents to meet needs if required.

As required

Limited

Premises Manager

Ensure all pupils with disability can be evacuated and all fire routes are suitable for all.

Put in place personal emergency evacuation plan for pupils with difficulties/ consider staircases when lift cannot be used

As required


Deputy Head/Premises Manager

Ensure accessibility to IT equipment

Study access to IT rooms

Consider needs of visually / hearing impaired staff or pupils

As required

Ensure keep up with latest technology


Deputy Head/IT Manager

Ensure hearing equipment in classroom supports hearing impaired

To consider latest possible technology as/when required

As required


Deputy Head/IT Manager

Review PE curriculum to ensure PE is available to all

Get information on sports for disability pupils

If required


Deputy Head/Head of Sports

3. Improving the delivery of written information to disabled students

Targets

strategy

Time scale

Person responsible

Improve staff training in disability issues

Identify and organise training/resources. review cost of training/consider online training

From Sept 2015/ then ongoing

Head/Deputy and Head primary/ HR Manager

Improve delivery of information to pupils with visual impairment

Ensure iPads and projectors are pproperly set/ use enlarge print/ clarity

Aware from the start then ongoing

Teachers

Ensure all staff are aware of guidance on accessible format

Guidance to staff on dyslexia and accessible information/ be aware of bilingual aspect of school curriculum

ongoing

Head/Deputy

Provide information to pupil in or French or English / difficulty in hearing in one language/impact on bilingual curriculum offered.

Consider what is offered works under bilingual teaching offer

As required



Policy written in 2015.
Policy reviewed in:
February 2016
August 2016

24 - Risk Assessment Policy

Introduction

It is not only a legal requirement, but also the LIL’s firm belief, that risks to health and safety should be controlled wherever possible through risk assessments. These are therefore conducted in this school on a regular basis and cover all identified risks to our students, our staff, our buildings, our grounds, in our daily routine and at all school events.

What is Risk Assessment?

A risk assessment is a tool for conducting a formal examination of the harm or hazard to people (or an organization) that could result from a particular activity or situation.

  • A hazard is something with the potential to cause harm.
  • A risk is an evaluation of the probability (or likelihood) of the hazard occurring.
  • A risk assessment is the resulting assessment of the severity of the outcome.
  • Risk control measures are the measures and procedures that are out in place in order to minimise the consequences of unfettered risk (e.g. staff training, clear work procedures, heat detectors, fire alarms, fire practices, gas and electrical shut down points and insurance).

Who Conducts a Risk Assessment?

Risk Assessments can and need to be conducted by any member of the staff, dependent upon the requirements.

Risk Assessments are conducted before (and after) the occurrence of each one-off event/activity.

Key institutional risks and ongoing projects are re-assessed each time they are subject to a change and in any event on an annual basis.

The Board of Governors will also receive regular reports from the Health & Safety Committee via the nominated governor who attends these meetings and the CFO.

The Board of Governors agenda includes a regular item for consideration of risk and controls. The emphasis is on obtaining the relevant degree of assurance that the process and controls are working effectively to identify and manage risk.

The Head of School remains overall responsible for ensuring that suitable Risk Assessments are completed, covering all processes and activities carried out by a competent person with adequate records (Please also refer to our Health & Safety Policy).

Risk Assessments

There are two main types of risk assessment: generic and specific.

Generic risk assessments should be completed for hazards or activities that are common throughout the school. Specific assessments should be completed for particular tasks, procedures, equipment, locations, and educational visits, which have specific or significant risks.

The essential steps that are taken in order to comply with this policy are:

  • Identify the hazards to health or safety arising from the activity, learning environment or setting.
  • Decide who might be harmed and how.
  • Evaluate the risks and decide whether existing precautions are adequate or more needs to be done.
  • Record your findings.
  • Review your assessment and revise it if necessary (prescribe remedial action, i.e. risk control measures).

Thorough Risk Assessment involves answers to the following questions:

  • What hazards are we faced with?
  • Who might be affected?
  • How can the risks be reduced to an acceptable level?
  • Can effective measures be implemented now?
  • If not, what contingency plans will serve us best for the time being?
  • Who may be affected? Consider students, teachers, staff, trainees, expectant mothers and also those who may not be directly involved with the activity but who may still be affected by the process. This may include cleaning or office staff, contractors, parents and carers or when beyond the School, members of the public.

Risk Evaluation

Evaluate the risks (low/medium/high) to which individuals might be exposed. This will be a subjective evaluation but should be used to give an indication of the priority with which the risks needs to be addressed. Where risks are already controlled, monitor the effectiveness of the controls to decide whether they are sufficient. Where the risk to individuals is thought to be medium or high, additional control measures must be considered.

Risk Control

Decide what controls are necessary to reduce the risk to individuals. The steps to controlling the risks are as follows:

  • Avoid the hazard – can the hazard be avoided or altered to reduce the likelihood or risk?
  • Substitute or replace the hazard
  • Procedural controls – can the procedure be altered to avoid or reduce the risk? Can the individual be removed/distanced from the risk? Can the activity be carried out at a time that would have a lesser impact on others?
  • Child management – make sure that the staff are aware of each child’s needs.
  • Setting management – such as the monitoring of exits and entrances.
  • Additional equipment/staff – can a lifting device or an additional person be utilized to avoid or reduce the risk?
  • Personal Protective Equipment – consider the value of using such things as gloves, over garments.
  • Emergency procedures – have contingencies in the event of things going wrong such as an accident, incident or fall.

The CFO monitors the control measures instigated to ensure that they are effective and implemented correctly.

What areas require a Risk Assessment?

There are numerous activities carried out at the School, each of which requires its own separate risk assessment. The most important of these cover:

  • Fire safety and other security procedures;
  • Educational visits and trips.

However, risk assessments are also needed for many other areas, including:

Educational

  • Science experiments
  • Each sport and PE activity
  • Art/Music

At LIL we provide professional training courses for teachers who work in Science. All teaching staff receive regular induction and refresher training in risk assessments tailored to their specific areas.

Medical and First Aid

The medical area has risk assessments for first aid and all other treatments and procedures. The accident forms are maintained in the medical area and the School Health Officer is responsible for ensuring that accidents are duly recorded. Please refer to the Administration of Medication Policy and the First Aid Policy for further details.

Child Protection

Our Safeguarding Policy forms the core of our child protection risk management. Safer recruitment policies and procedures ensure that the school is not exposed to the risk of employing staff who are barred from working with children, and are not allowed to work in the UK. By extending this regime to Governors and volunteers and by ensuring that everyone in our community receives regular child protection training, we manage this risk to an acceptable level.

Support Areas

Catering and Cleaning of catering equipment: Risk assessments and training are required for every item of catering and cleaning equipment, as well as for manual handling, slips and trips and the control of substances hazardous to health (COSHH). Induction and refresher training covers risk assessments, protective equipment and safety notices. As this facet is outsourced the catering firm will provide an annual update on these aspects.

Caretaking and Security:

Risk Assessments cover every room, laboratory, stairs, corridor and emergency exit in the entire school. Particular emphasis in training is given to minimising the risk of both fire and to security by adhering to good practice. Risk Assessments also cover manual handling, working at height, and asbestos. Induction and refresher training covers Risk Assessments, protective equipment and safety notices.

Maintenance:

Risk Assessments and training is required for every tool and item of equipment, as well as for manual handling, slips and trips, working at height, lone working, asbestos, control of contractors on site, electricity, gas, water and the control of substances hazardous to health (COSHH). Induction and refresher training covers risk assessments, safe working practices, communication and health and safety notices and protective equipment.

Equipment Rooms:

Risk Assessments and training is required for every tool and piece of machinery, as well as for manual handling, slips and trips, working at height, lone working, use of pesticides, storage of flammables and COSHH. Induction and refresher training covers Risk Assessments, protective equipment and safety notices.

Office staff: Risk Assessments are required for the display screen equipment and cables used by those staff (primarily office-based) who spend the majority of their working day in front of a screen.

Access by students:

Risk Assessments of all areas of the school reinforce the policy of ensuring that our students do not have unsupervised access to potentially dangerous areas, such as the science laboratories. Doors to these areas are kept locked when not in use. Students are only allowed access when accompanied by a member of staff. Students do not have access to the Equipment Rooms, Maintenance, Catering and Caretaking working areas in the school.

Specialist Risk Assessment

The CFO arranges for specialists/competent firms to carry out the following risk assessments:

  • Fire safety
  • Asbestos
  • Legionella
  • Electrical safety
  • Gas safety
  • Work at high levels
  • Work with lead.
  • Office staff

Reviews

All Risk Assessments are reviewed and recorded, when major structural work is planned, in the event of an accident or near miss or in the light of significant change. The Health and Safety Policy describes the arrangements for regular health and safety audits of the fabric of the school, its plant, machinery and equipment, together with its arrangements for catering and cleaning and for water sampling.

Responsibilities of all Staff

All members of staff are given a thorough induction into the school’s arrangements for Risk Assessments and health and safety (which is recorded). Specialist training is given to those whose work required it. However, staff are responsible for taking reasonable care of their own safety, together with that of students and visitors. They are responsible for cooperating with the Head in order to enable the Governors to comply with their health and safety duties. Finally, all members of staff are responsible for reporting any risks or defects to the Head or the CFO.

SCHEDULE: RISK ASSESSMENT TEMPLATE

( you can copy paste this template and put in landscape layout)

Situation being assessed


Location


Date


Risk assessor


Persons covered


List the hazards below


Remember to talk to those actually involved in the situation.

Un

controlled Risk

Existing


Measures being taken to control the risk.



Additional control measures


  • Ideally eliminate or if not possible reduce and control the risk
  • Is Personal Protective Equipment required as a last resort?

Controlled

Risk

By who?

By when?


H

M

L

H

M

L

e.g. Using a ladder to paint a wall, a hazard could be slipping and falling off it.




  • e.g. The ladders are checked from time to time but this is not documented and there is no regularity to the checks.



Mr Smith

05/08/08































Signature……………


Name:……………



Date:……………

Policy written in 2015.
Policy reviewed in:
February 2016
August 2016

25 - Career Guidance Policy

Introduction

The Career Guidance Counselling Office (CGCO) is here to assist all students in an individual, impartial and supportive manner to help them get to know their strengths and interests, build their future education and career goals and help prepare them for the challenges and adventures that lie ahead. Each and every student will receive the attention and support necessary to meet their individual career counselling needs.

1.Key Principles

-Students are encouraged to start learning and thinking about their interests and strengths when they reach secondary school

-Each student is an individual and is treated as such with careful attention to their unique talents, goals, aspirations and challenges

-Every student is entitled to individualised impartial advice, support and assistance to help them define and attain their future goals

- The Career Guidance Student Committee (CGSC) works closely with the CGCO to ensure best service and communication between students and administration:

-The CGSC is comprised of one student from each secondary school year who has been chosen for their interest in working with the CGCO to help provide their peers with the best career guidance counselling information and service

-The CGSC positions are a leadership and peer volunteering opportunity for students within the Churchill community

-The CGSC will meet three times per trimester

and help with main CGCO events such as the Career Fair, hosting universities, topical forums and work placement planning.

Aims

The CGCO supports the personal development of each student by:

-Helping build self-confidence and self-reliance

-Fostering the development of critical thinking and research skills

-Promoting positive and informed attitudes to learning and goal setting

-Encouraging self discovery and understanding of strengths and interests

-Dispensing information on as large a range of education and career options as possible

-Providing guidance in the best interest of the individual student

-Inspiring every student to find their future path

-Opening doors to the future

2. Career Guidance Curriculum

6e and 5e - self discovery - opportunity for interest and personality type testing; tutorials on key tools/resources available and elements to start thinking about for both students and parents. Encourage students to get involved in service learning, sports and cultural activities to build their profiles according to their interests and strengths. Development of Student Profile Builder to assist students. Letter to Self tutorials. Work in conjunction with learning specialist.

4e and 3e - tutorials on French, English and International academic qualifications (Baccalaureate options in France, exams and diplomas in the United Kingdom); discovery of career fields with " Get To Know" tutorial series and "So You Want To Be A ...." Series; "Topical Forums" and work placements. Profile Builder Checker tutorials and individual follow up with students and families. Review of Letter to Self.

2e - tutorials on post baccalaureate options in France, the United Kingdom and abroad. Profile Builder Checker tutorials. Future Mapping tutorials. Parent/Student meetings to discuss educational choices for baccalaureate, post baccalaureate options and review of student Profile Builder to determine areas to be worked on. Work Placement Program.

3. Specific Career Event and Activities for 2015-2016

(non final and non exhaustive)

September 2015 - Welcome to 2e students

September 2015 - Welcome to 4e and 3e students

September 2015 - Welcome to 6e and 5e students

September 2015 - Letter to Self Tutorial

September 2015 - Profile Builder Tutorial

October 2015 - Service Learning Opportunities Community Based for Winter Trimester

October 2015 - CGCO Parent Evening

October 2015 - Topical Fairs

October 2015 - CV workshop

October 2015 - Individual Meetings 2e

October 2015 - Interview Workshop and Practice Interviews

October and November 2015 - So You Want To Be A ... Series - 5 sessions

November 2015 - Profile Builder Tutorial

November 2015 - Individual Meetings 3e

November 2015 - Individual Meetings 4e

December 2015 - Tools Tutorial

December 2015 - Service Learning Opportunities - Community Based for Spring Trimester

January 2016 - Interest and Personality Type Testing for interested students

January 2016 - CV Tutorial

February 2016 - Future Mapping Tutorial

February 2016 - Summer Planning 2e

March 2016 - Post Baccalaureate Options France

March 2016 - Post Baccalaureate Options United Kingdom

March 2016 - Post Baccalaureate Options Canada

March 2016 - Post Baccalaureate Options USA

April 2016 - Work Placement Program in various partner companies

May 2016 - 2e Meetings Parents/Students

May 2016 - Individual Meetings 5e

May 2016 - Profile Builder Update for 6e

May 2016 - Interest and Personality Testing

June 2016 - CV Tutorial

June 2016 - Summer Entrepreneurship Tutorial

June 2016 - Summer Service Learning Tutorial

June 2016 - Summer Volunteering Tutorial

4. Career Guidance Suggested Links

www.direct.gov.uk/nationalcareersservice job profiles on hundreds of careers, skills builders and career planning for young people and adults.

To learn about applying to British universities look at www.ucas.com and at The Guardian University Guide. Another interesting website is www.hero.ac.uk.

www.eduscol.education.fr

L'Onisep (Office National d'Information sur les Enseignements et les Professions) www.onisep.fr

l'Onisep "Mon orientation en ligne" www.monorientationenligne.fr

CIDJ ou Centre d’Information et de Documentation Jeunesse

www.cidj.com (to be viewed at school)

www.jcomjeune.com/

Government website about student life, financial aid, educational path options and mobility

www.etudiant.gouv.fr

For Canada, Maclean's magazine university issue describes and ranks universities, it is published every November. Each province has its own system for applying. The most comprehensive online resource is: www.aucc.ca.

For the U.S., 25-26 Septembre 2015 : Fulbright USA College Day in London SW6. Registration is required and spaces are limited. Fulbright put on a College Day attended by advisers and most of the US universities each year in September. Even if you are not yet ready to choose a university, this is a good opportunity to ask specific questions directly to the colleges and get their opinions: Fulbright USA College Day info at http://www.fulbright.org.uk/news-events/usa-study-...

www.movingonmagazine.co.uk web based careers magazine, with short articles relating to careers and qualifications, plus advice and information.

www.careersbox.co.uk Short films about many careers and general careers information

www.icould.com A guide to careers in science and technology.

www.icould.com/whose-crew-are-you Help to identify the areas of science or technology you might be suited to.

www.creativeskillset.org An excellent guide to creative careers in areas such as film and TV, design, writing and games development.


27 - Equal Opportunity and Diversity Policy (for Staff)

Introduction

Under the Equality Act (2010) Lycée International de Londres Winston Churchill is responsible for eliminating any form of discrimination, promoting good relations between students, staff and parents and ensuring that all employees have equal access to all aspects of School life, regardless of age, race, disability, religion or belief, sexual orientation, sex or gender reassignment, pregnancy or maternity/parenthood.

All aspects of the School life, its organisation and values promote equal opportunity. Specific training sessions to ensure awareness, understanding, and promotion of differences are provided to all employees as part of our Professional Development Programme. Conferences and workshops are therefore organised at School on a regular basis throughout the year. Such a programme is provided in the same way as it is to students and parents through our Social and Emotional Curriculum (See PSHE and Equal Opportunities for Students Policies).

To create and foster an international, culturally aware community is one of the School’s main objectives. As a consequence, to achieve our goal, we recognise that more attention and education is required.

1. Human Resources Philosophy

The School is a multicultural Community that is strengthened and enriched by the diversity of its Students and Team members. It celebrates that diversity as an enrichment of everyone’s life and experience. We are committed to protecting every member of our community and promoting fairness of treatment and equal opportunities for our Team as well as for everyone applying to work with us.

As such, we strongly believe in respect, dignity and equal treatment for all persons regardless of age, sex, gender, race, religion or belief, ethnic, cultural or national origin, relationship status, pregnancy, maternity or paternity, sexual orientation, mental health or physical disability.

The Leadership Team is determined that this respect and equal treatment be applied in every aspect of our daily business and how we conduct ourselves. All Team members are encouraged to show a tolerant and respectful example to the Student body.

This commitment is reflected in our use of best practices in recruitment, our disciplinary response to discrimination, and the accommodations that we will provide for those Team members who require them.

2. School’s Commitment

As the School is committed to ensuring that its organisation, procedures, and values promote equal opportunity, all forms of discrimination by any person will be treated with utmost seriousness.

Symbols, insignia and badges displaying any kind of discriminatory message will not be permitted. Staff are to be aware of possible cultural assumptions and bias within their own attitudes. As role models, Teachers and Staff should be aware of the influence adults have in promoting positive attitudes. They must use that influence to challenge stereotypes and clichés.

We aim to raise our Team members’ awareness of our diverse community and to have them appreciate the value of difference. Discrimination is not acceptable and will not be tolerated. Therefore people’s identity is to be respected. Students and Team members must accept and respect names from other cultures and make sure to accurately record and correctly pronounce them.

We actively oppose all form of unlawful and unfair discrimination and will continuously strive to ensure fair treatment for all, regardless of race, disability, gender reassignment, sex, marriage and civil partnership, pregnancy and maternity, religion and belief, sexual orientation and age. (These protected characteristics were introduced in the Equality Act 2010) This applies to existing and prospective staff, pupils, parents and those accessing the School’s resources and facilities.

It is the School’s view that linguistic diversity is an asset: employees shall feel that their culture and the languages they speak at home are valued.

In all appointments the School follows the resident labour market rules laid out by the United Kingdom Border Agency. We provide equal opportunities to everyone we employ and we do not accept any type of discrimination. The School has strict professional criteria and will always appoint the most appropriate candidate for any given role. We encourage all our employees to develop their full potential and we will do everything we can to help them to reach it.

3. Equality and Diversity in practice

Within the framework of the law we are committed, wherever practicable, to achieving and maintaining a workforce which broadly reflects the Community in which we operate and which we serve.

We will not tolerate any form of harassment, bullying, victimisation or intimidation in the workplace. Such behaviour will be deemed a disciplinary offence. (See below for details of the Non - Harassment and Bullying policy).

We shall foster a positive atmosphere of mutual respect and trust amongst Team members.

We aim to create an environment in which all Team members feel appreciated, safe and unthreatened. As a consequence they should be seen to behave in a manner that demonstrates mutual respect for one another.

We will be sensitive to cultural and religious requirements, such as dress, diet or even festivals and celebrations. When possible and appropriate, we will strive to provide for them.

As expressed in our Employee Handbook, training on equal opportunities and diversity will be offered to Team members.

Breaking the conditions of our equal opportunities policy, such as disrespectful and biased comments or actions, will be deemed as misconduct and could lead to disciplinary action.

We will continuously update our policies, practices and procedures to make sure that :

  • We recruit, develop and retain the best people.
  • We treat all our staff fairly and with full respect of our employment policies.
  • We implement a “zero tolerance” attitude to discrimination and harassment of any form, and ensure that all can work in an environment free from discrimination, harassment, bullying, victimisation and intimidation.
  • We allow all staff to have an equal chance to contribute and to achieve their potential.
  • We select individuals for employment, training and promotion only on merit.
  • We continue to make every effort to increase accessibility to our premises and resources.

We recognise that the policy needs the wholehearted support of everyone in the School – the Board of Governors, the Head of School and all Team members. We shall take the appropriate steps to ensure that the message is widely communicated and understood by all.

4. Management Responsibilities

The Board of Governors has overall responsibility for ensuring that an Equal Opportunity and Diversity Policy is in place.

In all aspects of the School’s operation the Head of School must :

  • Promote this policy and the value of cultural diversity.
  • Make all Team members and job applicants aware of this policy.
  • Ensure that training and/or guidance with regards to the policy and its requirements is provided for all Team members.
  • Monitor the policy and make appropriate changes.
  • Continuously review procedures and, where necessary, make changes to improve them.
  • Take appropriate measures to ensure equality of opportunity in recruitment.
  • Ensure that all new and existing staff know and understand their responsibilities.
  • Ensure that new staff are briefed in the policy and trained in its implementation.

5. Individual Responsibilities

Each and every Team member is fully responsible for the way they deal with others. The way we act and behave in the workplace is crucial to achieve the goals set out above. Individual responsibilities are defined by the expectations of the School as an employer, and by legislative requirements.

It is everyone's duty and responsibility to abide by our Policy, and make sure that we:

  • Cooperate in promoting and implementing equal opportunity;
  • Play an active part in the implementation of the School’s Equality and Diversity policy;
  • Do not unlawfully or unfairly discriminate against colleagues, Parents or Students;
  • Do not encourage, instruct, or pressure other Team members to discriminate;
  • Do not harass, bully, abuse, victimise or intimidate others, be they colleagues, Parents or Students;
  • Bring to the attention of management any discriminatory acts or practices that we may witness.

6. Monitoring and Evaluation

The Head of School, assisted by the Senior Leadership Team, coordinates and monitors the implementation of this policy, and ensures that it is fair and equal.

The Senior Leadership Team will ensure the accessibility plan is kept under review during its three year duration, and will be responsible for the implementation of the recommendations and commitments within it

It is the collective and individual responsibilities of all Team members to monitor the success of the policy by ensuring that issues raised as part of its implementation are followed and supported. Team members who feel mistreated or have witnessed the unfair treatment of another Team member must report to their line manager, HR Officer or Head of School as soon as possible,

Where monitoring identifies a matter of concern, appropriate action will be taken by the Senior Leadership Team, after seeking appropriate consultation and advice, to address the situation.

Disciplinary action may ensue. Please refer to our Employee Handbook for full detail of the procedures and potential consequences.


Review: This policy is attached to the Employee’s Handbook and reviewed annually and submitted to the Board of Governors for its approval.

Reviewed in:
August 2016
November 2016