LYCÉE INTERNATIONAL DE LONDRES WINSTON CHURCHILL

(“the School”)

Admissions Policy (#1)

INTRODUCTION

This Admissions Policy applies to families residing in London while their child will be attending the School. If the student’s family is not in this position, please contact the Admissions department to discuss your situation.

The School opened in September 2015 after being registered with the Department for Education (“DfE”).

The Lycée International de Londres Winston Churchill (the “School”) is an independent, co-educational, non-denominational international school, where no form of discrimination will be tolerated. The school offers a bilingual environment from its Early Years programme (3-5 years old) and Reception class (5-6 years old), through primary years (6 to 11 years old) to secondary school in which Year 7 students may choose to follow the curriculum leading to the French Baccalauréat (with the possibility to add the OIB) or the English International Programme leading to the International Baccalaureate Diploma (IBDP):

• In the Bac Français Bilingue Programme, we teach the curriculum set by the French Ministère de l’Education nationale, de l’Enfance et de la Jeunesse. The aim is to offer a French bilingual curriculum taught mostly in French, with additional English language options for its secondary classes of Sixième to Terminale (Years 7 to 13). The programme culminates in the Baccalauréat (the French end of secondary studies national examination), which is externally assessed and grants students the right to pursue higher education in France, as well as apply for colleges and universities in most countries of the world. This programme is open to all students with a good command of the French language.

• In the English International Programme, we teach a global curriculum in English, which prepares students for the International Baccalaureate Diploma Programme* (IBDP), the Lycée International de Londres Winston Churchill being an IB World School. IB World Schools share a common philosophy - a commitment to high-quality, challenging, international education - that we believe is important to all our students. For further information about the IB organisation and its programmes, visit www.ibo.org. This programme is open to all students with a good command of the English language. See Appendix for IBDP Admissions Policy.

* Only schools authorised by the IB organisation can offer any of its four academic programmes: the Primary Years Programme, the Middle Years Programme, the Diploma Programme, or the Career-related Programme. 

 

1. PRE-REGISTRATION

Pre-registration for the following school year requires completion of an online application available via the school’s website. A non-refundable fee of £100 is payable to pre-register any application.

Parents / carers are asked 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 / carers for confirmation that they wish to continue their application. Parents / carers must inform the School of any change in personal details (contact email in particular) and reply as requested. A lack of response from parents / carers entitles the School to cancel the application.

In compliance with French educational practice, a child must have his or her third birthday during the calendar year of entry into the Petite section de Maternelle (Under certain conditions, children aged 2 on the day of the start of the school year may be admitted to school, depending on the child's birthday) and his or her sixth birthday in the calendar year of entry into Cours Préparatoire, and so on for other classes.

• For students applying to CM1 (Y5) and CM2 (Y6) in the Primary section, the school requires a proficiency test in the French and English languages before they can be registered. 

• For students transferring from an école homologuée, the School complies with any decision made by the Conseil de Classe or de Cycle.

• For students not transferring from an école homologuée, the School will take into account the age of the student, as well as the previous school’s profile and curriculum, in order to assess their class assignment in the best interest of the student. The Head of School may require that the student take a proficiency test in the French language before they can be registered.

• The school can only accept students able to learn independently.

 

2. PROCESSING OF APPLICATION

The Admissions Committee meets on a weekly basis to review the latest applications and decide on the offers of place. It comprises the Head of Admissions and members of the senior leadership team. The deliberations are based on the documentation submitted by the family/carers. The Admissions Committee's deliberations are confidential; the decisions are final.

The Admissions Committee offers places when available and determines 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 incomplete applications such as:

• The application was not finalised or £100 application fee has not been paid

• The last three school report cards have not been provided (for EIP/IB students; for Seconde/Y11 level and above for Bac Francais Bilingue track) 

• Medical reports are missing

 If parents / carers do not accept an offer for a place prior to a specified deadline (8 calendar days), the place will be allocated to the next applicant on the waiting list: places cannot be “reserved”. However, parents / carers 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 reserves the right to review the school reports of all applicants. The admission of new students in Première and Terminale will be subject to a careful analysis of their performance and results while in their previous school.

The School’s Terms & Conditions, fees and conditions for qualifying for bursaries (bourses scolaires) are published on the School’s website. Different fees apply to each Programme. The fees set out for each year group apply equally to all students for their relevant course of study (Bac Français or English International Programme).

 

3. AVAILABLE PLACES 

The number of places available in each school year is limited. The quality of teaching which the School seeks to deliver, as well as health and safety considerations, determine the number of students the School can accept.

The maximum permitted capacity of the School is 1300 students.

The organisation of classes is described on the School’s website.

 

4. APTITUDE TEST

• All students who wish to enrol in the Bac Français Bilingue Programme at the Lycée International de Londres Winston Churchill must demonstrate mastery of the French language, which includes a good knowledge of written French. A French language aptitude test may be required for students not coming from an école homologuée before they can be registered. This requirement applies equally to all applicants regardless of their priority status.

• All students who wish to enrol in the English International Programme at Lycée International de Londres Winston Churchill must demonstrate mastery of the English language, which includes a good knowledge of written English. An English language aptitude test may be required before the child can be registered. This requirement applies equally to all applicants regardless of their priority status.

 

5. PRIORITIES FOR ADMITTING APPLICANTS TO THE BAC FRANCAIS BILINGUE PROGRAMME

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

Priority 1:

a. Entering Sixième (Y7) and Seconde (Y11), students from an école homologuée established in London, at the end of the key stages offered by that school;

b. Entering any other year, students who have a sibling already registered at the Lycée International de Londres Winston Churchill at the time of application;

Priority 2: 

Children of employees of companies or organisations named by the Wembley Educational Charitable Trust Ltd (WECT) *;

Priority 3: Students from an école homologuée (accredited by the French Ministère de l’Education nationale, de l’Enfance et de la Jeunesse) established in London, transferring at the end of any level;

Priority 4: 

Students transferring from a school recognised by the Agence pour l’Enseignement Français à l'Étranger (AEFE) or the Mission Laïque Française (MLF) established in or outside the UK;

Priority 5: 

Students transferring from a school accredited by the French French Ministère de l’Education nationale, de l’Enfance et de la Jeunesse, or students 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. 

 

6. “EXEAT CERTIFICATES” (certificat de radiation)

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 / MLF network) must provide an Exeat Certificate (certificat de radiation) issued by the transferring school, as well as their school reports.

After registration, the Lycée International de Londres Winston Churchill 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 provided by parents / carers.

 

7. OFFER OF PLACES

If an applicant is offered a place, the School will contact the parents / carers by email to explain the registration procedure. The parents / carers must reply within the deadline specified in the offer. If a place is accepted, the School’s Terms & Conditions will form the binding contract between the parents / carers and the School.

 

8. 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 the Lycée International de Londres Winston Churchill with its land and buildings, to be occupied by the School on non-profit terms. Under the terms of an agreement with 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 met 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 said companies and organisations is supplied by WECT to the School each year in January.

 

Created in February 2015

Reviewed : 

• January 2022

• September 2020

• November 2018

• November 2017

 

 

 

Policy #1 Appendix

International Baccalaureate Diploma Programme Admissions Policy

The Lycée International de Londres Winston Churchill (the School) is an inclusive school and encourages all students to realise their full potential through one of the two academically rigorous programmes that we offer. While we believe the International Baccalaureate Diploma Programme (IBDP) is a beneficial programme to students of different cultural and educational backgrounds, the School adheres to the IB statement that “the Diploma Programme is academically demanding and may not be the best educational choice for all students in a school.” Therefore, certain criteria will need to be met before admission into the IBDP.

The Lycée International de Londres Winston Churchill welcomes students who consider themselves, and aim to become, internationally-minded global citizens and identify with the IB Learner Profile. In order to succeed in the programme, students need to be motivated learners with the ability to work both independently and collaboratively.

The Lycée International de Londres Winston Churchill anticipates that all students entering the programme in IBDP1 (Year 12) will pursue the full International Baccalaureate Diploma. In special circumstances, and in consultation with parents / carers and the IBDP Coordinator, individual students may be allowed to register for stand alone IBDP courses and obtain an internal High School Diploma.

1. Candidates from the English International Programme

Admission to candidates who enrol from our English International Programme will be reviewed based on the following criteria:

• A minimum of a grade 4 (or equivalent) in the chosen SL (Standard Level) Diploma Programme subjects.

• A minimum of a grade 5 (or equivalent) in the chosen HL (Higher Level) Diploma Programme subjects.

• Students who have not attained a level 5 / 7 for Mathematics will be advised not to take this course at a Higher Level.

• A satisfactory attendance and behaviour record for Years 10 and 11.

 

2. Candidates from the Bac Français Bilingue Programme

 Admission to candidates who enrol from our Bac Français Bilingue Programme will be reviewed based on the following criteria:

• An average of 12 / 20 in the chosen SL Diploma Programme subjects.

• An average of 16 / 20 in the chosen HL Diploma Programme subjects.

• IGCSE with the minimum of a C (mark 4-5) in English or a sufficient level of English demonstrated to ensure success in the IBDP.

• A satisfactory attendance and behaviour record for Years 10 and 11.

 

3. External Candidates

For candidates who enrol from outside of the School community, admission will be based on the below procedure conducted by the Admissions Committee, which comprises the Head of School, the IB Coordinator, the Head of Secondary or their Deputy, and the Head of Admissions or their delegates:

• An assessment of academic records from previous schools (for the preceding three years).

• An interview with the IB Coordinator, the (Deputy) Head of Secondary and the Head of Admissions or their delegates.

• An aptitude test in both Mathematics and English.

• The Head of School will ultimately confirm admission to each family.

 

4. Admission Under Advice

Admission Under Advice will be granted to those students who demonstrate exceptional motivation to pursue an IB Diploma but do not have the required minimum grade in the HL subjects selected for the IBDP. In this case, the following procedures will apply:

• Students are closely monitored during the first half semester and are required to attend any support sessions on offer.

• Should students be unable to cope with the demands of the IBDP they may be advised to pursue IB certificates and stand alone IB courses rather than the full IB Diploma. Parents will be informed.

 

5. Course Change and Registration

• During IBDP1 (Year 12), students will be monitored on a (mid-)semester basis.

• Students may request changes in their course selection no later than mid-October of IBDP1 (Year 12). Course changes must be approved by students, parents / carers, subject teachers, DP Coordinator and the Head of Secondary.

• A decision on final registration with the IB organisation for the full IB Diploma  will be made at the end of IBDP1 by the IB Coordinator and the Head of Secondary in consultation with teaching staff and the Creativity, Activity and Service (CAS) Coordinator. Factors that will be considered are:

  • Level of achievement in subject choices.

  • Meeting of subject-specific requirements.

  • Meeting of requirements in CAS.

  • Meeting of requirements in attendance and punctuality.

 

6. Students with existing Special Needs

• The IB organisation states “A special need is any permanent or temporary diagnosed need that could put a candidate at a disadvantage and prevent him or her from being able to demonstrate their skills and knowledge adequately.” (General Regulations, Diploma Programme; March 2011)

• Candidates or their parents / carers must report special needs requirements when signing up for the IBDP. This must be accompanied by appropriate professional documentation.

 

7. DP1-DP2 students transferring from other schools

The School cannot guarantee subject availability for courses taken in previous schools. 

Pursuing and completing courses through Pamoja online education will be at the additional expense of the student’s family / carers.

 

8. Admission procedure and calendar

Year 11:

• September - December: Initial orientation for students during periods with Form Tutors, and for parents / carers through evening presentations to the wider community.

• January: Orientation discussion with the IB Coordinator and (Deputy) Head of Secondary.

• March: Initial choices handed in.

• April: Feedback of subject teachers on student choices. Follow up discussions if necessary.

• May: Finalising subject choices and official offer letter.

 

9. Further Conditions

• Additional fees apply in the IB Diploma Programme to cover the cost of examination, and may apply for other requirements.

• Should students wish to pursue a course available on Pamoja (online education) this will be at the cost of the student’s family / carers.

The Lycée International de Londres Winston Churchill is an IB World school, offering the IBDP. IB World Schools share a common philosophy - a commitment to high-quality, challenging, international education - that we believe is important to our students. For further information about the IB and its programmes, visit www.ibo.org

* Only schools authorised by the IB organisation can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP), or the Career-related Programme (CP).  

 

Updated: 

•  October 2019
• September 2020
• November 2020

 

LYCÉE INTERNATIONAL DE LONDRES WINSTON CHURCHILL

(“the School”)

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

Lionel Bouvard

Emma de Fontaubert

Bertrand Michaud

Jenny Oughourlian

Jane Camblin

Emmanuel Caradec

Michael Penrose

Kristoffer Laurson

Non-voting members:

Laurent Batut

Frédéric de la Borderie

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, subjects are taught in both languages.

The French curriculum has been divided so that pupils could benefit from the vocabulary and skills in both languages.

Example:

• In History (Year6/CM2), the Industrial Revolution is taught in English while the French revolution is taught in French.

• In Literature, both French and ENglish teachers work on commun themes, allowing pupils to transfer skills and vocabulary in both languages.

English (ESL) and French (FLE) can also be taught as second language depending on pupils’ needs.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.

School Day

In the Primary school, classes take place every day of the week with the same schedule, starting at 8:50am and ending at 3.40pm including Wednesday afternoons. School gates open at 8.15am with supervised time until 8:45am.

Teachers welcome pupils into their classroom at 8.50am. 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.

Primary Curriculum reviewed in February 2018.

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:

https://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:

https://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.

Série 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)

Click here.

CURRICULUM (2E)

Click here.

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.

2. 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.

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.

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.

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.

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.

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.

2. 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.

3. 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.

4. 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.

3. 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.

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.

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.

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

2. 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:

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

Year 2 to 6:

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

2. Lower Secondary School:

Year 7 to 9:

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

3. Upper Secondary School:

Year 10:

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

Year 11 and 12:

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

LYCÉE INTERNATIONAL DE LONDRES WINSTON CHURCHILL

(“the School”)

 

Policy #3:  Curriculum Policy Primary

Mission

Through a rigorous, bilingual programme and innovative methods, we educate students 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.

Our values are: Excellence, Creativity, Integrity, Awareness and Community. In support of these aims and values we are committed to treating all our students with respect and dignity.

Introduction: 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 meters of newly refurbished and purpose-built teaching spaces for the three levels of schooling (Primaire: – year 6, Collège: years 7-10, Lycée: years 11-13).

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

 

 

CURRICULUM 

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 French track at 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. In the International track, students follow a homegrown curriculum with the values and ethos of the IB at its heart, culminating in a set of IGCSEs taken at the end of Year 11 and the International Baccalaureate Diploma Programme in Years 12 and 13.

We support the development towards excellence of pupils with a strong pastoral care programme and the implementation of a social and emotional curriculum.

 

 

1. Early years section

Curriculum: main goals

In Early Years, we offer a dual language immersion programme from age three. Our curriculum is guided by, but not limited to, the EYFS framework. Children are guided by two teachers who bring together the two educational cultures and native languages. Both the French and British curricula overlap in many aspects. Teachers will lead activities and develop the 7 core learning areas through exploration and more guided workshops. 

 

School Day

In Early Years, classes take place every day of the week with the same schedule, starting at 8:45 and ending at 3.15pm including Wednesday afternoons. School gates open at 8.15am with supervised time until 8:45am in the classrooms.

Teachers and teaching assistants welcome pupils into their classroom at 8.15am. 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

The wellbeing team works closely with children, staff, parents and external professionals where necessary to help children develop their learning skills across two languages. They use small group and individualized sessions as appropriate, working with personal targets to monitor progress. Some EYFS children might benefit from some nurture group time, to listen and express themselves effectively. The wellbeing team organises workshops for parents and training for staff on current learning needs, theories and practice. The school nurse helps promote healthy routines such as handwashing and dental hygiene as described in the Early Years Framework:

“Through adult modeling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children, they learn how to make good friendships, co-operate and resolve conflicts peaceably.” 

 

2. Primary Section

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, subjects are taught in both languages.

The French curriculum has been divided so that pupils could benefit from the vocabulary and skills in both languages.

Example:

• In History (Year6/CM2), the Industrial Revolution is taught in English while the French revolution is taught in French.

• In Literature, both French and ENglish teachers work on common themes, allowing pupils to transfer skills and vocabulary in both languages.

English (ESL) and French (FLE) can also be taught as second language depending on pupils’ needs.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.

School Day

In the Primary school, classes take place every day of the week with the same schedule, starting at 8:30 or 8:45 (depending on class groups) and ending at 3.15pm including Wednesday afternoons. School gates open at 8.15am with supervised time until 8:45am.

Teachers welcome pupils into their classroom at 8.30am or 8:45am (depending on class groups). 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 personal social, health  and emotional learning programme in addition to healthy relationship discussions. They can deliver 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.

 

 

Primary Curriculum reviewed in February 2018.

Primary Curriculum reviewed November 2022

 

 

CURRICULUM

Early Years: EYFS Framework 

Click here

 

CURRICULUM

French Curriculum for the Primary Section

Translated from: Bulletin officiel spécial (Official Bulletin of French National Education) #11 du 26 novembre 2015. “Programmes d'enseignement du cycle des apprentissages fondamentaux (cycle 2), du cycle de consolidation (cycle 3)” (en vigueur à la rentrée 2016).

Ecole maternelle (cycle 1): Bulletin officiel spécial edition #2 du 26 mars 2015

Programme de l’école maternelle, Cycle 1 (PS to GS).

In Maternelle, we endeavour to instill in our students the desire and the pleasure to learn, and prepare them to start CP (Year 2) in the best conditions.

It is flexible as it allows to adapt to the development and progress of each child, all the while setting ambitious learning goals. The general features of the Maternelle are:

• a positive assessment method in which the child is involved so that they can identify their successes;

• a game-based approach adapted to the age and ability of the child;

• problem-solving activities, and activities that develop critical thinking;

• mobilisation and development of memorisation abilities;

• an approach affirming and developing the personality of the child in their relationship with others.

 

FIVE AREAS OF LEARNING

• Mobilising the language in all its dimensions (area of language).

• Acting, expressing oneself, and understanding through physical activity (area of physical activity).

• Acting, expressing oneself, and understanding through artistic activities (area of arts).

• Building the first tools to structure one’s thinking (area of mathematics).

• Exploring the world (area of sciences).

 

THE FUNDAMENTAL LEARNING CYCLE (CYCLE 2)

Cycle 2 is the first stage of compulsory schooling for all students, beginning in Cours Préparatoire (age 6-7) and finishing in Cours Elémentaire 2 (age 8-9). It gives students solid groundwork in subjects like reading, writing, problem-solving and the French language. Subjects covered in Cycle 2 include French, Modern Languages (foreign or regional), Art and Music, Physical Education, Civic and Moral Education, Investigating the world, and Mathematics.

Cycle 2 is the first stage of compulsory schooling for all students. Language skills are the priority in this cycle, in particular French, the core subject. These three years, from Cours Préparatoire (age 6-7) to the end of Cours Elémentaire 2 (age 8-9) offer an adequate, consistent length of time to give all students solid basic skills in reading and writing, adapted to each child's pace of learning.

In Cycle 2, students gradually acquire the knowledge, approaches and academic language they need to explore the world: such as solving a problem, understanding a document, writing a text, creating or designing an object. Students also learn gradually not just how to do an activity, but how to explain why they have done it in that way, and to justify their answers and approaches in a reasoned manner. The learning process continually combines practical skills (observation, manipulation, experimentation, real-life activities) with abstract skills, through activities that help them to memorise approaches and basic knowledge and make them automatic, and comprehension activities gradually leading to more complex knowledge.

French

Learning to read and write is crucial in Cycle 2, continuing on from nursery school, where students develop their oral expression, acquire vocabulary, discover the alphabet, practise the early stages of writing, listen to texts and learn how to understand them. French is fundamental as it helps students to communicate and socialise with one another, making it easier to access all the other subjects and the language they use; for this reason there are several daily French sessions throughout Cycle 2.

The main points covered are as follows:

 

Comprehension and oral expression

Oral learning is essential when beginning to read and write; likewise, throughout the cycle, gradual proficiency in reading and writing leads to more varied, and better structured, oral expression.

Students read aloud and recite various texts, and complete activities that improve their understanding of the texts studied in class. Memorising texts (poems, extracts from plays that they act out...) particularly helps to enrich their vocabulary and sentence structure.

They learn to be attentive when listening to or talking with others for longer periods of time, expressing their lack of comprehension if necessary. Students also learn to play an active role in conversations and express themselves clearly, taking into account the conversation topic and the speakers, making relevant contributions to a conversation (asking questions, answering a question, expressing agreement or disagreement, adding extra information...).

They practise recounting, describing and explaining, and in particular must be capable of recounting a text studied in class on their own.

Reading

Students learn to read through systematic activities that help them to master the relationships between letters / groups of letters and sounds, and to memorise words. The objective is to be able to automatically identify common words, memorise their spelling and easily decode unknown words; writing activities help with acquiring these automatic habits and learning to read.

This work is always carried out in connection with working on the meaning and understanding of texts, the purpose of all reading. Students acquire initial independence in reading varied texts, adapted to their age. They study five to ten works per academic year, taken from children's literature and classic literature (picture books, novels, stories, fables, poems, plays), learning how to identify genres, series and authors. Independent reading is encouraged: students regularly borrow books that suit their preferences and tastes, and are encouraged to talk about their personal reading in class.

Reading out loud has an important role in Cycle 2, helping students to become familiar with the construction of written sentences. Practising reading fluency also helps to make the process of identifying words automatic; by the end of CE2, all students must be able, after preparation, to read a half-page text out loud fluently.

Writing

Students learned to write by hand and on the keyboard in the last year of nursery school; in Cycle 2, they complete their learning of handwriting, moving gradually towards automatically forming letters and increasing in speed and assurance. They learn how to do simple word processing functions and how to use a keyboard. They learn to copy or transcribe a text of a dozen lines without making mistakes, in legible handwriting, with correct punctuation and spelling, as well as careful presentation.

Students also learn to write their own texts: a sentence in response to a question, asking a question, and gradually a portion of a text or a whole text of around half a page, in coherent, organised, well punctuated language. They gradually learn to reread their own texts to improve them and check spelling.

Understanding of language (grammar, spelling, vocabulary)

The study of language in Cycle 2 is closely linked to learning to read and write, contributing to a better understanding of sentences, texts and correct spelling. At this stage of education, it is not necessary to have a complete knowledge of how the French language works as a system. It is more about observing language, manipulating it, classifying items in order to identify the main regularities, and then applying them orally and in writing. Irregularities or exceptions are learned and memorised if frequently used. Students learn to spell the most common words, and to use their reasoning to make agreements in the nominal group and between the verb and subject. They use their knowledge of language to improve their oral expression, understanding of words and texts, and improve the texts they write.

The fundamental concepts introduced in Cycle 2 help students to start Cycle 3 with a more systematic, conceptual understanding of the French language.

Modern languages (foreign or regional)

All students begin learning a modern foreign or regional language in Cycle 2, at age 6-7 (Cours Préparatoire). The main objective during the cycle is to develop the behaviour essential to learning a foreign language - curiosity, listening, paying attention, memory and self-confidence; students are encouraged to speak in another language without reticence or fear of making mistakes.

The same curriculum applies to all foreign and regional languages, and each teacher adapts it to the language they teach.

Oral language is a priority during this cycle, when students are beginning to learn to write French; the lessons focus on simple listening and comprehension tasks, reproduction and gradually, personal expression. Three language skills are therefore developed simultaneously: listening and understanding, reacting and conversing, speaking continuously. The skills levels used in all European countries, on a scale going from A1 (minimal skills, beginner level) to C2 (advanced skills) are used as a reference point for teachers: by the end of Cycle 2, all students should have reached level A1 in the three language activities.

Studying a language is inseparable from studying the culture of the language, i.e. developing students' awareness of differences and cultural diversity by observing things similar to their own everyday lives, based on what they are familiar with. Three themes are therefore explored throughout Cycle 2:

• children (body, clothes, family, a typical day, weather, key events in the year and in life, sensations, tastes and feelings, etc.);

• school (the alphabet, numbers, time markers, routines, rules and regulations at school, school activities, sport, arts and leisure activities, etc.);

• the childhood environment (home, the immediate, practical environment, daily life, the shops, public places, animals, stories and legends, monsters, fairies and other cultural references in children's literature, nursery rhymes and songs, etc.).

Artistic education

In Cycle 2, artistic education allows students to explore two areas: art and imagery, and music, taking into account the sounds and images that are part of students' daily environment, in order to train their eyes and ears, develop their awareness and creativity, stimulate their curiosity and give them the enjoyment of creating or discovering. Artistic or musical expression is always linked to the exploration of major works of art and artistic approaches and comparing them, not in order to imitate them, but to enrich students' imagination and establish initial cultural landmarks.

In Art, during Cycle 2, students seek personal, original responses to the situations proposed by the teacher, in varied artistic fields (drawing, painting, collage, modelling, sculpture, assembling, photography, video, digital creation, etc.) discovering new tools and materials and trying out new activities. They gradually learn to take other people into account, cooperating with them on group projects, presenting their work to them and showing an interest in their classmates' work. They learn to be spectators by observing and expressing what they experience when looking at works or productions other than their own. Three main topics, similar to the concerns students have at this age, are covered in the curriculum:

• representing the world;

• expressing emotions;

• narrating and telling stories through images.

In Music, students take part in group performances or productions, using their voices and bodies. They learn to sing simple melodies, nursery rhymes, singing by imitation, with expression and the right intonation, respecting musical phrasing. They create and put together sounds using various instruments or sound objects. They learn to compare sound elements and musical works by identifying resemblances and differences, expressing their emotions, feelings and preferences, and listening and respecting the work and opinions of others.

Physical education

The main objectives of physical education are the same throughout the three cycles of primary school and lower secondary school, with levels of learning that increase through the cycles:

• developing motor skills and learning to express yourself using your body;

• becoming familiar with working tools and methods by practising sport;

• sharing rules and taking on roles and responsibilities within a team;

• learning how to look after your health through regular physical activity;

• becoming familiar with a physical and artistic sport culture.

Following increasing levels of difficulty, students gradually learn to produce their best performance, adapt their movements to varied environments, express themselves in front of others through artistic or acrobatic activities, lead and manage a match in a team or between two players. Depending on their students, teachers freely choose the available materials and equipment and different physical and sports activities for the lessons (athletics, swimming, dance, circus arts, gymnastics, team ball games, racket sports...), constructing an appropriate, coherent training programme. They ensure that each student participates in a variety of individual and group activities during the cycle.

Between the ages of six and nine, in Cycle 2, most children spontaneously enjoy taking part in physical activity. Physical education takes advantage of this enjoyment to develop and improve their motor skills, in different situations and by means of varied activities, as acquiring motor skills is essential to their future physical education, and more generally their health and well-being. Particular focus is placed on learning to swim. Through individual, and above all group activities, students in Cycle 2 also learn to follow common rules, respect their classmates and respect their own bodies, becoming aware of their abilities, their limits, and the potential risks to them or their classmates in certain situations. Throughout the cycle, via group activities (particularly ball games), they learn to take on different positions and roles (attack, defence, player, referee) and adapt to new situations. Through artistic activities such as dance, they discover and use the expressive resources of the body, constructing a body language and learning to verbalise the emotions they feel and the actions they perform; initially through simple execution, then by gradually composing and producing choreography, and exercising their imagination and creativity.

Civic and Moral Education

Civic and Moral Education has four main objectives during the three cycles of primary and lower secondary school:

1. emotional awareness education, to learn to identify feelings and emotions, put them into words, discuss them and understand other people's feelings and emotions;

2. education in rules and law, to understand the meaning of rules in the classroom, at primary or secondary school, and to make students (future citizens) aware of the role and importance of law in the French Republic;

3. education in moral judgement, in order to understand and discuss the moral choices encountered in life, requiring students to put forward arguments, debate and justify their choices;

4. experience of engagement, to encourage students to participate in the social life of the class and the school they belong to, acquire a spirit of cooperation and a sense of responsibility towards others.

In Cycle 2, one hour per week is spent on this subject. This is not theoretical education, but practical, concrete education that puts students in role play situations to get them to think, express themselves, act and react.

On the curriculum in Cycle 2:

• Emotional awareness: identifying emotions, expressing yourself to classmates using specific vocabulary, learning to pay attention to others (respecting adults and classmates, politeness, accepting differences); identifying the symbols of the French Republic present in the school. For example, students may learn to divide and share tasks in research, cooperation or experimental situations, learn about themselves and others through artistic activities (self-portraits and portraits), or become aware of their body and others' bodies through dance.

• Rules and law: respect for the rules of group living, understanding punishments, their levels of seriousness and educational value, understanding some of the values and founding principles of a democratic society, etc. For example, students may take part in drawing up rules for the classroom or playground.

• Moral judgement: expressing and justifying a point of view or personal choice in simple terms, taking part in a debate without imposing your point of view or rejecting your classmates' point of view... For example, students may reflect on fairness and unfairness, and good and evil, by using fictional stories (tales and legends) or situations experienced by the class.

• Experience of engagement: respect for commitments made to yourself and to others, taking on responsibility in the classroom and the school, etc. For example, students may learn about a few major figures, men and women, involved in the scientific, humanitarian or ecological fields, or take on a role as mentors to younger classmates, or mediators in disputes between classmates.

Investigating the world

In nursery school, students have explored and discovered the world around them in all its forms, discovering the living world, exploring materials, using, manipulating and making objects, and learning how to use digital tools. In Cycle 2, they go further, learning how to conduct an investigation and initial reasoning to describe and understand the world around them, by asking questions, observing, describing and doing experiments, and reasoning to draw conclusions.

Eight main skills are covered in this area, which are studied in more depth in the subsequent cycles: practising scientific approaches, imagining and producing, learning tools and methods, practising languages, using digital tools, adopting ethical, responsible behaviour, situating in space and time.

This subject is broken down into three main parts:

1. Investigating the living world, materials and objects, to learn an initial scientific and technological approach. Students study matter in all its forms (living and nonliving, naturally present in the environment or man-made, etc.); they observe and identify changes in the state of water (solid, liquid, gas) and relate these to meteorological phenomena (clouds, rain, hail, etc.). They learn to distinguish between living and inert beings by observing animals, plants, and minerals in their environment. They observe how living beings are nourished, develop and reproduce. They observe the process of growth in their own body, and the mechanism of movement. Finally, they learn about healthy living (diet, sleep, physical activity, etc.), and understand its beneficial effects on their health. Students discover and use technical objects in everyday life. They make objects and simple electrical circuits, learning to respect basic safety rules. They become familiar with a digital environment, in particular how to use word processing.

2. Investigating space and time, to learn how to locate oneself in both space and time: students use common representations of space (models, plans, photos...), produce their own (of the school, neighbourhood, town...) and learn how to find their way in a nearby environment. In representations of the world (world maps, globes, digital maps), they learn to locate places, in particular continents, Europe, France and their own region; on maps of the solar system, they can identify the position of planet Earth. To learn how to situate themselves in time, students identify time divisions (months, weeks, days, hours, etc.) and their durations, and identify cyclical phenomena (the change from day to night, the seasons) using calendars, timetables and clocks. Students learn to situate events in time and in relation to others, in particular, using timelines (historical periods and characters, at the end of the cycle in CE2).

3. Exploring how the world is organised, to gradually comprehend that they are part of an organised society that develops through space and over time. Students compare the lifestyles of different populations in the world, or populations from different eras (between two generations for example). They explore nearby spaces (school, park, town...) to gain a gradual understanding of how they are organised (for example the function of the different places in the town). They explore the diversity and main characteristics of landscapes (coasts, mountains, countryside, desert...).

Mathematics

Following nursery school, where mathematics-related activities are based on observation and manipulation, Cycle 2 introduces students to the written dimension of mathematics: writing numbers, mathematical symbols, techniques for doing sums (addition, subtraction, multiplication), producing simple geometrical shapes. Problem-solving becomes central, developing students' ability to find out, reason and communicate their results.

Six main skills are covered in mathematics Cycle 2, which are continued in Cycles 3 and 4: discovery, modelling, representing, reasoning, calculating and communicating. Students gradually acquire these skills, which are part of the Common Core that will be tested at the end of compulsory education.

The Mathematics curriculum Cycle 2 covers three areas:

Numbers and calculation

Students reinforce and extend their knowledge of whole numbers up to 10,000, and they learn to calculate. They learn different ways of naming numbers (writing in figures, verbal names, concepts of doubling, halving, etc., units, tens and hundreds) and use these numbers to count, order and compare. They make the link between a number and a measured length. When given simple problems, they begin to add, subtract, multiply and divide. These early calculations are learned through addition and multiplication tables. Daily practice of mental arithmetic reinforces knowledge of numbers and operations.

Size and measurements

Using everyday objects and examples, students complete activities to learn how to differentiate different kinds of measurements (length, mass, volume, duration, price, etc.) and to compare the measurements (for example length) of two objects. They then learn to measure using appropriate instruments (hourglass for duration, graduated ruler for length, scales for mass) and learn common measurement units (metre, gram, litre, and so on). Finally, they make calculations with measurements, to solve problems in real-life situations such as finding the distance between two trees in the school playground, or calculating the price of a shopping list.

Space and geometry

Students learn spatial recognition, in close connection with the "Investigating the world" topic and physical education. This is done by using landmarks and representations of space. They also acquire knowledge of geometry, by studying solid and plane shapes, and by learning how to recognise and name common solids (sphere, cylinder, cube, pyramid...) and how to reproduce them. They use appropriate vocabulary to describe common geometrical shapes (square, rectangle, triangle, side, top, circle, disc...) and instruments (ruler, templates, set square) to reproduce them on paper. They learn techniques to help them recognise that the points are aligned on a shape, that two lengths are equal, or to identify a right angle or symmetry. 

THE CONSOLIDATION CYCLE (CYCLE 3)

Cycle 3 has two main objectives: reinforcing the base knowledge learned in Cycle 2 and helping with the transition from primary school to lower secondary school. It covers the last two years of primary school and the first year of lower secondary, in order to reinforce the continuity and consistency of learning between them. The "Sixième" class (first year of lower secondary) therefore occupies a particular place in this cycle, allowing students to adapt to the pace, educational organisation, and lifestyle of lower secondary school, while continuing on from CM1 and CM2 (Cours Moyen 1ère année, age 9-10, and Cours Moyen 2e année, age 10-11). Subjects covered in Cycle 3 include French, Modern Languages (foreign and regional), Art, Music, History of art, Physical Education, Civic and Moral Education, History and Geography, Science and Technology, and Mathematics.

During Cycle 3, students consolidate and reinforce everything they have learned in Cycle 2, particularly language proficiency, which is essential to learning other subjects such as French, Mathematics, artistic and physical expression.

During this cycle, students are also gradually introduced to academic subjects and their specific knowledge, language, approaches and methods, especially history and geography, science and technology. Students' capacity for abstract analysis increases and they begin to produce and structure their thoughts by taking in new knowledge. This introduction to academic subjects is marked during the cycle by the transition from a single teacher covering all subjects in primary school to one teacher per subject in the first year of lower secondary school.

French

Cycle 2 focused on the acquisition of reading and writing skills; in Cycle 3, the teaching of French helps to reinforce this knowledge, which is essential for all other subjects. The central objective is language proficiency, ensuring that all students can read and write independently, so that they begin Cycle 4 with the skills they need to continue their education. This proficiency is achieved through daily writing practice, as well as regular, numerous reading and oral activities, complemented by grammar, spelling and vocabulary activities that help them understand how the French language works and learn its rules.

During Cycle 3, the study of literary texts or artistic works takes on an increasingly important role; students gradually learn to identify subtext, and go beyond the literal meaning to redevelop the work's figurative meaning and offer a simple interpretation.

The main points covered are:

comprehension and oral expression

Students learn to use oral language to give explanations, information, or opinions in a clear, ordered way, interacting effectively and clearly with their classmates to compare reactions or points of view, refining their thoughts by identifying ideas or formulations to prepare a written piece or speech. They work on reading texts out loud, memorising them and reciting by heart. They practise making short oral presentations in front of the class, relying on notes, a slideshow or other digital tools.

Writing

Students continue to learn cursive handwriting so that their gestures are automatic and they can write effectively and quickly. They also learn to type on the keyboard and use word processing tools. Students write every day, in varied situations, to react to what they have read, to reflect and prepare a requested task, to reformulate or summarise results, to explain or justify what they have done, to express an emotion or personal judgement, or to exercise their imagination. They acquire a level of autonomy in their writing, learning to rework their own text and make use of drafts, notes and successive versions. By the end of the cycle, they are capable of writing a text of one to two pages in response to a precise, organised and coherent objective, in legible handwriting and respecting the spelling rules studied in class.

Reading

The goal in Cycle 3 is to develop independent readers, both at school and at home, who can read out loud or in silence, fluently and quickly. Students read a wide variety of texts and documents (tables, graphs, charts, diagrams, images, etc.) so that they are capable of understanding and learning other subjects, and to enrich their vocabulary, feed their imagination, arouse their interest and develop their knowledge and culture. Reading activities are linked to writing activities, whether these are written pieces related to what they are reading (exercise books or reading records for noting their reactions as a reader, copying poems, text extracts, posters, blogs), writing linked to comprehension work (reformulating, answers to questions, notes, diagrams, etc.) or creative writing using their imagination. In CM1 and CM2 (last two years of primary), they read at least seven works each year, and six in the first year of lower secondary: these are works from children's literature and classic literature.

Understanding of language (grammar, spelling, vocabulary)

In Cycle 3, the objective is to ensure solid grammatical knowledge of central concepts, highlight the main regularities of the French language in order to master its spelling, and begin studying the system of the language. Learning spelling (spelling of words and rules on agreement) and verb forms (conjugation) is central; the focus is on regular grammar and the most common cases; irregular or exceptional cases are memorised by students if frequently used. By the end of the cycle, students will have mastered nominal group agreements (article, noun, adjective), the agreement between the verb and its subject, and the agreement of the attribute with the subject. Students learn language through practical writing, reading and oral expression activities.

Literary and artistic culture

From the main topics on the curriculum, teachers freely choose literary and artistic works to be studied and encourage personal reading; students therefore acquire basic knowledge of a common literary and artistic culture.

Topics on the curriculum

In CM1 and CM2 (last two years of primary school, age 9 and 10): "Heroes / heroines and characters" (stories, tales or fables about a heroic character, cartoon books, films); "Questions of morality" (stories and fables); "Encountering the strange and the magical" (tales and legends, mythological stories); "Experiencing adventures" (adventure novel), "Imagining, describing and celebrating the world" (poetry and tales); "Discovering yourself and forming relationships with others" (coming-of-age novels and autobiographical stories).

- In "sixième": (first year of lower secondary school, age 11) "Monsters and the limits of human beings" (extracts from The Odyssey or The Metamorphoses, fairy tales, mythological stories and ancient legends, related to the history syllabus); "Adventure stories" (adventure novels and films); "Creative stories, poetry" (related to the history syllabus, a long extract from Genesis in the Bible); "Defying the strongest: tricks, lies and masks" (fables, stories, farces, plays).

Modern languages (foreign or regional)

Teaching of the modern language chosen in the preparatory class has two main, closely linked objectives: to learn to communicate in another language (understand and express yourself orally and in writing, and have conversations with others) and to discover another culture. Regular, daily exposure to the language helps students to make progress, often by using digital media and tools in lessons.

The same curriculum applies to all foreign and regional languages, each teacher adapting it to the language they teach, particularly as regards linguistic knowledge (vocabulary, grammar, pronunciation). Five language skills are developed simultaneously: listening and understanding, reading, reacting and conversing, speaking continuously, writing and responding to writing. The skills levels used in all European countries, on a scale from A1 (minimal skills, beginner level) to C2 (advanced skills) are used as a reference point for teachers: by the end of Cycle 3, all students should have reached at least level A1 in the five language activities, and may have reached level A2 (intermediate level) in one or more activities.

With regard to the cultural dimension of modern language learning, three areas are explored in Cycle 3:

• people and everyday life (the human body, clothes, lifestyles, physical and moral characteristics, the urban environment);

• geographical, historical and cultural landmarks (geographical location, physical features and cultural landmarks, some historical and contemporary figures, a few main historical events specific to the area studied);

• the imagination (children's literature, tales, myths and legends of the country or region, heroes/heroines and fictional characters, cartoons, TV series and films).

In this way, lifestyles, festivals and traditions, historical and geographical landmarks, cultural personalities in the region or country concerned, famous monuments and works, stories, legends, and nursery rhymes are explored and studied in context thanks to the possibilities offered by classroom teaching, various activities, interests and events taking place during the school year. These cultural landmarks promote an awareness of differences, developing curiosity and the desire to communicate. Contacts with schools in the countries or regions concerned can help to facilitate and reinforce this linguistic and cultural learning.

Art

During Cycle 3, the teaching of art gradually leads students towards more independent artistic practice, which they also learn to analyse in greater depth. Each student's potential for innovation and creativity is developed. Students learn how to draw on their own experiences to identify, name and choose the resources they use, questioning the effectiveness of tools, materials, formats, and techniques according to their intentions and their projects. Specific work is carried out on the effects produced by the various ways in which artworks are presented to the public, in order to examine the relationship of the work to a display medium (frame, plinth...), a place (wall, floor, closed or open space) and the spectator. Creative activities are continually linked to the exploration of leading contemporary and past, Western and non-Western artworks, in order to nurture students' sensitivity and imagination, enrich their capacity for expression and form their judgement. They acquire specific vocabulary so that they can gradually move from describing a work to analysing it.

There are three main topics on the curriculum, studied in each year of the cycle:

1. artistic representation and presentation methods;

2. artistic production and the relationship between the object and the space;

3. the material nature of art production and awareness of the elements included in the work.

Practices are varied: two-dimensional (drawing, painting, collage...), three-dimensional (modelling, sculpture, assembly, installation, etc.) or imagery (photography, video, digital creation).

Music

The teaching of music combines expressive and creative activities, usually in a group, with listening to and analysing a variety of musical works. Its main objectives are to develop students' imagination, creativity and capacity for expression, train their ear, learn how to cooperate, shape their artistic culture and improve their capacity for analysis.

In musical practice, students reproduce works they have heard or participate in imagining and creating their own. They learn how to use their voices and bodies to sing a simple melody with expression, a song learned by heart through imitation, take full part in a group performance and gradually increase their repertoire of new songs. They also learn how to connect the music they sing to what they hear.

In music listening activities, students learn to describe and compare pieces of music from different contexts and identify relationships, resemblances and differences between several works. They structure their artistic culture by learning about a variety of important musical works, from all genres and all eras, suitable for their age group. They exercise critical thinking and express personal opinions by gradually going beyond first impressions and immediate emotions.

History of art

Students begin learning this new subject in the first year of Cycle 3 at the same time as history. From the first year of lower secondary, this subject is taught by teachers of several subjects, mainly Art and Music, French, History and Geography, and Modern Languages. Its main purpose is to structure students' artistic culture: they acquire and consolidate cultural references to major artworks and movements of the past and present, learning how to situate them in space and time, how to interpret them and relate them to each other, and developing their awareness of and tastes in art. This subject covers local, national and international art history, whether academic, or popular, or traditional; it requires contact with works of art and cultural organisations, directly and through digital resources.

In Cycle 3, students learn how to describe an artwork using simple and appropriate language, how to situate it in a time period and geographical area based on its main characteristics, how to express their impressions and opinions of a work and how to make an initial analysis. They also learn how to find their way around a museum or art gallery, adapt their behaviour to the place and identify the roles of the main people working there. They are aware of the influence of past and present art on their environment.

Physical education

The main objectives of physical education are the same throughout the three cycles of primary school and lower secondary school, with levels of learning that increase through the cycles:

• developing motor skills and learning to express yourself using your body;

• becoming familiar with working tools and methods by practising sport;

• sharing rules and taking on roles and responsibilities within a team;

• learning how to look after your health through regular physical activity;

• becoming familiar with a physical and artistic sport culture.

Following increasing levels of difficulty, students gradually learn to produce their best performance, adapt their movements to varied environments, express themselves in front of others through artistic or acrobatic activities, lead and manage a match in a team or between two players. Depending on their students, teachers freely choose the available materials and equipment and different physical and sports activities for the lessons (athletics, swimming, dance, circus arts, gymnastics, team ball games, racket sports, etc.), constructing an appropriate, coherent training programme. They ensure that each student participates in a variety of individual and group activities during the cycle.

During Cycle 3, students exercise and reinforce their motor skills in more challenging, diverse contexts. They learn to identify and analyse the immediate effects of their actions to perfect them and improve performance, which involves both oral and written work. In team sports and activities, they continue to learn various roles (referee, observer, etc.) and understand the need for rules. Through significant practice time, students test and develop the working methods specific to the subject, via action, imitation, observation and cooperation. As in Cycle 2, learning to swim remains a priority.

Civic and Moral Education

Civic and Moral Education has four main objectives during the three cycles of primary and lower secondary school:

• emotional awareness education, to learn to identify feelings and emotions, put them into words, discuss them and understand other people's feelings and emotions;

• education in rules and law, to understand the meaning of rules in the classroom, primary or secondary school and to make students (future citizens) aware of the role and importance of law in the French Republic;

• education in moral judgement, in order to understand and discuss the moral choices encountered in life, requiring students to put forward arguments, debate, and justify their choices;

• experiencing engagement, encouraging students to participate in the social life of their class and school, acquire a spirit of cooperation and a sense of responsibility towards others.

In Cycle 3, this subject is allocated one hour every week. In the first year of lower secondary, it is delivered by voluntary teachers of various subjects. This is not theoretical education, but practical, concrete education that puts students in role play situations to get them to think, express themselves, act and react.

On the curriculum in Cycle 3:

• Emotional awareness: expressing and sharing your emotions and feelings with others about literary or artistic works or during group discussions on classroom life; respect for and acceptance of others and their differences in language and attitude; understanding the meaning of the symbols of the French Republic. For example, students may take part in role plays, drama games, mimes, or take part in philosophical discussions supervised and led by the teacher on the topics of tolerance and mockery.

• Rules and law: understanding, accepting and applying the concepts of rights and duties, applying the principle of equality between girls and boys, understanding the principles and values of the French Republic and the European Union, understanding the founding characteristics of the French Republic (institutions, the basis of law, the concept of citizenship, etc.). For example, students may define and discuss the rules of debate, analyse gender stereotypes using examples from manuals, literature or films, or study the founding texts of institutions and their history.

• Moral judgement: learning to debate (speaking in front of others, listening to others, formulating and justifying a point of view), exercising critical judgement about information received from the media, differentiating between personal interest and collective interest. For example, students may exercise their critical judgement on events relating to life in the class, school or outside school to combat prejudices (racism, sexism, homophobia, etc.).

• Experience of engagement: learning to explain and justify choices, integration and personal involvement in a group, understanding the values of fraternity and solidarity, and so on. Students may, for example, play an active role in a group project within the class, school or town, connected to an association.

History and geography

Once students have acquired basic knowledge in Cycle 2 and an ability to situate themselves in time and space, they begin two separate subjects in Cycle 3, History and Geography, and so continue to construct their relationship to time and space. These two subjects are closely linked, dealing with common topics and concepts and sharing tools and methods.

History

The objective in Cycle 3 is not for students to gain an exhaustive knowledge of History, which is premature at this level, but rather to lay the foundations of the initial historical landmarks, which will be consolidated and extended in Cycle 4. These landmarks help students to understand that today's world and contemporary society are the descendants of long processes, changes and choices made by men and women in the past.

Students observe the concrete traces of history (particularly in their nearby, everyday environment) and question their meaning; they are gradually introduced to other types of sources and other evidence, relating to worlds farther away in time and space. They understand that the narrative of history is constantly nourished and altered by new archaeological and scientific discoveries, giving a new, different understanding of the past.

By examining historical events, students learn to distinguish history from fiction and understand that the past is a source of investigation. In particular, students have the opportunity to compare historical facts and beliefs: the study of religious events systematically roots these events in their cultural and geopolitical contexts.

In CM1 and CM2, they discover key moments in the history of France in chronological order, from the traces of early occupation of the French territory up to the construction of the European Union. Following this introduction, in the first year of lower secondary, students look more closely at questions and approaches specific to historical science, by studying prehistory and Antiquity.

Curriculum:

CM1 (year before last of primary school, age 9):

Topic 1: Before France

• What are the earliest traces of human occupation in French territory?

• Celts, Gauls, Greeks and Romans: what is the heritage from ancient cultures?

• The main population movements (4th to 10th century).

• Clovis and Charlemagne, Merovingians and Carolingians, after the fall of the Roman Empire.

Topic 2: The Kings

• Louis IX, the "Christian King" of the 13th century.

• François I, protector of Arts and Literature in the Renaissance.

• Henri IV and the Edict of Nantes.

• Louis XIV, the Sun King at Versailles.

Topic 3: The Revolution and the Empire

• From 1789 to the execution of the King: Louis XVI, the Revolution, the Nation.

• Napoleon Bonaparte, from General to Emperor, from the Revolution to the Empire

CM2 (last year of primary school, age 10):

Topic 1: The Republic

• 1892: the centenary of the Republic.

• Primary school at the time of Jules Ferry.

• Several republics, one democracy: liberties, rights and duties.

Topic 2: The industrial age in France

• Energy and machines.

• Working in a mine, factory, workshop or store.

• The industrial town.

• The rural economy.

Topic 3: France, from the World Wars to the European Union

• Two World Wars in the 20th century.

• The construction of Europe.

"Sixième" (first year of lower secondary, age 11):

Topic 1: The long history of humanity and its migrations.

• The beginnings of humanity.

• The Neolithic "revolution".

• The first States and early writings.

Topic 2: Foundation stories, beliefs and citizenship in the ancient Mediterranean in the first millennium BC.

• The world of Greek cities.

• Rome, from myth to history.

• The birth of Jewish monotheism in a polytheistic world.

Topic 3: The Roman Empire in the ancient world

• Conquests, Roman peace and Romanisation.

• Christians in the Empire.

• The relationship of the Roman Empire with other ancient worlds: the ancient Silk Route and China under the Han dynasty.

Geography

The geography curriculum in Cycle 3 is organised around the concept of "living": the ways that humans organise and use their living spaces, on all scales. This concept enables students to identify and grasp the objective and methods of learning geography. Using very practical case studies (work, consumption, leisure, etc.), students are introduced to geographical reasoning by discovering, analysing and understanding the dynamics between individuals and societies and the land and places that they use, design and organise.

Firstly, students discover and explore every day, local living environments. They then examine other scales and other social and cultural environments; finally, in the last year of the cycle, they analyse the diversity of "living" environments across the world.

The topics on the curriculum encourage reflection on the challenges and necessity of sustainable development in territories.

Curriculum:

CM1 (year before last of primary school, age 9):

Topic 1: Exploring the place(s) where I live

• Identifying the features of my living environment(s).

• Locating my living environment(s) and situating it/them on different scales.

Topic 2: Living, working, educating and enjoying leisure time in France

• In urban environments.

• In a tourist area.

Topic 3: The consumer society in France

• Meeting energy and water needs.

• Meeting food / nutritional needs.

CM2 (last year of primary, age 10):

Topic 1: Getting around

• Everyday transport in France.

• Everyday transport in another place in the world.

• Getting from town to town in France, Europe and the world.

Topic 2: Communicating across the world via the Internet

• A world of networks.

• A population connected to the world.

• Inequality of connected populations in the world.

Topic 3: Better living

• Promoting the role of "nature" in towns.

• Recycling.

• Living in a green neighbourhood.

Sixième (first year of lower secondary, age 11):

Topic 1: Living in a city

• Cities and their inhabitants.

• The city of the future.

Topic 2: Living in a low density area

• Living in an area with significant natural constraints and/or great biodiversity.

• Living in an area with a low density of agricultural land.

Topic 3: Living on the coast

• Industrial port coastlines, tourist coastlines.

Topic 4: The inhabited world

• Distribution of the global population and its dynamics.

• The variety of forms of spatial occupation in the world.

Science and Technology

During Cycle 2, students "explored" the natural world by observing, questioning and carrying out basic experiments. In Cycle 3, in "Science and Technology", they begin to make an initial rational, coherent representation of this world, by tackling genuine scientific concepts. They also acquire skills and knowledge linked to the world of technology. The "Science and Technology" subject in Cycle 3 will later be subdivided into three separate subjects (Cycle 4 at lower secondary school): Physics and Chemistry, Life and Earth Sciences, and Technology.

In Cycle 3, students are introduced to scientific approaches with support and help from the teacher, in a practical manner: by formulating questions, exploring research areas, then offering explanatory hypotheses, testing them through experiments, observations or simulations, and communicating their results and conclusions. They develop their curiosity, manual skills, precision in using language and rigorous reasoning, and gradually learn to differentiate scientifically validated facts from opinions.

In terms of technology, students explore the technical world, in particular through the history of the development of objects, designing and producing models or prototypes. They improve their skills in using digital tools.

The Science and Technology curriculum covers four topics:

Matter, movement, energy, information

Students learn to distinguish between living and inert matter, and different materials (metals, glass, plastic, etc.) and their physical characteristics. They observe and describe different types of movements, examine the concept of speed, using examples that mean something to them (riding a bike, travelling by train, movements of the planets). Finally, they discover different energy sources and how these are converted to make them usable by humans.

The living world, its diversity and the functions that characterise it

Students learn how to classify living species and discover the relationships between them. By observing changes in species on Earth over time, they examine the concept of the evolution of the species. The role of nutrition in living beings, their development and reproduction are also studied in this topic.

Materials and technical objects

Students identify that objects respond to needs and that our changing needs lead to the development of new objects. Using everyday examples, they study how technical objects work and how they are made. Finally, they create a technical project, from design to manufacture.

Planet Earth. Living beings in their environment

In this topic, students learn to situate the Earth in the solar system and identify the conditions under which life appears and develops on our planet. Observing different habitats shows students that living beings are distributed across the Earth according to the conditions of their environment. In our use of natural resources (living species and geological resources), human beings modify these habitats. The study of natural phenomena, both geological (volcanoes, earthquakes, etc.) and climatic (storms, floods, etc.) is linked to the risks posed to populations.

Mathematics

During Cycle 3, students will reinforce the techniques they have previously studied, such as mental calculation and written calculation techniques, until these become automatic (addition, subtraction and multiplication), and they will also learn new ones (division).

They discover new mathematical concepts: decimal numbers, proportionality, new measurements (area, volume, angles...). In geometry, they manipulate concrete objects and discover new ways to represent space (templates, perspectives, front, side and top views, etc.). For working on numbers, and in geometry, digital tools - in particular, software - are used in addition to "paper and pencil" activities.

Finally, in Cycle 3, students begin a new form of mathematical exercise: problem solving. They discover that the mathematical skills and concepts they have learned are tools that will help them to solve mathematical problems. Examples of problems are taken from other subjects and from everyday life, and students are encouraged to find problems themselves.

The curriculum covers three major topics:

Numbers and calculation

Students continue to study whole numbers and large numbers (up to 12 figures) orally and in writing, becoming ever more proficient in the number system and knowing how to use it when calculating. They tackle decimal numbers (decimal point), learn to write a number as a fraction and solve basic problems that use fractions and decimals. They practise mental calculation, especially when estimating the magnitude of the result. They perform written calculations: addition, subtraction, multiplication and division. They use a calculator, especially to check their calculations.

Size and measurements

Students revise the measurements already studied (length, mass, content, price, etc.) and learn new ones (area, perimeter, volume, angle). They measure, compare, and estimate measurements: the perimeter of a square or rectangle; the area of simple geometrical shapes (rectangle, triangle, disc), the volume of a cube, measurement of angles, periods of time, etc. They learn to use the common, official units for measurements.

Space and geometry

Students learn spatial recognition and use representations (maps, plans, etc.) to indicate a position or make movements. In geometry, they construct three-dimensional solids, manipulate them and learn how to represent them (templates, 3D software). They construct geometrical shapes using their instruments (graduated ruler, compass, set square) and give them properties (equality of length, perpendicularity, parallelism, symmetry in relation to an axis, etc.).

They are introduced to coding through location finding activities (for example programming the movements of a robot) or geometrical activities (for example constructing simple shapes on a computer).

 

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

Reviewed in: 

March 2023

November 2022

February 2019

February 2018

 

Additional information

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:

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

Year 2 to 6:

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

LYCÉE INTERNATIONAL DE LONDRES WINSTON CHURCHILL

(“the School”)

Student Assessment Policy (#4)

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 / 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 that students understand, for them to 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 / 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 section, complying with the French Ministère de l'Education Nationale, teachers will evaluate skills (compétences) according to a color code. Baseline assessments are implemented at the beginning of the year in order to get to know the students level. Throughout the year, teachers use both summative and formative forms of assessment.

Teachers must return graded work to students in a timely fashion, and no later than two weeks after receiving it in the Secondary section.

Each department in the Primary or the Secondary section has its own arrangements for assessment, which are in line with school policy and suited to the subject. In the subjects where streaming takes place (English and MFL), 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 take 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, to apply creative thinking, and to update their assessment practices.

Heads of Department are responsible for ensuring that individual policies applicable to their department are in place, and for creating opportunities for moderation and collaboration. When a student is unable to attend a test for good reason, another session is organised under the supervision of the School Office. If the new session is also missed, further steps will be taken.

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 program (Pronote) to record, communicate and archive all scores and assignment marks over time. Specialist staff (including teachers), students, and parents / carers, can access these records, which the School keeps private and confidential.

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

● examine a student's progress over the course of the current academic year, as well as previous years;

● inform teachers and the pastoral team of a 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 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 their 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 receiving it, and record all marked work regularly. They must post it on Pronote, which students and parents / carers can access online at any time.

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

4. Reporting

Reports (bulletins) are issued and communicated to students and parents / 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 marks, progress and challenges in real time on Pronote.

Each mid-semester, the Head of School, or Head of Secondary and Secondary teachers for Years 7 to 13, and the Head of Primary and Primary teachers for Years 1 to 6, together with the pastoral team, will convene to share their views and information of students' progress (Conseil de Classe, Conseil de Cycle). They will provide individual feedback to guide students’ efforts towards improving their average mark for that semester. Representatives of parents / carers and students may attend the part of the 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, due to the private and confidential nature of this information.

In the Secondary section, student progress is monitored four times a year with four reports: one for each mid-semester and one for each end of semester. The mid-semester report shows three aspects: assessment (where the student is), progress (progress achieved by the student) and advice (how to improve). This report is issued after a Conseil de Classe, and is followed by parent-teacher meetings.

In the Primary section, reports are issued twice a year, at the end of each semester after a Conseil de Classe. Parent-teacher meetings take place twice a year, and are an opportunity for parents and teachers to discuss students’ progress in detail. Primary teachers also meet parents if needed throughout the year.

The end-of-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 our assessment policy will be monitored, evaluated and reviewed. This will be achieved through:

● a discussion by the academic team and the leadership team;

● a discussion with students about their work, the use of mark schemes, plus self-assessment by the students;

● a discussion with parents / 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.

• The school ensures that students are clear about what is expected of them online as well as offline, by reference to the following resources, and by their commitment to the Digital Citizenship programme from Common Sense Education.

• The guidance 'Teaching online safety in school' can be downloaded here: https://www.gov.uk/government/publications/teaching-online-safety-in-schools

• Education for a Connected World (UKCIS, 2018) can be downloaded here: https://www.gov.uk/government/publications/education-for-a-connected-world

 

Policy written in 2015.

Policy reviewed:

● February 2016

● August 2016

● February 2018

● September 2018 LB

● October 2018 PD

● Approved February 2019 HoS

 

 LYCÉE INTERNATIONAL DE LONDRES WINSTON CHURCHILL

(“the School”)

Anti-bullying Policy (#5)

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 cooperate 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 individuals 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 – students, staff, parents and carers.

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 Facebook and Instagram, emails and mobile phones/tablets 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 Head of Primary for the primary section and by the Head of Secondary and CPE (Conseiller Principal d’Education) for the secondary section and by the Social and Emotional Counsellor. 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 Social and Emotional Counsellor

Our Social and Emotional Counsellor 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 Counsellor. 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:

• 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 Head of Secondary or the Head of Primary (as appropriate) ;

• 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 Head of Primary, the Head of Secondary 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.

• Other members of staff will be alerted of the situation including in particular the School’s Social and Emotional Counsellor who will advise the school and counsel the student if appropriate;

• 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 students involved;

• If evidence of bullying is found, the parents and carers of the student(s) accused of bullying will be contacted and a meeting arranged with the Head of Primary, the Head of Secondary or CPE;

• The victim will be interviewed at a later stage by the Head of Primary, the Head of Secondary or the CPE or the school’s Social and Emotional Counsellor 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;

• The alleged bully will be interviewed at a later stage by the Head of Primary, the Head of Secondary or the CPE or the school’s Social and Emotional Counsellor, 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 and Head of Primary (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 students

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. Information on Bystanders for staff and parents can be found here. 

Our Vie scolaire programme is structured to give students 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.

This policy has taken account of the updated versions of Keeping Children Safe in Education September (updated in September 2021) and Working together to Safeguard Children (updated Dec 2020).

This policy takes into account the provisions of the Dfe guidance: Preventing and Tackling Bullying: Advice for Leaders, Staff and Governing Bodies and DfE published advice on Preventing and Tackling Bullying July 2017.

This policy has taken into account the “Sexual violence and sexual harassment between children in schools and colleges - Advice for Governing Bodies, proprietors, head teachers, principals, senior leadership teams and designated safeguarding leads” Sept 2021

 

Policy required under ISS Regulations Part 3 (10)

This policy was adopted by the Board on 20 February 2015

Reviewed in: 

February 2016

February 2018

October 2018 

November 2021

 

The Safeguarding and Child protection policy serves to uphold the school’s mission and Values.

Unless a difference between the primary and the secondary sections is stated any reference to the school refers to the whole school. Please find the latest policy update here

LYCEE INTERNATIONAL DE LONDRES WINSTON CHURCHILL

 

(the "School")

 

Health and Safety Policy (7)

 

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.

 

2. The Head of School has overall responsibility for Health and Safety and reports to the Board, by whom this responsibility is delegated.

 

3. 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 approved 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.

 

4. The Board and the Head of School will cooperate 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 have set up 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 cooperate with the Board and the Head of School so as to enable them to carry out their responsibilities successfully.

 

5. The Board is committed to providing adequate resources to ensure its health and safety objectives under this Policy are met.

 

6. 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.

 

7. 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.

 

8. 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.

 

9. 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.

 

10. 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.

 

11. The Board considers that this Health & Safety Policy is an integral element of the overall School’s business plan and other resource policies.

 

12. 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 that it is responsible for overseeing Health and Safety in the School and delegates management of Health and Safety to the Head of School. 

• Formally and publicly accepts its collective role in providing health and safety leadership within the School;

• Requires that each Governor accepts their 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 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 their 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 and is directly responsible to the Board for the functioning of the School's activities. In the absence of the Head of School, the COO, 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 her control, adequate funds, materials, equipment and human resources are provided to ensure health and safety requirements are being met;

• ensure that all persons under 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;

• update health and safety policy in the school in light of learned 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 which have not been resolved either through established arrangements or by delegated responsibility;

• maintain a list of Safety Representatives appointed to represent staff;

• constitute a staff health and safety forum; 

• 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, Health and Safety Governor(s), the Health and Safety Coordinator/COO and the Premises and Security Manager or other staff members as required;

• ensure that all areas of the premises are inspected regularly and reports are made every 6 months to the Health and Safety Committee and Staff Representatives;

• 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 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 Health and Safety Coordinator 

 

The Chief Operating Officer (COO) is the Health and Safety Coordinator reporting to the Head of School and the Board as necessary and is designated as responsible for administrative arrangements to support health and safety matters. The Health and 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, and that accurate records of these are kept. 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 & Security 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 cooperate with him so far as is necessary to enable that duty or requirement to be performed or complied with.

 

2. 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. 

 

3. 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. 

   2. 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 cooperate 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.

• they report any concerns, misgivings, incidents or ideas for improving health and safety to the Health and Safety Staff Forum.

 

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;

• 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.

• being able to carry out emergency procedures in respect of fire, emergency evacuation, security, first aid (if trained);

• observing all safety procedures and instructions.

• considering the health and safety implications of their teaching activities and, if necessary, complete a risk assessment in collaboration with the Health and Safety Coordinator. 

 

6. The Premises and Security Manager

 

The Premises and Security Manager has delegated responsibility 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 Assistants are responsible to the Premises and Security Manager for:

• ensuring that sufficient numbers of the correct fire extinguishers are present;

• ensuring the adequate testing, examination, maintenance, servicing and repair of specialist equipment.

 

7. The Catering Staff (Contracted)

 

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 must 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 Safety Representatives are appointed at the start of every school year.

 

 

10. The Health and Safety Committee

 

The Health and Safety Committee (the “Committee”) will be convened by the Head of School in the first half 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 COO 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 objective of improving the Health and Safety standards within the School.  This will be achieved by through 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.

 

11. The Health and Safety Staff Forum

 

The school holds a Health and Safety Staff Forum (Forum) to fulfil its consultation duties under:

• the Safety Representatives and Safety Committees Regulations 1977 (as amended); and 

• the Health and Safety (Consultation with Employees) Regulations 1996 (as amended). 

 

The Forum reports to the Committee on matters relating to staff and staff representative concerns.

 

The constitution of the Health and Safety Staff Forum is, as a minimum, as follows:

• The Chair is the Premises and Security Manager.

• The COO

• Lab technician

• Head of PE Department 

• After-School Coordinator

• School Nurse 

• A representative from Primary and from Secondary

 

Others may be invited to attend when relevant.

 

• Regular meetings shall be held, approximately each term. 

• The names of the members of the Health and Safety Forum will be posted on Notice Boards. 

• The Forum 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.

 

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 and/or attended the annual H&S talk in August (on recruitment and following each review).

 

Policy written in 2015.

Policy reviewed in:

• February 2016

• August 2016

• August 2017

• November 2017

• May 2018

• Jan 2019

• April 2022

\

 

Lycée International de Londres Winston Churchill 

Health & Safety Policy #7 

Covid-19 addendum 2020-2021

 

In the context of the current epidemic, the present addendum to the H&S Policy defines the new procedures and main changes necessary to provide the safest possible environment for our community, to limit and mitigate the risk of contagion, and to continually raise and maintain awareness in the daily life of the School, regarding the use of buildings and spaces, and people’s interactions. The school complies with the requirements set by the British Government. We require families to do the same.

This policy respects our founding principles of community, care, collaboration, and awareness.

 

The present policy applies to every member of the school community: students, families / carers, employees, and contractors. Everyone must be familiar with its requirements and accept responsibility for its implementation.

 

Covid-19 Coordinator 2020-2021: Mr Erwan Le Roho, Deputy Head of Secondary: Academics. Contact: covid19@lyceeinternational.london

 

Main principles:

Enhanced hygiene / cleaning / disinfection

Use of PPE (face coverings, gloves, etc.)

Limited presence on site to students and employees 

Limited movement and unnecessary interaction

 

The 10 golden rules:

1- No visitors or parents at school until further notice: all meetings and gatherings will be by Zoom 

2- Wash hands often for 20s, and when you change bubble: carry and use hydroalcoholic gel

3- Mandatory face covering for Secondary students in all common areas and gatherings/assemblies. 

4- Class Groups are organised in three main bubbles (EYFS+ Primary/ Y7to10 / Y11to13) 

5- Each bubble uses a specific street gate to access to and exit from school grounds (see below)

6- Bubbles are assigned to specific classrooms, recess and outdoor spaces

7- All individual meetings are by appointment only in order to respect each office’s capacity

8- Lunch is staggered; time in canteen is limited (20mn). Meals are plate-served only. Bring your own water bottle.

9- Classes will be taught in hybrid mode to accommodate equally students present at school and those quarantining at home.

10- If you feel that your child might be developing symptoms, DO NOT SEND THEM TO SCHOOL. 

 

1. Hygiene:

Sanitisers and new outdoor wash basins have been installed near the entrance of buildings. Everyone must wash hands with soap and water as often and thoroughly (20 seconds) as possible before entering the buildings, particularly before and after breaks, lunch, assemblies, etc. 

At every level of the school, teachers and employees are encouraged to remind students to wash hands regularly, and to ensure they do so before entering the classroom.

Additionally, hand sanitiser is available throughout the buildings.

Offices, desks and surfaces in general must be kept neat and tidy to facilitate sanitisation. 

There will be wipes in each workroom for the shared keyboards and they can be used for the coffee machines as well.

The cleaning company used by the School performs regular and frequent cleanings throughout the day, and also at night.

 

2. Use of protective equipment

Face coverings are mandatory from the school gates, in all common areas and when in large groups, i.e. corridors, halls, library, etc., and to assemblies and staff meetings. We recommend reusable/washable masks. 

Members who cannot not comply with this requirement for any reason must seek guidance from the Students Nurse (all students) or Staff Wellbeing (HR for employees). 

Students may choose to wear face protection inside the classroom.

Teachers may wear a visor during classes. Everyone must stay at a safe distance from one another at all times.

 

3. Use of grounds and buildings:

As of September 2020 and until further notice, only students and employees are allowed to enter the school grounds. Visitors are only allowed in by invitation from, and under the responsibility of the Head of School.

 

Students and teachers function as “bubbles” limiting contacts and intermingling as much as feasible. Bubbles are implemented by year level in order to limit contact and facilitate track-and-trace, should a case of contamination be confirmed.

The use of rooms and spaces is defined by bubble and class groups. Students must remain in the spaces and rooms allocated to their year level/bubble and class groups.

 

Lunches will be staggered. Year levels will abide by the designated time slots which they must strictly respect. This implies that time spent inside the canteen is necessarily limited for everyone in order to ensure sufficient time for all. Students must bring their own water bottles which can be refilled at our water stations.

 

In each room, classroom or office, capacity is limited and furniture and desks are arranged in a specific way to respect the current recommendation for physical distance. Students will change classroom as little as possible so that circulation is limited.

Specialised rooms (music, science, arts and PE) may require specific measures.

 

Student Support offices (Careers, Wellbeing, Vie Sco, etc) have specific rules and limited people capacity. In order to control the flow, all meetings are by appointment. In individual meetings, members of the community must respect a safe distance from one another. Parents meetings with those departments will be online only.

 

School events, such as parent-teacher conferences, “conseils de classe”, lectures, conferences, professional development sessions, etc, that require the presence of parents or visitors must take place online until further notice. Parents' socials are no longer permitted on site.

 

4. After School Programme, field trips and international travel:

Travelling for professional purposes is limited to the absolutely necessary.

The school reminds Team members and families that restrictions to leave or re-enter the UK may change at any time and solely depend upon the decision of the British Government. The British Government guidance is to “avoid all non-essential travel”. Travellers could therefore find themselves unexpectedly unable to re-enter the school grounds or resume work in time to assume their duties. 

Families and team members must strictly abide by the requirements for quarantine set by the British Government and remain vigilant as those requirements may change unexpectedly.

 

Team Members must consult with HR prior to booking. Travelling during short breaks or half-terms will be at one’s own risk and may result in unpaid leave if they cannot resume work in time to assume their duties.

 

Overnight school trips are postponed until further notice. Field trips are possible, but should be as infrequent as possible. They will be subject to an enhanced risk assessment.

 

Due the complexity of this start of the year, we are unable to offer after school activities until further notice. Garderie (Primary) and study hall (Secondary) will be available at the usual times after the end of classes.

 

5. Access and circulation:

Students enter and exit the School via the specific gates designated for their year level, as directed by the Head of Premises and Security and the Dean of Student Life (See below).

 

Inside the buildings,a one-way system proved impractical: we thus invite everyone to respect physical boundaries and implement individual social distancing as per the British Government guidelines. Students will change classroom as little as possible so that circulation is limited.

 

Students remaining at school after classes (Garderie in Primary and Study Hall in Secondary) must remain in the areas designated by the Dean of Student Life.  Parents must signal their arrival at the gate. An adult from the school will accompany students to the gate.

 

The Nurse will see students either in the Legacy office or in the small consultation room (previous office) according to the bubble system.

 

Created in August 2020

****************************************

 

Back to School September 2020: (subject to change)

 

1.Main Bubbles                                                             Access: Entrance/exit

• Year 11-13: Annex building                                The Paddocks North

• Year   9-10: Legacy Floor 2                                Kings Drive

• Year   7-8:   Legacy Floor 1 West                       Kings Drive

• Year 5:        Legacy Floor 1 East                        The Paddocks South

• All other Primary: Legacy Ground Floor             The Paddocks South

 

2.Secondary Students : lounge and outdoor space access:  

-Y12&13: Senior Lounge + senior garden 

-Y11 :      Main Lobby 

Y11-13 :  West football pitch + outside between 2 buildings 

 

Y7 to Y10: Junior Lounge + Outdoors: 2 football pitches behind the canteen + garden on the Paddocks side

 

3.Primary Section : Primary playgrounds

 

****************************************

LYCÉE INTERNATIONAL DE LONDRES WINSTON CHURCHILL

(“the School”)

 

Behaviour and Discipline Policy (#8)

 

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 students from a wide variety of ethnic and social backgrounds and faiths. We treat everyone as an individual, and aim to develop the whole person, and equip them to take their 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 students, and to promote good relationships between members of the School, so that everyone can work and learn in a calm and orderly atmosphere.

This policy aims to help students 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, students, parents and carers adhere to an established routine and Code of Conduct (Charte de Vie Scolaire). The Conseil d’Etablissement is invited to participate in the creation and update of the Code of Conduct, which is then approved by the Head of School and the Board of Governors. The Class Team Leader (Professeur principal) uses the “heure de vie de classe”  to be sure that students know and understand the School’s values and procedures.

We expect students 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 disciplinary measures may be imposed for inconsiderate behaviour.

Everyone has a right to feel secure and to be treated with respect at the School, particularly the more 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, sexual orientation, physical or learning difficulty.

This policy has taken into account the Sexual violence and sexual harassment between children in schools and colleges Advice for governing bodies, proprietors, headteachers, principals, senior leadership teams and designated safeguarding leads. December 2017 link 

We expect students to attend school and lessons punctually, and to follow the School’s Attendance and Absence Policy. They should care for the buildings, equipment and furniture. The School expects students to behave at all times, including online, in a manner that reflects the best interests of the whole community.

 

THE ROLE OF THE BOARD

The Board has the responsibility of defining the general principles of discipline and behaviour for the School. It is the responsibility of the Head of School to draft this Behaviour and Discipline Policy, and to submit it 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 detail the School’s 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 students 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 student, affecting his or her work, the case is referred to the Head of School by the Head of Section (Secondary or Primary).

The Head of School is assisted in this role by the Head of Secondary or Head of Primary, and by the Dean of Student Life (Conseiller Principal d’Education) for the Secondary section. Their role is to facilitate the coordination between the Head of School, class teachers, students, parents and carers to ensure that each party involved has the necessary support and dialogue to successfully implement a climate of mutual respect and discipline.

 

THE ROLE OF THE TEACHERS

It is the responsibility of all teachers to ensure that the School rules are enforced, and an atmosphere of mutual respect is established in their classes. Teachers treat all students fairly, with respect and understanding.

Teachers expect students to comply with the Behaviour and Discipline Policy. Teachers, supported by the Class Team Leader (CTL) in Secondary and Senior Management, must ensure that each student works to the best of their ability. In cases where a student does not have satisfactory school results, after finding out the reasons, the teacher(s), together with the CTL and Senior Management, will decide on appropriate measures.

If a student misbehaves repeatedly, the teacher or CTL keeps a record of all such incidents. In the first instance, the teacher deals with incidents him/herself. However, if misbehaviour continues, the teacher must seek advice from the Head of Secondary or Head of Primary, who may then share this information with the Head of School.

All instances of physical or verbal abuse between students must be communicated to the Dean of Student Life or the Head of Primary, and a report must be filed.

A teacher may discuss the needs of a student with the other teachers, the Head of School, Head of Secondary / Primary, the School’s Social and Emotional Counsellor, or the School’s Designated Safeguarding Leader (DSL). 

Teachers inform parents and carers of the progress of each student in their class, in line with the school policy. 

Teachers will contact a parent / carer if there are concerns about the behaviour, learning progress, or welfare of their child.

 

THE ROLE OF PARENTS AND CARERS

The School collaborates actively with parents and carers, so that students receive coherent messages about how to behave at home and at school. 

The School’s Codes of Conduct for Primary and Secondary students define the School’s specific rules. They are approved by the Head of School. The School expects parents and carers to read the Code of Conduct, and, by signing it, confirm that they will abide by it.

The School expects parents / carers to support their child’s learning, and to cooperate with the School. It seeks to build a supportive dialogue between home and school, which is being done for the Secondary students through Pronote, and for Primary students through reporting to parents / carers (see Student Assessment Policy).

The School expects the support of parents / carers. If parents / carers have any concerns about the way that their child has been treated, they should initially contact the class teacher. If the concern remains, they should contact the Dean of Student Life or Head of Section, 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 all students.

The School employs a number of disciplinary measures in cases of disrespect of the School’s rules. Such measures are applied only when the teacher (Primary) or the Dean of Students (CPE) or their team of student supervisors consider them necessary. The teachers, CPE or student supervisors will talk to the student and explain the reasons for the disciplinary action, as well as the expectation of improved behaviour.

Parents are informed after a disciplinary action has been decided. The disciplinary action is notified on Pronote.

The details of daily rules and the list of disciplinary measures in use at the School are communicated to students and parents / carers in the Code of Conduct (Charte de Vie Scolaire), which they must read and sign at the beginning of the academic year. This document is reviewed and updated annually and made public on the website as an annexe of the present policy.

The class teachers, Dean of Student Life and student supervisors always expect that students use their best efforts in all activities. 

• If a student is disruptive in class, the teacher reprimands him or her. If a student misbehaves repeatedly, the teacher isolates the student from the class.

• The safety of the students is paramount in all situations. If a student’s behaviour endangers the safety of others, the class teacher requests help from a member of the teaching staff.

• A student cannot be isolated for the totality of playtime.

• If a student threatens, hurts or bullies another student, the teacher or the Dean of Student Life (CPE) or supervisors (AED) record the incident on Pronote (Registre des sanctions) and the student is disciplined. If a student repeatedly acts in a way that annoys or disrupts others, and if the usual disciplinary measures have proven ineffective, the Head of Secondary / Primary, the Head of School or a member of the teaching staff will contact the student’s parents / carers.

The class teacher and the CPE present, explain and discuss the various aspects of the School’s rules with the students.

The School does not tolerate bullying of any kind. If any employee 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. For any serious misdemeanour, an incident report (available to staff electronically or at the School Office) must be completed by the witness / person responsible.

Drug and alcohol-related incidents

It is strictly forbidden for anyone, adult or student, to bring illegal drugs onto school premises. Any student who is found to have brought any type of illegal substance to school will face a temporary expulsion. The student will not be readmitted to the School until one of their parents / carers has discussed the seriousness of the incident with the Head of School. 

If the offence is repeated, the student will be permanently expelled.

If a student is found to have deliberately brought illegal substances onto school premises, and is found to be distributing these to other students for money, the student will be permanently expelled. The police, social services, and the COCAC of the French Embassy may be informed.

Corporal punishment

Under section 131 of the School Standards and Framework Act (1998), corporal punishment is prohibited for all students in independent and maintained schools, and it is never to be used at the School.

Temporary and permanent expulsions

The School does not wish to expel any student, but sometimes this may be necessary. A class teacher will inform parents / carers if there are serious concerns about their child's behaviour, with a view to improve the student's behaviour. Taking the student's age into account, appropriate disciplinary action may be taken.

The Head of School can suspend a student for a fixed period for serious misdemeanours.

The Head of School may permanently expel a student after consultation with the student’s parents and carers, for serious acts of violence, repeated serious misdemeanours, or if the Head believes that the safety of other students is compromised in any way. 

Only the Head of School has the power to expel a student, whether temporarily or permanently. 

 

The Chairman of the Board must be notified of every expulsion. In the case of a permanent expulsion, the Head of School also informs the COCAC of the French Embassy in London. 

The Chairman of the Board can neither expel a student, nor can they extend or modify the expulsion period decided by the Head of School.

The parents / carers of the concerned student may make an appeal to the Chairman of the Board. On appeal, the panel will consider the circumstances in which the student was expelled, and any representation by the parents and carers. The panel will rule whether or not the student should be reinstated.

The Head of School must comply with this ruling.

PROPERTY AND SECURITY

All students’ property must be clearly marked with their name. Valuables should not be brought to school. Breakage, damage or loss of school property (including library books and tablets devices on loan) will incur charges to the student’s parents / carers for a replacement.

The School is not responsible for any loss of a student’s personal property (including lost or damaged clothes). Lockers are available for students, but their belongings must be removed at the end of each day.

Lost and found property is cleared twice a year, and items are given to charity.

Bringing any dangerous objects such as knives, blunt instruments or any offensive weapons, lighters, matches or fireworks into school is strictly prohibited, and may result in permanent expulsion.

The Education Act 2011 introduced new provisions into the Education Act 1996 [section 550Z] which give school staff the power to search a student or a student’s possessions, if they believe them to be carrying any prohibited item which the staff member reasonably suspects has been, or is likely to be: 

• used to commit a criminal offence;

• to cause personal injury to, or damage the property of, any person;

• any other item which the school rules identify as an item for which a search may be made. 

Staff are given the power to search a student even if they are under the age of criminal responsibility, and likewise staff of the opposite sex may still search a student if they believe the risk of serious harm is too great to wait to find a member of staff of the same sex for searching the student.

There are particular rules relating to electronic devices, which allow such devices to be seized and examined for relevant data or files which might be against the law or school rules. Section 550Z provides for the return of such devices to the student 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.

COMPLAINTS

The School hopes that parents and carers 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 and carers of the outcome of the investigation within 28 days. We keep records of complaints for three years after your child has left the School.

MONITORING AND REVIEW

The Head of School monitors the effectiveness of this policy on a regular basis, 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 and misdemeanours. Teachers or the CPE record minor classroom incidents. The Head of School records incidents where a student is sent to him/her on account of bad behaviour. Student supervisors also keep a record of any incidents that occur during breaks or at lunchtime. 

The Head of School keeps a record of any student who is temporarily suspended or permanently expelled. 

It is the responsibility of the Board to monitor the rate of suspensions and expulsions, 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.

 

Policy written in 2015.

Policy reviewed:

Dec 2019 HoS 

Feb 2019 HoS

September 2018 LB

March 2018 

August 2016

February 2016

 

VISION

Our school is built on a foundation of academic accomplishment in an open, creative and nurturing environment that encourages each child to reach their full potential.

 

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.

 

GUIDING PRINCIPLES

We cultivate:

• Excellence in intellectual and social endeavours

• Creativity through a diversity of teaching methods

• Integrity by encouraging students to be truthful and fair

• Community through solidarity and collaboration

• Awareness to ensure we are tolerant and able to celebrate our differences.

 

SUPPORT STRUCTURES

Advisory

Every time the school intervenes to maintain student wellbeing, we work as advisors. This means verbal advice (teacher to student, wellbeing team to student, or parent/student/school meetings), and/or email or formal letters to parents. Interventions will begin with an advisory process and decisions are recorded.

 

Counselling

A student may be asked or required to follow a counselling programme to address behavioural concerns or attitudes that cannot be managed through our mentoring programme. The goal is to foster appropriate behaviour and/or attitudes in the community. This service may be in-school or external.

 

Mentoring

A student may be assigned a learning mentor to accompany their customised plan. We foster the positive behaviour and responsible attitude that are the foundation of both individual learning and community building. Mentoring goals are discussed and recorded. The school may liaise with external agencies as needed.

 

Community building

A student may be asked or required to undertake work to develop a better understanding of the guiding principles expressed through the school's mission. This may take the form of individual or in-group reflection, service to the school and the student body, or outreach programmes to the wider community. In Secondary, trained peer counsellors and peer tutors provide peer-to-peer support.

 

REWARD SYSTEMS

• Celebrating achievements and positive behaviour in school assemblies

• Positive reinforcement for completing homework on time and 100% attendance

• Task engagement and completions, as well as 100% attendance, clearly on the report card

• Certificates to reward behaviour, and positive letters home or messages on Pronote 

• Reward trips 

• Teachers recompense good behaviour and communicate rewards to students

 

Level I behavioural issues

• Dress code violation; inappropriate use/lack of ID card

• Persistent lates

• Failure to complete class or homework

• Chewing gum at school

• Littering or low-level damage to school property

• Being in a prohibited location in the school

• Physical pushing or shoving

• Any form of inappropriate language or behaviour

• Disrupting others’ ability to learn or the school environment

• Unauthorised use of phone/device

Level I issues are usually handled immediately through a conversation with the teacher and/or Pastoral staff. Consequences for minor infractions could include:

• A written reflection and apology from the student

• A parental/guardian notification

• Students make amends as appropriate

This list is not exhaustive.

 

Level II behavioural issues

• Repeated violation of Level I behavioural issues

• Breach of academic integrity, cheating, plagiarism

• Lying or other breach of integrity

• Damage to school or personal property 

• Disrespectful language or behaviour towards any member of the community 

• Repeated unauthorised use of phone/device/technology and technology policy violations

• Truancy/school refusal, repeated unexplained absences.

Level II issues are referred to the Deputy Head of School, Head of Pastoral Care or a Designated Safeguarding Lead. They will meet with the student and staff involved to investigate the concern. Consequences for Level II issues could include:

• Meeting with parent/guardian

• The family must cover the cost of damage to school or personal property

• Formal written warnings

• After-school detention

• In- or out-of-school suspension

• Community service such as canteen, library, dress code, pastoral duties, IT support, maintenance, etc

• Self-reflection and apology will be required 

• External counselling may be recommended or required 

This list is not exhaustive.

 

Level III behavioural issues

• Repeated violation of Level II behavioural issues

• Theft of or intentional damage to school or personal property: the family must cover the costs involved.

• Endangering the welfare or the safety of other students

• Use of any form of racist or discriminatory expression or material

• Sexual misconduct including sharing of photos, materials, messaging or social media content

• Any form of harassment, hazing and bullying, including on social media

• Physical assault or fighting, hitting, kicking, etc.

• On-campus possession or use or transmission of any illegal or banned substance, alcoholic beverage, e-cigarette, intoxicant of any kind, or related paraphernalia

• On-campus possession or use or transmission of dangerous instrument or weapon of any kind (any knife, firearm, including replica (fake) weapons) regardless of the intention, 

This list is not exhaustive.

 

In the case of violation of UK Law, the school has a duty to inform the police where required.

 

Level IlI issues are referred to the Head of School who will meet with the student and the relevant staff member.

• Student may be suspended immediately

• Student may be temporarily suspended and given a probationary period

• Student may  be removed from school permanently or not be reinvited to the school

• Parents and student are expected to engage with external support agencies as required. 

 

ASSOCIATED RESOURCES

Please consult our full Behaviour & Discipline Policy #8 on Website

Teachers may discipline students for misbehaviour when the student is:

“taking part in any school-organised or school-related activity or travelling to or from school or wearing school uniform or in some other way identifiable as a student at the school.

or misbehaviour at any time, whether or not the conditions above apply, that could have repercussions for the orderly running of the school or poses a threat to another student or member of the public or could adversely affect the reputation of the school. In all cases of misbehaviour the teacher can only discipline the student on school premises or elsewhere when the student is under the lawful control of the staff member”.  (Resource No 7, DfE)

 

Please consult our full Complaints Policy #9 on Website

“The school hopes that parents and carers 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 and carers of the outcome of the investigation within 28 days. We keep records of complaints for three years after your child has left the school”.

 Link to our school policies

Created in November 2021

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 as well as in Pre-reception and Reception classes,  the Head of Primary oversees the monitoring of the pupils and successfully does 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. We encourage parents and carers to review the code of conduct periodically and emphasize with their children the positive impact it has on our school community.

We expect students to make good choices, to respect both school and individual classroom rules at all times. Individual classroom rules are developed each year through student-teacher discussions and joint decision-making, and are key to building positive relationships within the classroom. If rules are broken, logical consequences will follow (see consequences below).

This code of conduct is based on our school missions. 5 keywords have been chosen by students to reflect our core values. 

1- RESPECT

I respect and am respected by everyone around me, no matter what our differences may be = I treat others the way I expect to be treated. 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. I respect the property of others. 

Self respect: I respect my body and mind

 

2 - KINDNESS

I am part of a welcoming community and I act with compassion. Kindness is the heart of our school where we help, support each other and embrace differences. 

 

3 - HONESTY

I am honest with any adults in the school and my classmates and I act with integrity. I take ownership/responsibility for my actions and words. 

 

4 - HAPPINESS

I am happy at school, happy to learn and I demonstrate kindness. I can speak up for myself. I am engaged in my own learning and I do not hesitate to ask for help from my teachers and other trusted adults. 

I communicate with my peers and my teachers to make good choices. I use Clear Messages (Messages clairs) to help me communicate. (see Annexe 1)

 

5 - COOPERATION

I enjoy working together with my classmates to the same end. Our differences are a strength to achieve even better. 

If I witness a behaviour that looks inappropriate, I find the courage to stand up for myself (or for others) and I report the incident to an adult, I support people impacted and I can say something in a gentle manner. 

 

In Pre-reception and Reception classes, a “bravo box” will reinforce positive behaviour by allowing any adults in the school to congratulate a child or a group of children by putting a “bravo ticket”with their names in the “bravo box”. Every day, teachers will randomly pick a ticket. The child or group of children will then be rewarded with a bonus (i.e Choose the story of the day, pick a song…)

 

CONSEQUENCES 

 

We are committed to the well-being and safety of all our pupils. We will continue to encourage students to make good choices 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.

 

Students' behaviour misconducts are mainly addressed in the moment by a staff member. 

If a more serious incident/misbehaviour happens, the school will investigate and take appropriate actions. 

Next steps could include interviewing students and witnesses. Parents might be notified in due course.

 

Failure to follow the CODE OF CONDUCT OF EARLY YEARS & PRIMARY SCHOOL may result in consequences determined by the school administration in accordance with the severity and frequency of the wrongdoing. This will be communicated to parents and involved staff members. 

 

• Students will be reminded of the school/classroom rules

• 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 to reflect on their behaviour

• a meeting with the teacher

• a meeting with the Head of Primary

• 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 Head of Primary , 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

• exclusion from extracurricular activities or special trips.

• temporary exclusion from 1 to 3 days in severe cases of misbehaviour 

• permanent exclusion

 

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 EARLY YEARS & PRIMARY SCHOOL to ensure a positive and calm school environment.

 

ANNEXE 1

 

Assembly presented by CM2/Y6 students on how to use Clear Messages.

Message clair / Clear message

 

Code of Conduct for 

Lycee International de Londres Winston Churchill parents

Vision

Our school is built on a foundation of academic accomplishment, with an open, creative and nurturing environment that encourages each child to reach their full potential.

 

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

 

Values

We cultivate:

• Excellence in intellectual and social endeavours

• Creativity through a diversity of teaching methods

• Integrity by encouraging students to be truthful and fair

• Community through solidarity and collaboration

• Awareness to ensure we are tolerant and able to celebrate our differences.

 

Lycée International de Londres Winston Churchill is a caring school which aims to create a stimulating, learning environment in which every individual has the opportunity to thrive.

 

Lycée International de Londres Winston Churchill values its strong relationship with parents and carers. Together this helps us achieve the very best for the children in a mutually supportive partnership between parents/carers, class teachers and the school community. We therefore continually welcome and encourage parents or carers to participate fully in the life of our school. Parents/carers behaviour should model that expected from students.

 

The purpose of this Code of Conduct is to provide a reminder to all parents/carers and visitors of the expectations around the conduct of parents and carers. This Code of Conduct  sets out the actions that the school can take should this code not be fully complied with.

 

Failure to comply with this Code of Conduct may constitute a breach of the Terms and Conditions.

 

Support structures for parents and carers

Families and carers are invited to seek support and guidance from the school at any time. The parents Association (APLIL) is the main channel of communication and collaboration between parents and the school. Association des parents: APLIL (assocparents@lyceechurchill.london)

 

Please call or email the relevant school office (Primary, Secondary, Head’s Office) to obtain the contact details of the following APLIL representatives:

• Parents délégués de classe/ Designated class parents

• Parents coordinateurs de niveau / Designated class level parent coordinators 

• APLIL Trustees

 

1. Expectations

We request that parents and carers ensure all visitors responsible for collecting their children comply with this code. 

With the above principles in mind, parents/carers are reminded that: 

 

1.Everyone is expected to embrace and respect the caring ethos and values of the school.

2.Teachers and parents need to work together for the benefit of their children.

3.Approaching school staff regarding any issue  should be done in an appropriate and respectful manner, whether in writing or in person. Link to Complaints Policy #9

4.All members of the school community are treated with respect using appropriate language and behaviour.

5.The school needs to work with a child in order to clarify his/her version of events and bring about an appropriate solution to an issue.

6.Parents/carers must support the school’s disciplinary decisions.

7.Parents/carers  address their child’s actions especially where it could lead to conflict, aggressive or unsafe behaviour, both on and off the school premises.

 

2. Inappropriate behaviour

In order to support a peaceful and safe school environment, the school will not tolerate parents, carers or visitors exhibiting the following: 

 

1.Sending offensive, abusive, or threatening emails or text/voicemail/phone messages or other written communications to anyone within the school community.

2.Defamatory, offensive or derogatory comments regarding the school or any of the pupils/parent/staff, at the school on any social sites.

3.Threatening, in any way, a member of school staff, visitor, fellow parent/carer or pupil.

4.The use of physical or verbal aggression towards another adult or child. This includes physical punishment of your own child on school premises.

5.Disruptive behaviour which interferes or threatens to interfere with any of the school’s operations or activities anywhere on the school premises.  Using loud or offensive language or displaying temper.

6.Any inappropriate behaviour on the school premises, including un​safe driving or parking and inappropriate behaviour at pick-up 

7.Approaching someone else’s child in order to discuss or discipline them because of the actions of this child towards a parent’s own child. (Such an approach to a child may be seen to be an assault on that child and may have legal consequences).

8.Smoking, taking illegal drugs or the consumption of alcohol on school premises.

(Alcohol may only be consumed by parents during authorised events).

9.Damaging or destroying school property.

10.Pets being brought on to school premises (other than guide/therapy animals).

 

Should ​any ​of the above occur on school premises the school may feel it is necessary to take action by contacting the appropriate authorities and may consider excluding the offending adult from  the school premises.

 

3. Inappropriate use of Social Media

Social media websites are being used increasingly to fuel campaigns and complaints against schools, Head teachers, school staff, and in some cases other parents or pupils. The Department for Education and Governors of Lycée International de Londres Winston Churchill consider the use of social media websites being used in this way as unacceptable. Any concerns you may have about the school or your child/children must be made through the appropriate channels by speaking to the class teacher, the Head teacher or the Chair of Governors, where they will be dealt with fairly, appropriately and effectively for all concerned.  Link to Complaints Policy #9

 

4. Libellous or Defamatory posts

In the event that any pupil or parent/carer of a child/children at Lycée International de Londres Winston Churchill is found to be posting libellous or defamatory comments on any social network sites, they will be reported to the appropriate 'report abuse' section of the network site. All social network sites have clear rules about the content which can be posted on the site and they provide robust mechanisms to report activity which is in breach. The school will also expect that any parent/carer or pupil removes such comments immediately.  

 

5. Cyber Bullying

We take very seriously the use of cyber bullying by any child or a parent to publicly humiliate another by inappropriate social network comments, pictures or videos. We will consider this a serious incident of school bullying. The school will also consider its ​legal options​ to deal with any such misuse on social networking and other sites.  

Together we create a positive environment for our children, our staff and our entire community. 

 

Reviewed by Conseil d’Etablissement September 2018 

Reviewed by APLIL May 2019 

Approved by the Board of Governors June 2019

 

*******************

 

Please make a note of the new provisions added to the T&Cs since 2019-2020: 

 

Expectations concerning parents/carers behaviour: 

 

12.4 A Parent (term which may include a carer or guardian) may be excluded from the school

premises if the Head reasonably considers such exclusion to be in the best interests of the Student

or of the School, in particular in case of a breach of the parent / carer Code of Conduct.

 

13.2 The Head may at his or her discretion require Parents to remove their child from the School if the parents’ behaviour or conduct or the behaviour or conduct of one of them is unreasonable; and/or adversely affects (or is likely to adversely affect) their child’s or other children’s progress at the School, or the well-being of School staff; and/or brings (or is likely to bring) the School into disrepute; and/or is not in accordance with their obligations under this contract and/or under the Parent / Carer Code of Conduct.

 

LYCEE INTERNATIONAL DE LONDRES WINSTON CHURCHILL

(The "School")

 

Complaints Policy (#9)

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 / carer (or student) 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 resolved.

Use of this procedure

This procedure is to be used for all complaints, except where:

• the alleged conduct is covered by the School’s child protection procedure (see Policy and Procedure for Safeguarding and Child Protection)

• the complaint concerns an expulsion or required removal (see Behaviour and Discipline Policy);

• the complaint is by a member of staff ("Grievance Procedures" employment contracts);

• the complaint relates to the School’s admissions policy (see Admissions Policy);

• the complaint relates to the use of iPads (see Students' Use of ICT and Electronic Devices Policy?).

The complaint process

Stage 1: Informal resolution

Parents / carers should, whenever possible, seek an early and informal resolution of their concerns.

Making contact

Parents / 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. Students and parents / carers 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.

Stage 2: Formal complaints

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 Secondary or the Head of Primary who refer to the Head of School, or directly to the Head of school. The Head of School will consider any such complaint very seriously, and will investigate 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 student.

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.

Stage 3: Resolution by the Chairman

The chairman will respond within 20 school days on receiving a formal complaint. He will obtain further information from the parent carer student or staff by telephone or in a meeting. He will then respond to them in writing.

Resolution on appeal to the full Board

If a matter referred to the Chairman is not resolved, the parent / carer may make an 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 / carer considers that their 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 one person who is independent of the running or management of the School to the hearing. In the event that a member of the Board, with the exception of 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 Board Secretary, and the parents / carers and/or student may attend. The parents / carers 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 parents / carers 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 (e.g. mail, minutes, summary of meetings) will be filed and kept strictly confidential, except in inspections conducted by the Secretary of State or inspectors 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)

Policy written in 2015 and approved by the Board in 2015

Reviewed:

• March 2016

• August 2016

• February 2018

 

LYCÉE INTERNATIONAL DE LONDRES WINSTON CHURCHILL

(“the School”)

 

First Aid Policy (#10)

Including Administration of Medication Policy

 

Introduction

This policy outlines the School’s responsibility to provide adequate and appropriate first aid to students, staff, parents / carers and visitors, and the procedures in place to meet that responsibility. This 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 ensure an appropriate number of suitably trained people as Appointed Persons and First Aiders are present in the School during school hours;

• To provide continuous relevant training and ensure monitoring of training needs;

• To provide sufficient and appropriate resources and facilities;

• To inform staff and  / carers of the School’s first aid arrangements;

• To keep accident records, and to report to the Health and Safety Executive (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, students 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. The School Nurse / School Health Officer (SHO) should ensure that the policy and information on the School’s arrangements for first aid are made available to parents / carers.

Teachers and other staff are expected to do all they can to secure the welfare of the students.

The School Nurse / SHO is a trained First Aider.

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;

• give immediate help to casualties with common injuries or illnesses and those arising from specific hazards at school.

The School Nurse / SHO must have completed and must keep updated a training course approved by the HSE.

In selecting a School Nurse / SHO, 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 their post to immediately attend 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 (a position held by the CFO / COO) and department heads. Recommendations on measures needed to prevent or control identified risks are forwarded to the Heads of Section and Head of School.

Re-assessment of first aid provision as part of the School’s annual monitoring and evaluation cycle.

The Head of School reviews the School’s first aid needs following any changes to student / staff body, building / site, activities, off-site facilities...

The Health and Safety Officer (CFO / COO) monitors the number of trained First Aiders, alerts them to the need for refresher courses and organises their training sessions.

The Health and Safety Officer (CFO / COO) also monitors the emergency first-aid training received by other staff and organises appropriate training.

The Health and Safety Officer (CFO / COO) and the School Nurse / SHO check the contents of the first-aid boxes termly.

 

Providing information

The Head of School will ensure that staff, parents / carers and students are informed about the School’s first aid arrangements.

The Health and Safety Officer (CFO / COO) or the School Nurse / SHO will:

• provide new staff with information regarding the School’s health emergency procedures as part of their induction programme;

• maintain a first aid file, notice board and related medical documentation for when needed;

• review basic medical procedures and practices as needed in school, as requested;

• alert staff during a specific outbreak of illness in school regarding management and 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 / carers in regard to any outbreak of illness in school.

Provision

How many first aid personnel are required?

The Head of School will consider the findings of the risk assessment in deciding on the number of first aid personnel required. The Head of School will consider the first aid needs of specific times, places and activities in deciding on their provision.

In particular, the School Nurse / SHO 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 - e.g. 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 students / staff. The Health and Safety Officer (CFO / COO) will keep a record of the need for staff first aid training and organise the necessary training sessions.

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 students should be arranged in a three year cycle.

The HSO must ensure the availability of the appropriate number of first aid containers according to the risk assessment of the site.

See HSE guidelines on recommended and mandatory contents.

• All first aid containers must be marked with a white cross on a green background;

• First aid container must accompany PE teachers off-site;

• First aid containers should be kept near hand-washing facilities.

Spare stock should be kept in school.

Responsibility for checking and restocking the first aid containers:

• In school, the School Nurse / SHO.

• For off-site PE, a named member of the PE department.

Accommodation

The School provides a specific room suitable for medical treatment, which means a room dedicated to no other purpose other than medical treatment and care of students during school hours. The main Health Office is a dedicated area close to a lavatory, and contains a washbasin with running hot and cold water.

Hygiene / Infection control (see appendix 1: cleaning up bodily fluids)

Basic hygiene procedures must be followed by staff.

Single-use disposable gloves must be worn when treatment involves blood or other bodily 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 / COO or School Nurse / SHO must keep a record of any reportable injury, disease or dangerous occurrence. This must include: the date and method of reporting, the date, time and place of the event, the 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);

• accidents which prevent the injured person from doing their normal work for more than three days.

For definitions, see HSC/E guidance on RIDDOR 1995 and information on Reporting School Accidents (Annex A).

Involving students and visitors:

• accidents resulting in the person being killed or being taken from the site of the accident to hospital, and accidents arising from / connected to 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 (CFO / COO).

The Head of School / HSO must ensure the RIDDOR Form has been filled out, 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 the School’s insurers.

Record keeping

Statutory accident records: the Health and Safety Officer (CFO / COO) must ensure that readily accessible accident records, whether written or electronic, are kept for a minimum of 3 years (see DSS The Accident Book BI 510)

The Head of School must ensure that a record is kept of any first aid treatment given by First Aiders or Appointed Persons. This log 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 procedures in place to ensure that parents are informed of significant incidents.

Monitoring

Accident records can be used to help the Head of School and the Health and Safety Officer (CFO / COO) 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 establishes a regular review and analysis of accident records.

Annex: Administration of Medication Policy

Regular school attendance is critical for every student. The School does all that it can to monitor it and maintain high attendance figures. Nevertheless, from time to time, every student will become ill and may require some time out of school to recover. Where a student requires medication (or treatment) they should be kept at home until the course of treatment is complete.

There are, however, some exceptions:

• Where a student 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 students to take personal responsibility for these items as soon as possible;

• For long term and chronic disease (e.g. asthma, epilepsy, allergy, diabetes) an Individual Medical Care Program will be put in place between the Head of School, the School Nurse / SHO and the concerned family. These Individual Medical Care Programs 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 School Nurse / SHO is responsible for the safe and secure handling of medicines and the administration of medication according to the school policy.

The Health Office

In term time, the School Nurse / SHO is available in the Health Office to students during the school day.

The School Nurse / School Health Officer (SHO)

There is one School Nurse or SHO employed at the School. He/she cares for, treats and advises students, staff and advises parents.

In the absence of the regular School Nurse / SHO, provision will be made for appropriate cover, with staff who have the Life Support / Appointed Person First Aid course as approved by HSE (First Aid regulation 1981).

Medication brought into school

Prescribed medication (e.g.: asthma inhalers / diabetes medication) may be brought into school when it is necessary, and the School Nurse or SHO should be informed  in all cases.

All medication should be administered in the Health Office during the school day if applicable.

A parent / carer 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 School Nurse / SHO will administer the appropriate medication and enter the time and the amount given on the Medication Record Sheet.

Prescribed medication should only be administered to the patient it was prescribed to.

Storage of medicines

All medicines are clearly marked and kept in locked cupboards in the Health Office; the key is held by the School Nurse / SHO.

There is a pharmacy 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.

Administration record

All medication is administered by the School Nurse / SHO.

The following data is recorded in the treatment book:

• Date and time given

• Name of student

• The student’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 nurse on duty

During school trips, all medication administered by the First Aider should be documented on the relevant form and returned to the School Nurse / SHO upon return.

Principles for the administration of medicines at the School

In order to act in the best interests of the school and the students, First Aiders will:

• know the normal dosage, side effects, precautions and contraindications of the medicines administered;

• know the identity of the student 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 student is not allergic to the medication;

• make a clear and accurate record of the medication given.

Policy written in 2015.

Policy reviewed:

• May 2016

• August 2016

• March 2018

 

LYCÉE INTERNATIONAL DE LONDRES WINSTON CHURCHILL

(The "School")

Students' Use of ICT and Electronic Devices Policy (#11)

ICT in the curriculum

ICT is a crucial component of every academic subject and is also taught as a subject in its own right. Every classroom in the school is equipped with a Projector, an Apple tv and a sound system. The School has dedicated ICT rooms in the school and students may use these in the presence of a member of the teaching staff for their school work. iPads issued to students are configured to automatically connect to the school WiFi network, which is subject to filtering of inappropriate content, apps and services. 

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 during classes except with the authorisation of the teacher for pedagogical reasons. 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 faculty members

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 all the faculty members 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. They are 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. They will monitor 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 faculty 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. Secondary students are taught responsible use of the internet and e-safety through the Pix programme, which includes digital skills and competencies, and the Library’s common sense media scheme, providing information and resources for families and teachers. In the Primary section, classroom teachers are responsible for their students’ e-safety (“Permis internet”).

When children use the school’s network to access the internet, they are protected from inappropriate content by our filtering and monitoring systems. However, many pupils are able to access the internet using their own data plan. To minimise inappropriate use, as a school we use web filtering tools for the school computers and we also filter for ipads. This allows us to personalise the privacy settings and allied sites access for pupils who may be more vulnerable. We can generate reports for any safeguarding issues which we are alerted to.

 

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. It is called the Genius bar which provides guidance for parents on online safety and pedagogical matters.

Charter for the safe use of the internet and electronic devices

E-safety is a whole school responsibility and at the Lycée, parents are required to agree to 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 families, and the School may impose sanctions for the misuse, or attempted misuse of the internet, mobile phones and other electronic devices.

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.

The school understands that many children have unlimited and unrestricted access to the internet via mobile phone networks (i.e. 3G, 4G and 5G). This access means some children can, whilst at school or college, sexually harass their peers via their mobile and smart technology, share indecent images: consensually and non-consensually (often via large chat groups), and view and share pornography and other harmful content.

At the lycee International de Londres  we manage this risk by: Pix certification, a mandatory assessment for digital safety/literacy at the end of 3eme ( year 10) and Terminale ( Year 13). This content is delivered from 5eme (Year 8) during lessons across the school. This is managed and monitored by the ICT team and teachers. Heure de vie de classes aso reinforce and help to distribute this content in secondary school as well as the PSHE curriculum and Common sense media resources.

 

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, publish photos or name people 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

• Onsite filtering of all computers is provided by Sophos Web Filter/Firewall.

• The School uses Sophos anti-virus protection on all computers.

• Email services and online file storage for each user is provided by Google Workspace, which has multiple inbuilt safety features such as spam blocking, attachment scanning etc.

• Student iPads are managed using Jamf mobile device management software. This enables the school to control the apps and services available on these devices and allows restricting of inappropriate content both on and offsite.

• Student iPads are monitored during lessons by the teacher using Apple Classroom.

• All users are issued with their own personal email address and network login which is controlled by the IT dept.

• Primary students can only send and receive emails within the school domain.

• The School keeps regular backups of all user data, with a secure copy stored offsite.

• The use of USB drives are not allowed.

• Students are forbidden from connecting personal electronic devices to the school network.

• Users are trained in the safe use of the school network on a regular basis.

• Technology and procedures are reviewed regularly and updated as necessary.

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:

• UK Council for Child Internet Safety (http://www.education.gov.uk/ukccis)

• Childnet International (www.childnet-int.org)

• Cyber Mentors (www.cybermentors.org.uk)

• Cyberbullying (www.cyberbullying.org)

• E-Victims (www.e-victims.org)

• Bullying UK (www.bullying.co.uk)

The guidance 'Teaching online safety in school' (DfE, 2019) can be downloaded here:https://www.gov.uk/government/publications/teaching-online-safety-in-schools

• Keeping Children Safe in Education. Statutory guidance for schools and colleges. (DfE: September 2021)

• Sexual violence and sexual harassment between children in schools and colleges 2021https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1014224/Sexual_violence_and_sexual_harassment_between_children_in_schools_and_colleges.pdf

• How to Reduce Screen fatigue https://docs.google.com/document/d/13hareQVIocwF38e_kvmLFhOvapg1y7T4k5ONcyTO9l0/edit#heading=h.txon7e7qrz72

• When to turn your camera on and off? https://docs.google.com/document/d/1qHgEEgYw7kD7iBI6yA5SFhFa9dVsJkSB37iM4_u4pmc/edit

• Back To School https://docs.google.com/document/d/1MA_NaHjLN4gKpr-P58ihUKhioJZj-JVAutp03wsDzNo/edit

E-safety is discussed during Heure de Vie de Classes, assemblies and can be discussed in School councils. It is part of our PSHE and Library Hours curriculum.

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.

• The lessons provided by teachers (Parcours Pix, heures de vie de class, PSHE curriculum) 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.

 

Children and online safety away from school and college

 

It is important that all staff who interact with children, including online, continue to look out for signs a child may be at risk. Any such concerns should be dealt with as per the Child Protection Policy and where appropriate referrals should still be made to children’s social care and as required, the police.

 

Online teaching should follow the same principles as set out in the MAT code of conduct. 

 

Lycee international de Londres will ensure any use of online learning tools and systems is in line with privacy and data protection/GDPR requirements.

 

Below are some things to consider if there are virtual lessons, especially where webcams are involved:

 

• No 1:1s without parental consent, groups only

• Staff and children must wear suitable clothing, as should anyone else in the household.

• Any computers used should be in appropriate areas, for example, not in bedrooms; and the background should be blurred.

• The live class should be recorded so that if any issues were to arise, the video can be reviewed.

• Live classes should be kept to a reasonable length of time, or the streaming may prevent the family ‘getting on’ with their day.

• Language must be professional and appropriate, including any family members in the background.

• Staff must only use platforms specified by senior managers and approved by our IT network manager / provider to communicate with students

• Staff should record the length, time, date and attendance of any sessions held.

 

Supporting children not in school as they are following clinical or public health advice related to coronavirus (COVID-19

 

Lycee international de Londres is committed to ensuring the safety and wellbeing of all its Children and Young people. 

 

Where the DSL has identified a child to be on the edge of social care support, or who would normally receive pastoral-type support in school, they should ensure that a robust communication plan is in place for that child or young person. 

 

Details of this plan must be recorded on CPOMS, as should a record of contact have been made. 

 

The communication plans can include remote contact, phone contact, door-step visits. Other individualised contact methods should be considered and recorded. 

 

Lycee international de Londres and its DSL will work closely with all stakeholders to maximise the effectiveness of any communication plan. 

 

This plan must be reviewed regularly and where concerns arise, the DSL will consider any referrals as appropriate. 

 

Lycee international de Londres recognises that school is a protective factor for children and young people, and the current circumstances, can affect the mental health of students and their parents/carers. 

 

Teachers at Lycee international de Londres need to be aware of this in setting expectations of students’ work where they are at home. 

 

Policy written in 2015.

Policy reviewed in:

• February 2016

• August 2016

• March 2018

• December 2021

- iPad User's Agreement & Guidelines

- Family Media Agreement

- Digital Citizenship Curriculum

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.).

2. Tablets settings can’t be changed without teacher’s approval.

3. 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!

4. I should not store private information on any iPad (e.g. : pictures, recordings, videos…).

5. Don’t change the tablet passcode. It’s usually made of 4 digits numbers such as 0000.

6. I am not allowed to delete any apps.

7. Tablets must be stored and put on charge at the end of the day.

8. 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.

9. To send or share documents with anyone via airdrop, email… I must first ask my teacher for approval.

10. I am not allowed to use the tablet outside of the classroom unless otherwise advised by my teacher.

11. When I am walking the tablet must always be turned off.

12. Online gaming is not allowed. Access to the internet is limited to work and research.

13. I will not give out any private information such as full name, date of birth, address, phone.

14. I will not create new accounts of any kind.

15. 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.

PARENT PRIVACY NOTICE

 

INTRODUCTION

This policy is to help you understand how the school will use (or "process") personal data about you and what we do with that information.  Personal information identifies you as an individual and relates to you and includes your contact details and financial information as well as student medical information, images, recordings and CCTV.

Data Protection Law gives you the right to understand how your data is used.  Lycée International de Londres (LIL) is a Data Processor for the purposes of Data Protection Law which means it determines how an individual's personal data is processed and for what purposes.

This Privacy Notice applies alongside any other information the school may provide about a particular use of personal data, for example when collecting data via an online or paper form.

 

RESPONSIBILITY FOR DATA PROTECTION 

• The School has appointed a Compliance & Privacy Officer who will deal with all your requests and enquiries concerning the school’s uses of your personal data and endeavour to ensure that all personal data is processed in compliance with this policy and Data Protection Law.  Requests and enquiries should be sent to the Compliance & Privacy Officer at gdprcompliance@lyceeinternational.london

 

1.WHY THE SCHOOL NEEDS TO PROCESS PERSONAL DATA

In order to provide educational services to your child we require the personal information as outlined below.  The school expects that the following uses will fall within the category of its (or its community’s) “legitimate interests”:

• Information from admissions including details from your child’s previous school and other professionals such as local authorities and doctors;

• Information about family circumstances to safeguard students' welfare and provide appropriate pastoral care;

• Any criminal proceedings or convictions which relate to you, to ensure that we safeguard your child and the school community;

• CCTV for security purposes in public areas, in accordance with the school’s CCTV Policy;

• Photographs or recordings of you and/or your child at school functions and performances to use on the school website or social media; 

• We may send you information such as newsletters to keep you up to date with school life and fundraising events;

• We will retain your contact information when your child leaves the school to pass on to our alumni association and to maintain the relationship with our school community, including direct marketing and/or fundraising activity;

• To give and receive information and references about past, current and prospective students, including relating to outstanding fees or payment history, to/from any educational institution that the student attended or where it is proposed they attend; and to provide references to potential employers of past students;

  • To enable students to take part in national or other assessments, and to publish the results of public examinations or other achievements of students of the school;

• To carry out or cooperate with any school or external complaints, disciplinary or investigation process; and

• Where otherwise reasonably necessary for the school's purposes, including to obtain appropriate professional advice and insurance for the school.

In addition, the school will on occasion need to process special category personal data (concerning health, ethnicity, religion, biometrics or sexual life) or criminal records information. These reasons will include:

• To safeguard your child’s welfare and provide appropriate pastoral (and where necessary, medical) care, and to take appropriate action in the event of an emergency, incident or accident, including by disclosing details of an individual's medical condition or other relevant information where it is in the individual's interests to do so: for example for medical advice, for social protection, safeguarding, and cooperation with police or social services, for insurance purposes or to caterers or organisers of school trips who need to be made aware of dietary or medical needs;

• To provide educational services in the context of any special educational needs of  your child;

• To provide moral education respectful of all beliefs;

• As part of any school or external complaints, disciplinary or investigation process that involves such data, for example if there are SEN, health or safeguarding elements; or

• For legal and regulatory purposes (for example child protection, diversity monitoring and health and safety) and to comply with its legal obligations and duties of care.

 

2.TYPES OF PERSONAL DATA PROCESSED BY THE SCHOOL

This may include by way of example:

• Names, addresses, date of birth, telephone numbers, email addresses and other contact details;

• Car details (for those parents of students in primary who drive them to school);

• CCTV recordings and images

• Bank details and other financial information, e.g. for parents paying fees to the school;

• Past, present and prospective students' academic, disciplinary, admissions and attendance records (including information about any special needs), and examination scripts and marks;

• Where appropriate, information about individuals' health and welfare, and contact details for their next of kin;

• References given or received by the school about students, and relevant information provided by previous educational establishments and/or other professionals or organisations working with pupils;

• Correspondence with and concerning staff, pupils and parents past and present; and

• Images of students (and occasionally other individuals) engaging in school activities, and images captured by the school's CCTV system (in accordance with the school's policy on Taking, Storing and Using Images of Children);

 

3.HOW THE SCHOOL COLLECTS DATA

Generally, the school receives personal data from you or your child directly. This may be via a form, or simply in the ordinary course of interaction or communication (such as email or written assessments).  In some cases personal data will be supplied by third parties (for example another school, or other professionals or authorities working with you and/or your child); or collected from publicly available resources.

 

 

4.WHO HAS ACCESS TO PERSONAL DATA AND WHO THE SCHOOL SHARES IT WITH

Occasionally, the school will need to share personal information relating to its community with third parties, such as:

• Professional advisers (e.g. lawyers, insurers, PR advisers and accountants);

• Government authorities (e.g. HMRC, DofE, police or the local authority); and

• Appropriate regulatory bodies

 

Additionally, your email addresses will be shared with the parents association APLIL.

 

For the most part, personal data collected by the school will remain within the school, and will be processed by appropriate members of staff in accordance with access protocols (i.e. on a ‘need to know’ basis). Particularly strict rules of access apply in the context of:

• Medical records are held in locked files accessed only by Health Centre staff. Information is shared on the Special Needs register when it is about allergies and Personal Medical Plans (PAI) to ensure all faculty staff are aware of their students’ needs;

• Pastoral or learning support including professional supporting documents are kept in locked filing systems. These can only be consulted in the presence of the Head of Pastoral or Dean of Students and only in the academic interest of the relevant child; and  

• Safeguarding files are in a locked filing system and only accessible by the Designated Safeguarding Leads.

 

However, a certain amount of any student’s relevant information will need to be provided to staff more widely in the context of providing the necessary care and education required.  The School uses Pronote, a secure software application which is used to record behavioural issues, sanctions, and special educational needs.

In accordance with Data Protection Law, some of the school’s processing activity is carried out on its behalf by third parties, such as IT systems, web developers or cloud storage providers. This is always subject to contractual assurances that personal data will be kept securely and only in accordance with the school’s specific directions.

 

5.HOW LONG WE KEEP PERSONAL DATA

The school will retain personal data securely and only in line with how long it is necessary to keep for a legitimate and lawful reason. Typically, the legal recommendation for how long to keep ordinary student files is up to 25 years from their date of birth. However, incident reports and safeguarding files will need to be kept much longer, in accordance with specific legal requirements.

If you have any queries about how our retention policy is applied, or wish to request that personal data that you no longer believe to be relevant is considered for erasure, please contact gdprcompliance@lyceeinternational.london. However, please bear in mind that the school will often have lawful and necessary reasons to hold on to some personal data even following such requests.

A limited and reasonable amount of information will be kept for archiving purposes, for example; and even where you have requested we no longer keep in touch with you, we will need to keep a record of the fact in order to fulfil your wishes (called a "suppression record").

 

6.YOUR RIGHTS

Individuals have various rights under Data Protection Law to access and understand personal data about them held by the school, and in some cases ask for it to be erased or amended or have it transferred to others, or for the school to stop processing it – but subject to certain exemptions and limitations. 

Any individual wishing to access or amend their personal data, or wishing it to be transferred to another person or organisation, or who has some other objection to how their personal data is used, should put their request in writing to gdprcompliance@lyceeinternational.london. 

The school will endeavour to respond to any such written requests as soon as is reasonably practicable and in any event within statutory time-limits, which is one month in the case of requests for access to information.  The school will be better able to respond quickly to smaller, targeted requests for information. If the request for information is manifestly excessive or similar to previous requests, the school may ask you to reconsider, or require a proportionate fee, but only where Data Protection Law allows it.

 

Requests that cannot be fulfilled

 

You should be aware that the right of access is limited to your own personal data, and certain data is exempt from the right of access. This will include information which identifies other individuals, or information which is subject to legal professional privilege.

The school is not required to disclose any student examination scripts, other information consisting solely of student test answers, provide examination or other test marks ahead of any ordinary publication.

We will sometimes have compelling reasons to refuse specific requests to amend, delete or stop processing your (or your child's) personal data: for example, a legal requirement, or where it falls within a legitimate interest identified in this Privacy Notice. All such requests will be considered on their own merits.

 

• Student requests

 

Students can make subject access requests for their own personal data, provided that, in the reasonable opinion of the school, they have sufficient maturity to understand the request they are making. A student of any age may ask a parent or other representative to make a subject access request on his/her behalf.

Indeed, while a person with parental responsibility will generally be entitled to make a subject access request on behalf of younger students, the law still considers the information in question to be the child’s: for older students, the parent making the request may need to evidence their child's authority for the specific request. 

Students aged 13 and above are generally assumed to have this level of maturity, although this will depend on both the child and the personal data requested, including any relevant circumstances at home.  All subject access requests will therefore be considered on a case by case basis.

 

• Parental requests

 

It should be clearly understood that the rules on subject access are not the sole basis on which information requests are handled. Parents may not have a statutory right to information, but they and others will often have a legitimate interest or expectation in receiving certain information about students without their consent. The school may consider there are lawful grounds for sharing with or without reference to that pupil.

You will in general receive educational and pastoral updates about your child, in accordance with the Parent Contract. Where parents are separated, the school will in most cases aim to provide the same information to each person with parental responsibility, but may need to factor in all the circumstances including the express wishes of the child.

All information requests from, on behalf of, or concerning students – whether made under subject access or simply as an incidental request – will therefore be considered on a case by case basis.

 

• Consent

 

Where the school is relying on consent as a means to process personal data, you may withdraw this consent at any time (subject to similar age considerations as above). Examples where we do rely on consent are: certain types of uses of and certain types of fundraising activity. Please be aware however that the school may not be relying on consent but have another lawful reason to process the personal data in question which will usually have been asserted under this Privacy Notice, or may otherwise exist under some form of contract or agreement with the individual (e.g. a parent contract, or because services or membership of an organisation such as an alumni or parents' association has been requested).

 

• Whose rights?

 

The rights under Data Protection Law belong to the individual to whom the data relates. However, the school will often rely on parental authority or notice for the necessary ways it processes personal data relating to students – for example, under the parent contract, or via a form. Parents and students should be aware that this is not necessarily the same as the school relying on strict consent (see section on Consent above).

Where consent is required, it may in some cases be necessary or appropriate – given the nature of the processing in question, and the pupil's age and understanding – to seek the student's consent. Parents should be aware that in such situations they may not be consulted, depending on the interests of the child, the parents’ rights at law or under their contract, and all the circumstances.

In general, the school will assume that students’ consent is not required for ordinary disclosure of their personal data to their parents, e.g. for the purposes of keeping parents informed about the student's activities, progress and behaviour, and in the interests of the student's welfare. That is unless, in the school's opinion, there is a good reason to do otherwise.

However, where a student seeks to raise concerns confidentially with a member of staff and expressly withholds their agreement to their personal data being disclosed to their parents, the school may be under an obligation to maintain confidentiality unless, in the school's opinion, there is a good reason to do otherwise; for example where the school believes disclosure will be in the best interests of the student or other students, or if required by law.

Students are required to respect the personal data and privacy of others, and to comply with the school's' Use of ICT and Electronic Devices Policy.

 

7.DATA ACCURACY AND SECURITY 

The school will endeavour to ensure that all personal data held in relation to an individual is as up to date and as accurate as possible.  Individuals must please notify any significant changes to important information, such as contact details, held about them. 

For students in secondary: dhscoordination@lyceeinternational.london

For students in primary: primary@lyceeinternational.london

 

An individual has the right to request that any out-of-date, irrelevant or inaccurate information about them is erased or corrected (subject to certain exemptions and limitations under Data Protection Law): please see above for details of why the school may need to process your data, or who you may contact if you disagree.

The school will take appropriate technical and organisational steps to ensure the security of personal data about individuals, including policies around use of technology and devices, and access to school systems. All staff and governors will be made aware of this policy and their duties under Data Protection Law and receive relevant training. 

 

8.QUERIES AND COMPLAINTS 

Any comments or queries on this notice should be directed to the Compliance & Privacy Officer gdprcompliance@lyceeinternational.london

If an individual believes that the school has not complied with this policy or acted otherwise than in accordance with UK Data Protection Act 2018, they should utilise the school complaints procedure and should also notify gdprcompliance@lyceeinternational.london. You can also make a referral to or lodge a complaint with the Information Commissioner’s Office (ICO), although the ICO recommends that steps are taken to resolve the matter with the school before involving the regulator. 

 

The school will update this Privacy Notice annually or as legally required. Any substantial changes that affect your rights will be provided to you directly as far as is reasonably practicable.

 

May 2018

Reviewed and amended December 2020

Reviewed and amended December 2021

 

STUDENT PRIVACY NOTICE

 

INTRODUCTION

This policy is to help you understand how the school will use (or "process") personal data about you and what we do with that information.  Personal information identifies you as an individual and relates to you and includes your contact details, financial and medical information as well as images, recordings and CCTV.

We are giving you this notice because you are mature enough to make decisions about your personal information. If you have any questions, please speak to the Compliance & Privacy Officer who you may contact at gdprcompliance@lyceeinternational.london.

Data Protection Law gives you the right to understand how your data is used.  LIL is a Data Processor for the purposes of Data Protection Law which means it determines how an individual's personal data is processed and for what purposes.

This Privacy Notice applies alongside any other information the school may provide about a particular use of personal data, for example when collecting data via an online or paper form.

 

WHY THE SCHOOL NEEDS TO PROCESS PERSONAL DATA

In order to provide you with education, we require certain pieces of personal information as outlined below.  The school expects that the following uses will fall within the category of its (or its community’s) “legitimate interests”:

• Information from the Admissions department including details from your previous school and other professionals such as local authorities and doctors;

• Information about your family circumstances to safeguard your welfare and provide appropriate pastoral care;

• Any criminal proceedings or convictions which relate to you, to ensure that we safeguard you and the school community;

• CCTV for security purposes in public areas;

• Photographs or recordings of you at school functions and performances to use on the school website or social media;

• We may send you information such as newsletters to keep you up to date with school life and fundraising events;

• We will retain your contact information when you leave the school to pass on to our alumni association and to maintain the relationship with our school community, including direct marketing and/or fundraising activity;

• To give and receive information and references about you, including relating to outstanding fees or payment history, to/from any educational institution that you attended or where it is proposed you attend; and to provide references to your potential employers;

• To enable you to take part in national or other assessments, and to publish the results of public examinations or other achievements of pupils of the school;

• To carry out or cooperate with any school or external complaints, disciplinary or investigation process; and

• Where otherwise reasonably necessary for the school's purposes, including to obtain appropriate professional advice and insurance for the school.

In addition, the school will on occasion need to process special category personal data (concerning health, ethnicity, religion or sexual life or criminal records information). These reasons will include:

• To safeguard your welfare and provide appropriate pastoral (and where necessary, medical) care, and to take appropriate action in the event of an emergency, incident or accident, including by disclosing details of medical conditions or other relevant information where it is in your interests to do so: for example for medical advice, for social protection, safeguarding, and cooperation with police or social services, for insurance purposes or to caterers or organisers of school trips who need to be made aware of dietary or medical needs;

• To provide educational services in the context of any special educational needs that you have;

• To provide moral education respectful of all beliefs;

• As part of any school or external complaints, disciplinary or investigation process that involves such data, for example if there are SEN, health or safeguarding elements; or

• For legal and regulatory purposes (for example child protection, diversity monitoring and health and safety) and to comply with its legal obligations and duties of care.

 

TYPES OF PERSONAL DATA PROCESSED BY THE SCHOOL

This may include by way of example:

• Names, addresses, date of birth, telephone numbers, email addresses and other contact details;

• CCTV recordings and images

• Bank details and other financial information, e.g. about parents who pay fees to the school;

• past, present and prospective students' academic, disciplinary, admissions and attendance records (including information about any special needs), and examination scripts and marks;

• here appropriate, information about your health and welfare, and contact details for your next of kin;

• References given or received by the school about you, and relevant information provided by previous educational establishments and/or other professionals or organisations working with you;

• Correspondence with and concerning staff, students and parents past and present; and

• Images of you (and occasionally other individuals) engaging in school activities, and images captured by the school's CCTV system (in accordance with the school's policy on Taking, Storing and Using Images of Children);

 

HOW THE SCHOOL COLLECTS DATA

Generally, the school receives personal data from your parents or you directly. This may be via a form, or simply in the ordinary course of interaction or communication (such as email or written assessments).  In some cases personal data will be supplied by third parties (for example another school, or other professionals or authorities working with you; or collected from publicly available resources.

 

WHO HAS ACCESS TO PERSONAL DATA AND WHO THE SCHOOL SHARES IT WITH

Occasionally, the school will need to share personal information relating to its community with third parties, such as:

• Professional advisers (e.g. lawyers, insurers, PR advisers and accountants);

• Government authorities (e.g. HMRC, DfE, police or the local authority); and

• Appropriate regulatory bodies

For the most part, personal data collected by the school will remain within the school, and will be processed by appropriate members of staff in accordance with access protocols (i.e. on a ‘need to know’ basis). Particularly strict rules of access apply in the context of:

• Medical records are held in locked files accessed only by Health Centre staff. Information is shared on the Special Needs register when it is about allergies and Personal Medical Plans (PAI) to ensure all faculty staff are aware of their students’ needs;

• Pastoral or learning support including professional supporting documents are kept in locked filing systems. These may only be consulted in the presence of the Head of Wellbeing or the Dean of Students and only in the academic interest of the relevant child; and

• Safeguarding files are in a locked filing system and only accessible by the Designated Safeguarding Leads.

However, a certain amount of any student’s relevant information will need to be provided to staff more widely in the context of providing the necessary care and education required.  The School uses Pronote, a secure software application which is used to record behavioural issues, sanctions, and special educational needs. 

In accordance with UK Data Protection Act 2018, some of the school’s processing activity is carried out on its behalf by third parties, such as IT systems, web developers or cloud storage providers. This is always subject to contractual assurances that personal data will be kept securely and only in accordance with the school’s specific directions.

 

HOW LONG WE KEEP PERSONAL DATA

The school will retain personal data securely and only in line with how long it is necessary to keep it for a legitimate and lawful reason. Typically, the legal recommendation for ordinary student files is until the student is 25 years old. However, incident reports and safeguarding files will need to be kept much longer, in accordance with specific legal requirements.

If you have any specific queries about how our retention policy is applied, or wish to request that personal data which you no longer believe to be relevant is considered for erasure, please contact gdprcompliance@lyceeinternational.london. However, please bear in mind that the school will often have lawful and necessary reasons to hold on to some personal data even following such a request.

A limited and reasonable amount of information will be kept for archiving purposes, for example; and even where you have requested we no longer keep in touch with you, we will need to keep a record of that fact in order to fulfil your wishes (called a "suppression record").

 

YOUR RIGHTS

Individuals have various rights under Data Protection Law to access and understand personal data about them held by the school, and in some cases ask for it to be erased or amended or have it transferred to others, or for the school to stop processing it – but subject to certain exemptions and limitations. 

Any individual wishing to access or amend their personal data, or wishing it to be transferred to another person or organisation, or who has some other objection to how their personal data is used, should put their request in writing to gdprcompliance@lyceeinternational.london. 

The school will endeavour to respond to any such written requests as soon as is reasonably practicable and in any event within statutory time-limits, which is 30 days in the case of requests for access to information.  The school will be better able to respond quickly to smaller, targeted requests for information. If the request for information is manifestly excessive or similar to previous requests, the school may ask you to reconsider, or require a proportionate fee, but only where Data Protection Law allows it.

 

 

• Requests that cannot be fulfilled

You should be aware that the right of access is limited to your own personal data, and certain data is exempt from the right of access. This will include information which identifies other individuals, or information which is subject to legal professional privilege.

The school is not required to disclose any student examination scripts, other information consisting solely of student test answers, provide examination or other test marks ahead of any ordinary publication.

We will sometimes have compelling reasons to refuse specific requests to amend, delete or stop processing your personal data: for example, a legal requirement, or where it falls within a legitimate interest identified in this Privacy Notice. All such requests will be considered on their own merits.

• Student requests

You can make subject access requests for your own personal data, provided that, in the reasonable opinion of the school, you have sufficient maturity to understand the request you are making. A student of any age may ask a parent or other representative to make a subject access request on his/her behalf.

Indeed, while a person with parental responsibility will generally be entitled to make a subject access request on behalf of younger students, the law still considers the information in question to be the child’s: for older students, the parent making the request may need to evidence your authority for the specific request. 

All subject access requests will therefore be considered on a case by case basis.

• Parental requests.

It should be clearly understood that the rules on subject access are not the sole basis on which information requests are handled. Parents may not have a statutory right to information, but they and others will often have a legitimate interest or expectation in receiving certain information about students without their consent. The school may consider there are lawful grounds for sharing with or without reference to that student.

Your parents will in general receive educational and pastoral updates about you, in accordance with the Parent Contract. Where parents are separated, the school will in most cases aim to provide the same information to each person with parental responsibility, but may need to factor in all the circumstances including your express wishes.

All information requests from, on behalf of, or concerning you – whether made under subject access or simply as an incidental request – will therefore be considered on a case by case basis.

• Consent

Where the school is relying on consent as a means to process personal data, you may withdraw this consent at any time (subject to similar age considerations as above). Examples where we do rely on consent are: certain types of uses of images and certain types of fundraising activity. Please be aware however that the school may not be relying on consent but have another lawful reason to process the personal data in question which will usually have been asserted under this Privacy Notice, or may otherwise exist under some form of contract or agreement with the individual (e.g. a parent contract, or because services or membership of an organisation such as an alumni or parents' association has been requested).

• Whose rights?

The rights under Data Protection Law belong to the individual to whom the data relates. However, the school will often rely on parental authority or notice for the necessary ways it processes personal data relating to students – for example, under the parent contract, or via a form. Parents and students should be aware that this is not necessarily the same as the school relying on strict consent (see section on Consent above).

Where consent is required, it may in some cases be necessary or appropriate – given the nature of the processing in question, and the student's age and understanding – to seek the student's consent. Parents should be aware that in such situations they may not be consulted, depending on the interests of the child, the parents’ rights at law or under their contract, and all the circumstances.

In general, the school will assume that your consent is not required for ordinary disclosure of your personal data to your parents, e.g. for the purposes of keeping your parents informed about your activities, progress and behaviour, and in the interests of your welfare. That is unless, in the school's opinion, there is a good reason to do otherwise.

However, where you seek to raise concerns confidentially with a member of staff and expressly withhold your agreement to your personal data being disclosed to your parents, the school may be under an obligation to maintain confidentiality unless, in the school's opinion, there is a good reason to do otherwise; for example where the school believes disclosure will be in the best interests of you or other students, or if required by law.

You are required to respect the personal data and privacy of others, and to comply with the school's  Students' Use of ICT and Electronic Devices Policy and the school rules.

 

DATA ACCURACY AND SECURITY 

The school will endeavour to ensure that all personal data held in relation to an individual is as up to date and as accurate as possible.  Individuals must please notify gdprcompliance@lyceeinternational.london of any significant changes to important information, such as contact details, held about them.   

An individual has the right to request that any out-of-date, irrelevant or inaccurate information about them is erased or corrected (subject to certain exemptions and limitations under Data Protection Law): please see above for details of why the school may need to process your data and of who you may contact if you disagree.

The school will take appropriate technical and organisational steps to ensure the security of personal data about individuals, including policies around use of technology and devices, and access to school systems. All staff and governors will be made aware of this policy and their duties under Data Protection Law and they will receive relevant training. 

 

THIS NOTICE

The school will update this Privacy Notice from time to time. Any substantial changes that affect your rights will be provided to you directly as far as is reasonably practicable.

 

QUERIES AND COMPLAINTS 

Any comments or queries on this notice should be directed to the Privacy & Compliance Officer gdprcompliance@lyceeinternational.london

 

For further detail about data protection, please refer to the Data Protection Policy

If an individual believes that the school has not complied with this policy or acted otherwise than in accordance with UK Data Protection Act 2018, they should utilise the school complaints procedure and should also notify gdprcompliance@lyceeinternational.london. You can also make a referral to or lodge a complaint with the Information Commissioner’s Office (ICO), although the ICO recommends that steps are taken to resolve the matter with the school before involving the regulator. 

May 2018

 Reviewed and amended December 2020

Reviewed and amended December 2021

Reviewed April 2022

 

LYCÉE INTERNATIONAL DE LONDRES

WINSTON CHURCHILL

(THE “SCHOOL”)

 

TEACHING AND LEARNING POLICY (#13)

 

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. The curriculum is taught in both French and English, and staff are recruited to teach in their native 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. Students will therefore sometimes be shown two different strategies of how to arrive at the same answer 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 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.

Additionally LIL has a new programme with the goal to offer a new international curriculum, alongside the Bac Francais Bilingue. This is available to students whose dominant language is English, leading to the International Baccalaureate Diploma Programme (IBDP) for which the school has now acquired “Candidate School Status” from the International Baccalaureate Organisation and submitted the accreditation request.

How the curriculum is divided between French and English

In Primary, each year group is composed of two parallel classes who share between them an English and a French class teacher. The French curriculum is divided as equally as possible by the two class teachers. In Primary, English is taught 40% of the time from GS (year 1) to CM2 (Year 6). Each year group will meet with one French teacher and one English teacher and will coordinate with specialty teachers (PE, English, Language,Music). 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. Music, Sport, FSL and ESL 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 a bilingual track designed to harmoniously follow the Primary bilingual approach and one English International Programme track to welcome non-French speaking students. 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 or enter the International Baccalaureat Diploma Programme.  

Each year group in Secondary is divided into three-five 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 can be 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). In each year group, the number of ___ in English is 5. 

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.  

 
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 French. 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 teachers 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 students must have a minimum level of French to enrol and when needed, FLE/FLS lessons are offered to students as part of their timetable.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, teachers may decide to adjust student groups during the course of the year. 

In Secondary, the weekly classes are organised as follows:

 

Discovery classes, an innovative way to teach in Lower Secondary:

At the end of each day, students in years 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 students 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. students are  grouped by interest, not age and will learn to collaborate with different age groups. Projects are short term, and students are required to register for at least one discovery class per semester.

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. It also reinforces the idea of enjoying learning to learn.

 

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, students 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 all subjects for all year groups. Sessions are conducted in small groups for one hour per week. Sessions take place during the school day and are taught by the subject teachers concerned.

 

For Primary and Secondary, teachers set specific termly targets that are realistic for the student’s capabilities, and conduct specific progress meetings to keep parents informed and to give suggestions of how they can support the student at home. Following professional diagnosis of a condition, it may be decided that the student 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 students are offered differentiated work and also have a PPRE if appropriate to allow them to feel suitably stimulated. In some occasions, a student 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 student 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. In the Secondary school, specific classes are provided for some students to challenge them in subject(s) and to better prepare them for their university entrance exams and further studies.

 

Learning specialist Help

LIL’s pupils will further benefit of the support of a full time Learning specialist and a part-time 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. A file is created for each student so that teachers and the Learning Specialist can adapt their practices and monitor student progress.

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 pedagogical 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 young 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 balance in their life. Started in Cycle 3 (CM1), to prepare students for Secondary school, homework will increase a bit as more research and longer reading assignments will be needed. Teachers provide homework (exercises, tests) so that students are able to have more materials to work on. 
 

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.

 

Below is a list of support services dedicated to parents and carers:

• Internet matters - support for parents and carers to keep their children safe online 

• London Grid for Learning - support for parents and carers to keep their children safe online 

• Common Sense Media - advice, recommendations and support for parents and students

• Net-aware - support for parents and carers from the NSPCC 

• Parent info - support for parents and carers to keep their children safe online 

• Thinkuknow - advice from the National Crime Agency to stay safe online 

• UK Safer Internet Centre - advice for parents and carers 

 

Policy written: January 2015

Policy reviewed in:

• January 2016

• February 2018 

• September 2018 LB

• October 2018 PD

• April 2020 LB & RC

LYCÉE INTERNATIONAL DE LONDRES WINSTON CHURCHILL

(The “School”)

Attendance & Absence Policy (#14)

 

 

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. Student 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. In addition, an attendance check is taken at the beginning of each class. For each student, the register must be marked either as present, engaged in an approved educational activity away from the School site or absent. If the student is absent, the register must say whether or not the absence has been authorised by the School. The Head of School is assisted by the Head of Secondary School, the Head of Primary and the CPE (Conseiller Principal d’Education / Dean of students) who records attendance. Both the classroom teachers and the CPE report directly to the Head of Secondary or the Head of Primary. The Dean of Students, assisted by the Vie Scolaire team, is in charge of contacting parents as soon as a student is absent without having being notified beforehand.

All absences, regardless of the cause or explanation, will be noted in the attendance register and their number will be noted in the student’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). In order to keep an accurate record of students’ attendance, the school uses Pronote (a specific online communication system).

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 or Head of Primary (for Primary section) 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. If parents and carers intend to take their child out of the school for a family event during term or directly before or after official breaks, the family must request permission in writing from the Head of School well in advance. This will only be granted in very exceptional circumstances. School holidays are designed to provide regular and healthy breaks for students 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.

This policy has taken into account the Children missing education guidance, September 2016.

Created in January 2015

Reviewed in:

• January 2016
• February 2018

LYCÉE INTERNATIONAL DE LONDRES

WINSTON CHURCHILL

(The “School”)

Personal Social Health and Economic Policy (PSHE) #15a

 

Aims of the School

 

Lycee International de Londres Winston Churchill aims to achieve not only high academic standards, but also to create an atmosphere of mutual trust, tolerance and trust 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 respectful individuals. We encourage a positive, caring attitude towards others and a genuine appreciation for the richness of the various 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 proactive, 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 the Personal Social Health and Economic Curriculum (PSHE)?

PSHE is the teaching of personal, social, health and economic 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 PSHE 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 PSHE

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 PSHE 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 

• 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 

Cycle 2 for the purposes of LIL encompasses GSM to CE2 (Yrs 1– 4)

Cycle 3 encompasses CM1 to 6eme (Yrs 4 – 7) *

Collège (Yrs 7– 10)

Lycée (Yrs 11-13)

Programmes for each ‘Cycle’ include a section entitled ‘Instruction Civique et Morale’ (the French equivalent of PSHE) which informs the design of our own Personal, Social, Health and Economic education 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 PSHE 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/online safety, Healthy lifestyles: taking responsibility.

 

Specific PSHE lessons delivered by Learning specialist and Social and Emotional Counsellor 

Our Learning specialist and Social and Emotional Counsellor(s) provides individual and group guidance for the School students on academic and emotional issues.

In Primary we have an  art therapy group which operates on a weekly basis, as well as a playground buddy training programme to help participants learn listening and empathy skills, whilst also helping less confident children integrate and develop friendships.

In Secondary we offer a Communications Opening Minds class which operates on a weekly basis and incorporates aspects of communication skills and mindfulness.

A three-week stress management course for senior lycée students and staff introduces participants to Cognitive Behavioural Therapy, mindfulness meditation and art therapy techniques on a rolling basis.

Across collège and lycée the Peer Counselling Programme trains volunteer students in counselling skills and psychological theory to offer supervised support to their peers across the School.  The Peer tutor programme also supports a sense of community and empathy for other students.

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, e.g. conferences on dyslexia, positive discipline.

We offer parent and carer coffee mornings once a fortnight. The Wellbeing team gives a presentation on a specific educational issue, aspect of physical and/or psychological wellbeing, or a research development followed by a discussion. Responses to the outcome of these meetings are used to inform and refine the content of the curriculum.

The  Wellbeing 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.

 

How PSHE is delivered at LIL

PSHE is delivered in a cross-curricular way or through discrete lessons, assemblies or workshops to deliver a unit of work. Students’ learning in PSHE 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 PSHE involves a range of teaching strategies, including group work, debate, role-play, visits and the use of visitors and outside agencies. PSHE 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 PSHE 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

• Black History day

• Diversity Week

• Anti-bullying week

• Mental Health awareness week

 

British Values

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 Values, 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 promote 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

• Women’s Rights: Suffragettes and vote for women

• Inclusiveness

• 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. 

 

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 PSHE

Provision for PSHE 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

• February 2018 

• September 2020

• November  2021

LYCÉE INTERNATIONAL DE LONDRES

WINSTON CHURCHILL

(The “School”)

Relationships and Sex Education policy (RSE) #15b

 

Aims of the School

 

Lycee International de Londres Winston Churchill aims not only to achieve high academic standards, but also to create an atmosphere of mutual trust, tolerance and trust among all staff and students, in which everyone feels safe and supported.

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 proactive, to contribute actively in our democracy, to contribute to our community (both that of the School and beyond) and to help safeguard our environment.

The following policy will be applied regardless of culture, faith or belief. All young people will be treated equally, regardless of race, creed or gender. 

 

1 Statutory requirements

Under the Department for Education’s Statutory guidance ‘Relationships Education, Relationships and Sex Education (RSE) and Health Education’, Relationships and Sex Education (RSE) became statutory in all Schools from September 2020.

2 Definition

RSE aims to ensure the emotional, social and cultural development of our students, and involves learning about healthy relationships, healthy lifestyles, diversity, sexual health, sexuality, and personal identity. RSE involves a combination of sharing information, and exploring issues and values. RSE is not about the promotion of sexual activity.

 

3 How we approach RSE:

Lycee international de Londres Winston Churchill welcomes students and families from all over the world and from a variety of cultures. Lycee Churchill recognises the particular challenges that such a diverse community might entail in the context of RSE. 

Additionally the School invites parents to regular information sessions to ensure that parents and carers are aware and understand the context of the British law and requirements on RSE. These sessions also ensure that the dialogue around RSE infuses the family’s discussions at home.

The School strive to provide ample opportunities for discussion and a safe environment in which students can express themselves and ask sensitive questions:

Relationships and Sex Education (RSE) at our School explore (but is not limited to) the following aspects and ensure that students learn about them in an age-appropriate way that respects everyone’s identity, maturity and differences of any kind. 

• what are the different types of relationships and what they entail, including friendships, family relationships, intimate relationships, and dealing with strangers

• how to recognise, understand and build healthy relationships, including online relationships, that are based on self-respect and respect for others, commitment, tolerance and awareness. 

• healthy relationships and safety online; 

• how to manage conflict

• how to recognise unhealthy relationships and deal with them

• how relationships may affect health and wellbeing, including mental health;

• factual knowledge around sex, sexual health and sexuality, set firmly within the context of relationships

• How to set and express boundaries and consent.

The aims above are in line with the mission of Lycee Churchill that all students feel safe and respected, show respect for all, maintain a positive attitude and display high levels of commitment to being the best they can be.



4 How we deliver RSE

RSE is taught within the School’s personal, social, health and economic education curriculum (PSHE) which is embedded in all of the subjects taught at Lycee Churchill. Every lesson might present an opportunity to discuss topics related to RSE and teachers and staff are encouraged to seize those opportunities. For example biological aspects of RSE, such as sex anatomy, body changes, etc, are taught within the science curriculum with additional sessions led by the school nurses. Some lessons will be coed, whilst sometimes certain sessions might benefit from being taught in separate gendered-groups.

The Head of School and Head of Wellbeing will also invite visitors from outside the School, such as doctors or sexual health professionals, to provide specific sessions to students.

Across all Key Stages and cycles, students will be supported with developing the following skills:

• Recognising and assessing potential risks

• Communication, including how to manage changing relationships and emotions

• Assertiveness

• Seeking help and support when required

• Informed decision-making

• Self-respect and empathy for others

• Recognising and maximising a healthy lifestyle

• Managing conflict

• Discussion and group work

We are a registered member of the PSHE association which provides RSE resources for all key stages and cycles: https://www.pshe-association.org.uk
 

5 Monitoring and Evaluation of RSE

Provision for RSE is monitored and reviewed on a regular basis. This is achieved by:

• Monitoring of teaching and learning by Senior Management.

• Regular reviews and surveys at a year group and Cycle level of programmes taught.

• Regular formal and informal discussions with students

• Assessment designed and conducted by the Wellbeing team and by teachers through departmental work. 

• Assessment and progress in the expected behaviour

• Data collection and analysis of incidents related to RSE

 

 

6 Roles and responsibilities

The Governors

The Governors review and approve the RSE policy, and hold the Head of School to account for its implementation.

The Head of School

The Head of School is responsible for ensuring that RSE is taught consistently across the School, and for managing requests to withdraw students from non-statutory components of RSE.

The Head of School and Head of Wellbeing will also invite visitors from outside the School, such as doctors or sexual health professionals, to provide support and training to staff teaching RSE.

 

Staff Members

Every employee of the School must be prepared to answer questions from young people related to RSE which is an inherent part of any young person’ education. Regular training sessions are organised from time to time by the HR department during the CPD days and/or Share & Tell meetings. Staff are trained on the delivery of RSE and meet on a regular basis with Heads of Department during departmental time and on staff training days.

However the teachers and the Students’ Wellbeing staff are principally responsible for:

• Delivering RSE in a sensitiv, age-appropriate way

• Modelling positive attitudes to RSE

• Monitoring progress

• Responding to the needs of individual students

• Responding appropriately to students whose parents wish them to be withdrawn from the non-statutory components of RSE

• Following the guidelines regarding safeguarding issues

The Wellbeing team sets part of their week aside for RSE teaching through class interventions. The remainder of the RSE curriculum is taught by other subject teachers as part of the curriculum. Departments are expected to include RSE to their curriculum discussions and revisions, under the guidance of the Head of Department. Staff do not have the right to opt out of teaching RSE. Staff who have concerns about teaching RSE are encouraged to discuss this with their Head of Department or the Head of School.

Students

Students are expected to engage fully and seriously in RSE and always treat others with respect, modesty, dignity and sensitivity when discussing issues related to RSE. Disrespect, derision or forms of intimidation will not be tolerated. This response is in line with our core values of Integrity, Awareness and Community.

Parents’ right to withdraw

Parents’ have the right to withdraw their children from the non-statutory components of RSE, up to and until three terms before their child turns 16. After that point, if their child wishes to receive sex education rather than be withdrawn, the School will make arrangements to provide the child with sex education during one of those terms. There is no right to withdraw from Relationships Education or Health Education.

Requests for withdrawal should be put in writing and addressed to the Head of School. A copy of withdrawal requests will be placed in the student’s educational record. The Head of School will discuss the request with parents and take appropriate action.
Appropriate alternative work will be given to students who are withdrawn from RSE.

 

 

 

Policy written in 2020 . 

 

Updated in:

Sept 2020

Nov 2021

 

 

LYCÉE INTERNATIONAL DE LONDRES WINSTON CHURCHILL

(The "School")

Disability Inclusion, Special Educational Needs and Learning Support Policy (#16)

 

 

Introduction

This policy includes provision for EHC plans.

Promoting equal opportunities is fundamental to the aims and ethos of the School.

We welcome students with as diverse a range of backgrounds as possible. We concentrate on educating the individual, while providing a comfortable, safe, and welcoming atmosphere where each individual feels valued and can flourish. Everything we do at school has the student at the centre.

The School is committed to equal treatment for all. To this end we have created our 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 a 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 ") in its Bac Français Bilingue programme. The curriculum for the English International Programme is inspired by the French National curriculum and the IB** principles of teaching and learning.

While not an academically selective school, all students who wish to attend the Bac Français Bilingue programme must have a good knowledge of the 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.

In the English International Programme (leading into the IBDP**), students are expected to have a good working /good functioning level in the English Language. This is determined by the time of admission through conversations between the students, the parents and the pedagogical leadership and admissions teams and/or the study of their previous schooling records.

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, “orthophonistes”, 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.

SEN and Assessment

• Lycée International de Londres Winston Churchill is an inclusive school that encourages differentiated approaches to learning and assessment that can be adapted to the needs of the students.

• We believe that teaching appropriate learning skills and attitudes is important to help students take charge of their own learning and thinking. This is also helpful to support those with special educational needs.

• When teaching, planning and assessing for SEN students it is important to consider that affirming identity, building self-esteem, valuing prior knowledge, scaffolding and extending learning are all strategies that facilitate learning and performance.

• Where normal assessment conditions would put students with special needs at a disadvantage and prevent them from demonstrating their level of ability in the areas being assessed, reasonable accommodation will be given for administration of assessment. Technology is used to support learning and assessment.

• The school is aware of and fully adheres to the rules and regulations with regards to formal and official assessment accommodations as directed by the French Ministere de l’Education (French Department for Education) and the IB** Diploma Programme.

• In assessment, special measures put in place to help students with special educational needs should allow them to demonstrate their true level of ability but must not put these students at an advantage over others. Variations in assessment conditions are intended only to minimize the effects of a student’s functional limitations resulting from a special educational need.

• Students are assessed in alignment with the School’s Assessment Policy.

 

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’s Bac Français Bilingue 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.

All incoming students will be assessed on their level of written and spoken English and/or French, depending on their chosen programme of education and previous experience. Beginner level and false beginner level students in either English and/or French 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.

Sources used:

IB** Special educational needs within the International Baccalaureate programmes

Policy written in 2015.

Policy reviewed in:

• March 2016
• August 2016
• September 2018

** Lycée International de Londres Winston Churchill is a candidate school for the International Baccalaureate (IB) Diploma Programme and pursuing authorisation as an IB World School. IB World Schools share a common philosophy - a commitment to high-quality, challenging, international education- that we believe is important to our students. For further information about the IB and its programmes, visit www.ibo.org. Only schools authorized by the IB Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP), or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted.

LYCÉE INTERNATIONAL DE LONDRES WINSTON CHURCHILL

(The "School")

Gifts, Benefits, Inducements and Anti-Bribery Policy (#17)

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:

• set out the responsibilities of the School and of those working for us, in observing and upholding our position on bribery and corruption;
• 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 students, parents and carers, 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 employee handbook.

Gifts should not be offered to, or accepted from, government officials or representatives without the prior approval of the COO 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 COO 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 COO 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.

 

Policy written in 2015.

Policy reviewed in

February 2016

August 2016

March 2018

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

LYCÉE INTERNATIONAL DE LONDRES WINSTON CHURCHILL

(The “School”)

Policy and Procedure for Safer Recruitment (#19)

Introduction

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”, September 2016 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, Heads of Section, Head of HR and HR Assistant, Heads of Department and ASP Coordinator all receive safer recruitment training.

This policy accords with the DfE guidance ‘Keeping Children Safe in Education” (2016), “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/disqualification-under-the-childcare-act-2006.

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 and zoom 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 senior 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 Head of HR, 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 the Head of HR, working with the Head (or the COO).

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. CVs received from Agencies are accepted but once a candidate is hired, he/she must complete an application form.

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 should 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 COO) 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 volunteer 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 the new legislation released by the Government on the 18th March 2016, all Governors will have an enhanced DBS check.

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 or Head of Department wherever possible;
• 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 competency 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 of the successful candidate

Before the interview or at the end of the interview you should ask to see the candidate’s documentation. 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 Head of HR or his/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.

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 – General Data Protection Regulations (19 May 2018)

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.

The recruitment software used by the School provides candidates with a privacy notice which they must sign in order to send us their application.

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.

Reviewed in:
June 2015
March 2016
August 2016
May 2017
March 2018

 

ANNEX: USEFUL GUIDANCE FOR RECRUITING STAFF/ HR DPT

 

The latest DfES guidance can be found at:

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/418686/Keeping_children_safe_in_education.pdf

http://www.ofsted.gov.uk/schools/for-schools/safeguarding-children

https://www.gov.uk/schools-colleges-childrens-services/safeguarding-children/latest

https://www.gov.uk/government/publications/disqualification-under-the-childcare-act-2006

 

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/uploads/attachment_data/file/280881/supervision_of_activity_with_children_which_is_regulated_activity_when_unsupervised.pdf

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

In accordance with the new legislation released by the Government on the 18th March 2016, all Governors will have an enhanced DBS checks.

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 online 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-employers#overseas-applicants

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.

Flowchart of Disclosure and Barring Service criminal record checks and barred list checks

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 directly-employed supply 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:

• Apex Charitable Trust: Jobcheck Helpline: 0870 608 4567
• NACRO* Helpline: 020 7840 6464, email: helpline@nacro.org.uk, website: www.nacro.org.uk

(*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
• August 2016
• June 2017
• March 2018

LYCÉE INTERNATIONAL DE LONDRES

WINSTON CHURCHILL

(The “School”)

 

Educational Visits and Overnight trips Policy (#20)

 

Scope

The school values cultural education and wishes to offer our students of all ages a variety of opportunities to learn beyond the classroom. This guidance is applicable to all those involved in the organisation of educational visits and trips.

 

Objectives

• To ensure that visits are well planned and significant risks are identified and managed through careful and systematic risk assessment.

• 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 Head of Secondary and the Head of Primary will be responsible for the implementation of this policy, assisted by the Head of the Global Travel Programme and the Duke of Edinburgh (DofE) 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 including historic sites, museums, galleries, natural features, farms, drama productions

•  language exchanges abroad

•  adventure activities, e.g. canoeing, climbing, trekking, horse riding, sailing, etc

• choir concert tours

• sports teams and ski trips, including competitions

• Duke of Edinburgh Award programme or similar.

3. The school portal 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 Head of the Global Travel Programme will collaborate with the Head of Primary or the Head of Secondary, as appropriate:

• support 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.

The Head of the Global Travel Programme is not responsible for field trips, or trips related to ASP and Duke of Edinburgh. These fall under the responsibility of Heads of Section or the current ASP coordinator or DofE coordinator.

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 may also be nominated.

11. The Head of Global Travel Programme 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

• Reporting incidents

• 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 minibus, the GL and the Head of Global Travel Programme will use a contractor pre-authorised by the school management (list held by COO).

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 all visits in the UK and overseas. Any new trip or activity will be discussed and reviewed with our insurance.

• The Head of Global Travel Programme and / or GL must check with the COO 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, which must always be pre approved by HoS.

At least four 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

• 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

• Whenever possible choose a tour company / airline that is ATOL / ABTA / IATA bonded so that cover is provided in the event of the bankruptcy of the provider

• Whenever possible undertake a reconnaissance visit to the location if the school has not visited it before, or obtain 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.

The School may permit parents / 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 4-10

• 1:15 for Years 11-13

• 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 control measures that are in place

  • listing the groups of people that are at risk from significant hazards

  • 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 Head of Global Travel Programme 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 an overnight trip has been granted (at least 4 months in advance for longer trips), the  Head of Global Travel Programme or the GL must:

• Provide a document with information to parents outlining the following:

  • purpose of the trip

  • programme

  • expected maximum cost

  • process for expressions of interest and date by when deposit must be paid

  • 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, the Social-Emotional Counsellor and the Dean of Students. Discuss any requirements with the Head of Global Travel Programme (including those for special educational needs);

• Send application forms to families;

• Collect both parents’ / carers’ agreement and signatures;

• Collect the payment for the trip and arrange for accounting procedures with the COO;

• Arrange with the COO to pay any deposits on accommodation, travel, activity centre etc;

• On exchange trips assign students to host families.

20. For overnight trips, at least three months in advance the Head of Global Travel Programme or the GL must:

• 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;

• Obtain copies of each student’s passport (check expiry dates);

• Arrange with the COO 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 COO for crediting to the trip account;

• Arrange for the COO 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 for the assignment of a school phone number to be redirected to GL's own mobile. When previously approved by the HGTP, arrange for purchase of disposable phone or SIM card abroad;

• Brief students and ensure any specific advance requirements have been communicated.

21. Six weeks in advance of an overnight trip

• Send the list of students to the Conseiller culturel of the French embassy (if abroad)

• Give the COO details of any foreign currency

22. Two weeks to one week 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;

• Check all travel tickets and store in a safe place;

• If collecting currency / travellers cheques etc., arrange for storage with the COO 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, Head of Global Travel Programme, designated member of staff on-call

  • out of hours contact numbers for school security

  • address and contact details of nearest British Consul and Consulates for other countries that students hold passports of

  • 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

• 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 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.

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 if one has been assigned for the trip;

• 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 IDs in the hotel safe;

• Keeping an account of all expenditure;

• Recording all accidents and near misses.

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's 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 SLT 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 and/or French 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 Head of Global Travel Programme 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 reports to the Governors will contain a synopsis of the planned trips and visits that have taken place since the last meeting of governors. The Head of Global Travel Programme, 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-and-safety-advice-for-schoolshttp://www.hse.gov.uk/services/education/school-trips.htm

Reviewed: 

• July 2015 by Head, Head of Global Travel Programme and COO

• March 2016 

• February 2018 

• 12 March 2018 read through by RC. Changes proposed

• October 2018 PD

• December 2018 RC

• Approved March 2019 HoS

 

LYCÉE INTERNATIONAL DE LONDRES

WINSTON CHURCHILL

(The “School”)

Visitor Access Policy (#21)

 

Lycée International de Londres 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, preferably announced in advance, 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. Cars will only be admitted if arranged in advance.

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 electronically. The sign in will include taking information regarding the name, company, person being visited, car registration 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 in 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 to be acceptable 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 either DBS or ID in accordance with the General Data Protection Regulations. 

Contractors with relevant DBS are allowed to work within the school premises without staff supervision. Contractors without DBS must be escorted at all times 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.

Parents and Carers, Drop off/ Pick up, Volunteers 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.

Parents are issued a school ID which must be presented whenever they enter the school grounds. This however does not grant them access to all areas of the school, nor does it allow them to wander as they please. 

For School events such as stage performances and parents’ evenings, the school ID is required.

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.

Volunteers are considered visitors and must adhere to the same procedure. They may be put in charge of students for certain activities provided that they are fully DBS-checked.

Policy written in 2015. Approved by the Board in 2016.

Policy reviewed in:

• February 2016

• June 2016

• November 2017

• February 2018

• March 2019

• April 2022

 

LYCÉE INTERNATIONAL DE LONDRES WINSTON CHURCHILL

 

(The “School”)

Whistleblowing Policy (for staff) (#22)

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. Approved by the Board in 2015

Policy reviewed in:

• February 2016
• June 2016
• November 2017
• February 2018

LYCÉE INTERNATIONAL DE LONDRES WINSTON CHURCHILL

(The “School”)

Accessibility Plan (#23)

 

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 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 it:

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 Individual Learning Plans ( I LP’s) are created for any students that require additional support	Ongoing	Ergonomic tools and resources, Special needs register to inform all staff	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	Complete for 2016/17 / Ongoing	Some financial allocation within the resources budget	COO

 

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. In collaboration with the families, the school will accommodate as much as possible the specific needs of students such as the use of hearing devices, for example.

Target	Strategy	Time-scale	Resources required	Person(s) responsible
Access for all students to all school areas, Ensure sites we hire for sports have disability access.	Check all school areas provide access to all students. Ensure QCCA sports facility is DDA compliant.	Ongoing		TOG/Premises Manager
Be aware of fact that not only students but also staff and visitors ( i.e. parents and carers) may require disabled access to the school/ to meeting room	Create access plan and be aware of access for parents and carers to meet needs if required.	As required	Limited	Premises Manager
Ensure all students with disability can be evacuated and all fire routes are suitable for all.	Put in place personal emergency evacuation plan for students 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 students	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 students	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	Ongoing	Head/Deputy and Head primary/ HR Manager
Improve delivery of information to students with visual impairment	Ensure iPads and projectors are properly 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 student 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
• November 2017
• February 2018