Anti-Bullying Policy

The Children and staff at Lagos Preparatory School have defined bullying as: “Being made unhappy by the deliberate and continued actions and or words of others”. These might include any of the following:-

  • Name calling
  • Threats – verbal or non verbal
  • Violence
  • Ignoring
  • Invading privacy or personal space
  • Interfering with property
  • Ridiculing
  • Demanding money
  • Deliberately failing to recognise someone’s efforts or worth
  • Inciting others to act in any of the above ways


  • At LPS we are committed to embedding an ethos that embraces the ECM Agenda. This Anti-Bullying policy and its implementation pays particular attention to the following ECM Standards:
  • Ethos
    • An ethos of trust ensures children are free from bullying and discrimination
    • Children and adults ensure that the safety of others and themselves is always a priority
    • Children feel safe and secure in reporting bullying, discrimination and any incidents of dangerous behaviour
    • An open ethos enables the views of children, parents/carers, staff and other partner/service providers to be valued, respected and acted upon
    • An inclusive ethos fosters individual and collective responsibility in helping others
    • A culture of community care, involvement and respect for the environment is promoted
    • A welcoming ethos ensures that children and their parents/carers feel able to approach staff for advice and guidance to support their decision-making about future opportunities and life chances
  • Policy
    The racial equality, anti-bullying and behaviour policies reflect the ECM outcome ‘stay safe’ and children are able to report any incidents of discrimination, harassment, bullying or anti-social behaviour
  • The Environment
    Staff are on duty at break and lunchtime to supervise the safety of children
  • Personalised Learning
    • An effective system of pastoral care exists to support the well-being and learning of children and young people
    • Children and young people feel safe and secure to flourish as individuals within the educational setting
    • Children and young people know who to go to and where to seek further help from when faced with potential danger, conflict or problems that create barriers to learning
    • Children and young people follow safety rules and procedures and behaviour codes of conduct during learning, recreational and social activities
  • Presence, Participation and Personal Development
    Children and young people demonstrate tolerance, respect and empathy, and value difference and diversity


  • There are many varied reasons why people become bullies but a common theme is their need to be in control of someone or of a situation, giving them a feeling of power. This is often the result of having no power over some other aspect(s) of their lives – perhaps they are being bullied themselves.WHAT IS THE EFFECT OF BULLYING?
  • Bullying undermines a person’s self esteem
  • They can feel worthless, and somehow in blam for what is happening to them
  • They will feel unwilling to participate in group events or even to come to school each day.
  • They feel helpless, unhappy and demoralised.
  • They feel that they have lost the right to be themselves and are unable to report the situation in case it makes it worse.
    The school employs a variety of methods for preventing and tackling bullying. These include policy implementation, training for staff, curriculum development and delivery, pupil buddy systems and the employment of a Deputy Headteacher responsible for pastoral care.Through these:
  • We will use learning methods here at LPS and use the opportunities to discuss and act on such situations. This can be done in class time, circle time or through role play (drama).
  • We will encourage children to see that others have the same right as themselves – the right to be an individual.
  • We will make it clear that it is alright to admit to being bullied.
  • We will use the support of other children to challenge/prevent bullying behavior.
  • This can include the ‘no blame’ approach in which the bully is encouraged to see and help heal the harm done by his/her actions.
  • We will encourage the children to adopt a ‘Do as you would like to be done by’ approach to their treatment of others.
  • We will encourage all personnel to see differences between us as strengths
  • We will ensure that the children realize that they are involved in bullying if they see it happening yet do nothing. There is no such thing as a bystander or observer.

We will work with parents of children who persist in bullying, and those who we know/suspect might be being bullied so that we can work together to help the children overcome their feelings.

  • We will encourage the children to make posters for their own areas to advertise no bullying.
  • We will produce a booklet for the children by the children to help with the recognition and prevention of bullying.
  • We will listen attentively to any child who comes to us with tales of bullying incidents.

This policy is reviewed annually

Admission Policy

As an international preparatory school, we will admit children from the international community here in Lagos, as well as children from the host country. The school’s motto is ‘Non sibi sed omnibus’ – ‘not for one but for all’ and therefore we accept application for admissions from all children. An application for the registration of a pupil must be made by the parents or caregiver/guardian of the pupil. Documents necessary for registration must include, birth certificate of the child, 2 recent passport sized photographs, international passport ‘info page’, an immunization card and reports and transfer documents from the immediate previous school. Prospective pupils along with both their parents will be interviewed by the Headmaster, the Deputy Headteacher, if the Head is not available the appropriate Key Stage Leader and the Deputy Head Business & Administration.

Once this has been carried out and in order to maintain an optimum level of academic functioning across the school, the prospective pupil will be expected to undertake activities and/or written tests over the course of a school day which must be successfully passed. The applicant will be observed to determine several social and personal character traits such as ability to settle, disposition, temperament and so on.

Applicants will be expected to undertake a range of age appropriate activities – for the very youngest this may involve drawing a picture, answering questions orally, sorting activities and identification games. Older applicants will be expected to undertake formal written tests in numeracy and literacy. These tests will be based on the work they have undertaken in the preceding term. The older applicants will also be required to undertake a further written test, the focus of which remains confidential to the school.

Following the assessment visit, a meeting with both parents/caregivers of the hopeful applicant will again take place. This will provide parents and the applicant with detailed feedback on the assessment time and activities. Parents will be advised accordingly by the Headmaster to accept the school’s professional determination of the ability of the applicant to benefit, or not from the curriculum offered here and the high standards expected. No applicant can return for a further attempt to seek admission within a two school term period, should they be unsuccessful in gaining admission.

The school currently has a maximum class size of twenty-two in all year groups with the exception being fifteen in pre-nursery. There are waiting lists in most year groups. Admission is offered therefore to the first available child on the waiting list who has undertaken and passed the selection process as mentioned above. Priority in accessing a place will be given to pupils who have siblings currently in the school.
While the school has a very active and experienced special needs department and we therefore offer learning and language support to pupils with occasional or mild learning or behavioural needs, it cannot be expected to guarantee these facilities for those pupils with severe difficulties (even though they may have technically passed the admissions criteria).

Administration of Medicine Policy

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

There are, however, a few exceptions:

  • When a child has almost fully recovered and simply needs to complete a course of medication (eg antibiotics) for a day or so.
  • Where a child suffers from asthma (or any occasional ailment) and may need to use an inhaler.
  • Where equipment such as an inhaler is necessary, we strongly encourage children to take personal responsibility for these items as soon as possible.


  • Is any specific training required to administer medicines?
  • Is any necessary protective clothing or equipment available?
  • Has the parent completed the Medication Consent Form? Has a copy been filed?
  • Is the member of staff clear on what they are expected to do?
  • Is the emergency contact information, particularly for the parent or guardian clear?
  • What action is necessary in the event of an accident or failure of the agreed procedures?
  • Will medication be stored in a same place and at a suitable temperature?

The following information must be completed by the parent:

  • Name and date of birth of the child
  • Name of parents/guardian, contact address and telephone number
  • Name, address and telephone number of GP
  • Name of medicines
  • Details of prescribed dosage
  • Date and time of last dosage given
  • Consent given by the parents/guardian for staff/school nurse to administer these medicines
  • Expiry dates of the medicines
  • Storage details

The Parent Consent Form, providing all the information above, will be copied and retained in a central file as a record for future reference. All medicines should be stored in the original container, be properly labeled, and kept in a secure place, out of reach of children. Arrangements may be needed for any medicines that require refrigeration. These should be clearly labeled and kept separated from any foodstuff.

Medicine should only be kept while the child is in attendance. Any unused or outdated medication will be returned to the parent for safe disposal.

Children with infectious diseases will not be allowed in school until deemed safe by their Doctor and/or the School Nurse.

Performance Management Policy


The Policy applies to all staff employed by the school.

This Policy sets out the framework for a clear and consistent assessment of the overall performance of staff and for supporting their development needs within the context of the school’s development plan and their own professional needs.

All reviewers are expected to ensure the alignment of apprisees’ objectives with the school’s priorities and plans. The objectives should also reflect reviewees’ professional aspirations.

The school’s Directors are committed to ensuring consistency of treatment and fairness in the operation of performance management.

To ensure this the following provisions are made in relation to moderation, quality assurance and objective setting. The Business Manager will ensure all objectives:

  1. Are consistent between those who have similar experience and similar levels of responsibility
  2. Comply with the school’s performance management documentation & policy.
  3. That all staff to have at least 1 whole school objective

All objectives set will be rigorous, challenging, achievable, time-related, fair and equitable in relation to staff with similar roles/responsibilities and experience, and will have regard to what can reasonably be expected of any colleague. They shall also take account of the colleague’s professional aspirations.

The appraiser and appraisee will seek to agree the objectives but where a joint determination cannot be made the appraiser will make the determination in conjunction with the Director of Learning and The Business Manager.

Performance management is an assessment of overall performance of staff objectives and cannot cover the full range of a colleague’s responsibility. Objectives will, therefore, focus on the priorities for an individual for a particular academic year. At the review stage it will be assumed that those aspects of colleagues’ roles/responsibilities, as identified in their Job Description, not covered by the 5 specific annual PM objectives have been carried out satisfactorily.

The whole performance management process and the statements generated under it, in particular, will be treated with strict confidentiality at all times.

The Directors will ensure in the budget planning that, as far as possible, appropriate resources are made available in the school budget for any training and support agreed for reviewees. An account of the training and development needs of teachers in general, including the instances where it did not prove possible to provide any agreed CPD, will form a part of the Head Teacher’s reports to the Directors about the operation of the performance management in the school.

The performance of staff must be reviewed on an annual basis. The PM cycle is driven by three formal meetings between appraisers and appraisees during the academic year, one meeting in each of the three terms. For a ‘worked example’ of the detailed timing of the cycle please see the attached time line for the 2015/16 academic year.

During the first INSET training session in September, before the new academic year begins for pupils, every employee is given the following by the school’s administrative team:

  • A new Performance Management File
  • The year’s PM Structure : A Complete List of the Appraisers and their Appraisees.
  • New Core Documents
  • A Letter communicating the previous year’s PM categorisation and the resulting new salary for the coming academic year.

Performance Managers then distribute new Performance Management Files and Core Document to their appraisees and request that the appraisee prepare 5 key objectives with appropriate measures for discussion at Formal Meeting 1. For personnel in Teaching Roles, Part A Teaching Roles Contributing Evidence grid should be sign posted as the focus for objectives setting.

Performance Managers set up 30 minute appointments with each of their appraisees – to take place during Week2 – 4 of the Michaelmas Term.

Formal Meeting 1 – Michaelmas Term
Review of previous year’s Performance Management achievements and key areas for improvement/ training. Use appraisee’s new Performance Management File and Core Document. The Discussion points in section A2 of the Core Document could aid this review.

Appraisee presents Performance Manager with the 5 key objectives, with appropriate measures, which they believe will most impact their performance in the current year. Performance Manager and appraisee review/ agree objectives and measures together and complete A3 table in the Core Document.

Formal Meeting 2 – Lent Term
The Performance Manager and Appraisee meet to review progress. As part of the Review process, A2 A2 questions in the Core Document are useful in generating a clear understanding of the appraisee’s point of view. Next, there is a review of the appraisee’s 5 objectives and measures, listed in A3 of the Core Document. Discussion and review of the appraisee’s Performance Management file. Appraisers are advised: If you and the appraisee had to score each objective now – what would that score be? Guide the appraisee into better performance over the coming terms, prior to the final Performance Management meeting in the Trinity Term.

Performance Manager then asks appraisee to complete Part A of the Core Document and agrees a date with each appraisee for their Formal Meeting 3 during the first three weeks of the second half term.

Formal Meeting 3 – Trinity Term
Performance Manager and appraise review together Part A of the Core Document: A1, A2 Discussion Points, A3 5 Core objectives and measures, A4 professional aspects, A5 areas for focus.

Continue to Part B which is the Performance Manager’s Assessment of the appraisee’s work over the past academic session: All Part B items are mirrored by Part A items which the appraisee has completed/self scored. Compare any key differences in how the appraisee evaluated themselves and how the Performance Manager evaluates the appraisee.

B1 – Job Purpose

B2 – Discussion Points – note actions

B3 – 5 Key Objectives and Measures

B4 – Professional Aspects

B5 – Personal Development Aims


Meeting then turns to the future:

B6 – Required skills and experience

B7 – Objectives for development

B8 – Training needs

Finally, Performance Manager advises appraisee of Performance Management Overall Achievement classification:

Unsatisfactory, Satisfactory, Good, Very Good, Outstanding.

Performance Manager advises classification of each of their appraisee’s to School Business Manager and School Bursar.


SLT meet to determine % pay increases for next academic year, for all personnel based on their Performance Management classification in the previous academic year.


The performance management cycle in this school, runs for each academic year.

  1. Where a colleague starts their employment at the school part-way through a cycle, the Head Teacher , shall determine the length of the first cycle for that colleague, with a view to bringing her/his cycle into line with the cycle for other colleagues at the school as soon as possible.
  2. Where a colleague transfers to a new post within the School part-way through a cycle, the Head Teacher, shall determine whether the reviewer should charge.

The Directors will monitor the operation and outcomes of performance management arrangements.

The Head teacher will regularly update the Directors on the progress of the Performance Management process as part of his written termly updates.

To ensure employees are fully briefed on the performance management process at LPS, all new staff that join the school will be given detailed training, as part of their induction at the school.

Assessment Policy


  • To gather information about the performance of individual pupils, groups and cohorts of pupils so that it can be used to inform target setting at a range of levels.
  • To gather information to inform teachers what will be taught next.
  • Formative
    the information gained “forms” or affects the next learning experience.
  • Diagnostic
    finding out what attitudes, knowledge, understanding or skills are not properly learned or acquired and therefore preventing pupils making the expected progress.
  • Evaluative
    informing the strategic planning and direction of the whole school by evaluating the impact of planning, teaching and the curriculum on pupils’ achievements.
  • Summative
    systematic recording of information which leads towards a summary of where the pupils have reached at a point in time. This is an essential tool for identifying progress over time

Effective assessment at Lagos Preparatory School is characterised by:

  • Pupils’ involvement in self assessment;
  • Parents’ involvement;
  • Meaningful and useful information about the pupils’ achievement and progress as they transfer through the key stages of education provided at Lagos Preparatory School is carefully recorded and progress tracked


  • Key Stage 1 to Key Stage 2
  • Key Stage 2 to Key Stage 3.

At LPS we are committed to embedding an ethos that embraces the ECM Agenda. This Assessment Policy and its implementation pays particular attention to ensuring that ‘Enjoy and Achieve’ is embedded.

Class teachers’ planning will be monitored on a weekly basis over the course of each term.

Daily/weekly Termly Annually
Who uses the assessments? Teachers Teachers, pupils, parents/carers, learning support assistants. The next teacher, pupils, parents/carers, the whole school and the next school.
Are the assessments recorded? Mainly no; yes for some aspects, e.g. teacher’s own notes, annotation of work, marking, highlighting significant achievements in planning Some group and class records, individual pupils’ targets, some individual notes/comments Yes, for each child, including end of Key Stages 1 and 2 transfer record
Should records be retained or discarded? Mainly discarded Keep only the most recent work and targets Retained and passed on, e.g. annual reports, information on skills, knowledge, understanding and next steps.
How do the assessments relate to teaching and planning? Strong link to daily/weekly planning Links to medium term planning – highlight issues in planning, target setting – review progress towards curriculum and other targets. Links to long-term planning, e.g. balance overall, strengths and weaknesses within curriculum provision.
Where will the information be used? Individual teachers Individual teachers, SENCo, school management team Individual teachers, school management

Class teachers’ planning will be monitored on a weekly basis over the course of each term.

There are a range of strategies which may be used;

  • Differentiation by rate (pupils working at a rate appropriate to them)
  • Differentiation by task (groups within a class working on different areas of the same subject)
  • Differentiation by outcome (pupils attempting the same task but with different expectations and results)
  • Differentiation by input (providing some individuals or groups with targeted adult support)
  • Differentiation through the level of questioning from the teacher/adult
  • Breaking the task into smaller simpler steps to help pupils with particular Special Needs
  • Extension work for more able pupils which takes them beyond what the others in the class/group might be asked to do

As a school, it is fundamental that we create an environment in which the children enjoy learning, can reflect upon as well improve and grow in confidence.

Teachers will know:

  • where are the pupils starting from?
  • has the class overall learned what was planned?
  • are all the pupils making expected progress?
  • are they making sufficient progress against national expectations?
  • how are pupils applying their skills, knowledge and understanding across the curriculum?
  • which pupils need more help and in which areas?
  • which pupils need extension work?
  • is the planning for activities, resources and staffing well targeted?
  • how can the teacher do it better next time?

The head teacher, other teachers and subject leaders will know:

  • are the pupils making progress?
  • are there any major problems?
  • how does their performance compare with those in parallel classes or in other years?
  • is the pupils’ progress in line with the school’s targets?
  • how does the school compare with other similar schools?
  • what aspects of the curriculum and teaching need to be strengthened?

Lagos Preparatory School parents/carers will know:

  • is my child making good progress?
  • are there any major problems?
  • how is my child doing compared with others of the same age?
  • what can I do to help?

Recording will be manageable and relevant at short, medium and long-term levels. The degree of detail in the recording will depend upon whether:

  • it is a core or foundation subject;
  • the subject is a focus for school improvement. Lagos Preparatory School has agreed to maintain: Short-term recording Record some notes about individual or groups of pupils’ strengths and weaknesses where appropriate.
  • The notes will help planning at short and medium-term to be useful when talking to another teacher / SENCo or in identifying particular problems;
  • inform the teaching approach; inform the grouping of pupils; inform the choice of resources.

The school will make effective use of verbal assessment. Teachers will:

  • use questions to check understanding at the beginning of lessons, e.g. “Think of three things you can remember from our last lesson about……
  • make explicit to pupils the purposes of the lesson, e.g. “By the end of the lesson you will be able to……..” use different types of questioning to focus on: Outcomes:
    • “What will the finished work look like?”
    • and Thinking: “How will someone else know that you have been successful?”
    • “What would they see?”
    • “How will you know you have been successful?”

Teachers will use a range of closed and open questions. Teachers will:

  • provide opportunities for pupils to explain their thinking to each other in pairs, groups or
  • as a class using appropriate technical vocabulary.
  • use the plenary to check understanding and reinforce learning.
  • conference with pupils so that they know what it is they need to improve.
  • provide opportunities for pupils to review their achievements.
  • mark/respond to pupils’ work including pointers for improvement, “can do” statements and
  • annotation for other adults such as teachers, parents and carers on the pupils’ work.

Recorded assessments will inform:

  • any discussion with parents and carers;
  • target setting for improvement with individuals or groups of pupils.
  • literacy (Writing) and Numeracy progress over time will be recorded in a progress book
  • In this way the teachers, subject leaders, the head teacher, pupils and parents, can monitor pupils’ progress towards curricular targets.
  • Practice will be in line with the school’s expectations for assessment in English, mathematics and science. Specific guidance is provided for teachers in other subjects.
  • The school’s minimum expectation for foundation subjects is for teachers to note any pupil’s performance which is unexpected and where pupils achieve well above or below the planned expectations.
  • The guidance in the QCA draft schemes of work is used in planning to identify expected achievement and that which is above or below expectations.

A table as below (or similar) will accompany specified units of work:

Achievement below expectations
If achievement is lower than expectations then teachers should record the names of individual pupils or a whole group e.g. Blues. Relevant comments about the under-achievement can be made.

Expected achievement
If achievement is in line with expectations teachers are expected to do nothing.

Achievement above expectations
if achievement is higher than expectations then teachers should highlight the names of individual pupils or a whole group e.g. Reds. Relevant comments about the high achievement can be made.

Teachers may make comments about groups as opposed to several individual comments if appropriate.

SPECIAL EDUCATIONAL NEEDS. Individual Education Plans will be reviewed half termly. Portfolios of children’s work will be compiled in subjects to illustrate standards and improvements we are making as a school over time. For example –

  • English – samples of narrative writing in a year group portfolio that are levelled against the National Curriculum, and which identify strategies for improvement.
  • This will be repeated the following year to identify and demonstrate improvements based on the impact of teaching, learning and curriculum provision. Issues for development will be identified.
  • History unit about the Victorians – samples of work in a year group /key stage portfolio that identify application of key skills across the curriculum. This will be repeated with another history topic to identify and demonstrate improvements based on the impact of teaching, learning and curriculum provision. Issues for development will be identified.Long-term recording:

Recorded assessments will be:

  • Foundation assessment
  • Statutory assessments at the end of Key Stage 1 and Key Stage 2, including the end of Key Stage 1 and 2 transfer record Other assessments used by the school, e.g. Year 3, 4 and 5 optional

Annual reports to parents will identify clearly gains in skills, knowledge and understanding, with the next steps in learning. The Interim Report will summarise progress to date and expected levels of attainment by the end of the school year.


  • to analyse records to help clarify patterns of performance over time and responses to specific teaching approaches.
  • to review curricular targets so that they can be amended if necessary and yet still be realistic and challenging.
  • to review and, if necessary, adjust curriculum provision in terms of breadth and balance.
  • to inform the governing body of the school’s standards and improvement through the head teacher’s reports to the governing body. (This will include an analysis of comparative data.)
  • to analyse performance in terms of cohorts of pupils as well as analysis of the achievement and attainment of pupils:
    • with special educational needs;
    • boys and girls;
    • with English as an additional language;

The head teacher, with the support of subject leaders, will ensure this policy is implemented consistently throughout the school using strategies such as discussion with teachers, pupils and parent1s/carers, sampling pupils’ records and reports and sampling teachers’ planning.

This policy will be evaluated and reviewed in line with the teaching and learning policy. Any implications relating to issues for the whole school will considered for improvement.

NFER Nelson progress tests will be carried out as detailed below. Progress in English 5; end of Reception/beginning of Yr 1

  • Progress in English 6; end of Yr 1/beginning of Yr 2
  • Progress in English 7; end of Yr2/beginning of Yr3
  • Progress in English 8; end of Yr3/beginning of Yr4
  • Progress in English 9; end of Yr4/beginning of Yr5
  • Progress in English 10; end of Yr5/beginning of Yr6
  • Progress in English 11;end of Yr 6/beginning of Yr7
  • Progress in Maths 5; end of Reception/beginning of Yr 1
  • Progress in Maths 6; end of Yr 1/beginning of Yr 2
  • Progress in Maths7; end of Yr2/beginning of Yr3
  • Progress in Maths8; end of Yr3/beginning of Yr4
  • Progress in Maths9; end of Yr4/beginning of Yr5
  • Progress in Maths10; end of Yr5/beginning of Yr6
  • Progress in Maths11; end of Yr 6

For children joining the school, the appropriate tests should be carried out within two weeks of their starting in the appropriate classes.

Writing Audits will be carried out once every half term and will focus on unit work as being covered by the children incorporating handwriting and spelling for assessment.

Audits will be moderated from time to time as a whole staff exercise. End of term exams will be carried out towards the very end of term with enough time given to mark the scripts, record them and send results home to parents. The end of term report cards will be issued as a grade only card. It will detail individual children’s efforts in percentages and overall averages. Overall grades to be made up of as follows: 40% – CAs (class assessments) and 60% exam scores. The overall grade interpretation will be represented by the letters A to E as follows:

Attendance Policy

As a school we aim to:

  • Maintain an attendance rate of a minimum of 95%
  • Maintain parents’ and pupils’ awareness of the importance of regular attendance.

Good attendance is important because:

  • Statistics show a direct link between under-achievement and poor attendance
  • Regular attenders make better progress, both socially and academically
  • Regular attenders find school routines and school work easier to cope with
  • Regular attenders find learning more satisfying
  • Regular attenders have an easier transfer to secondary school

Parents are expected to:

  • Ring on the first morning of all absences with the reason and saying when the child will return
  • Arrange dental and doctor’s appointments out of school hours or during school breaks
  • Send in a note explaining the reason for absence on their child’s return to school after an illness
  • Keep us updated by telephone or letter if their child has an extended period of absence due to illness

In line with our responsibilities we:

  • Follow up unexplained absences by phone calls and letters as soon as possible
  • Remind parents of the importance of regular attendance and punctuality.
  • Encourage children to appreciate the importance of regular attendance.
  • Let parents know if we have concerns regarding their child’s attendance

In the case of “authorised absences” (for example: if a child is ill, family bereavement, religious observance, etc) we recognise that there can be compelling reasons for absence and deal with these sympathetically.

There are times when children are absent for reasons, which are not acceptable. These are “unauthorised absences”. Examples of unauthorised absence are:

  • Waiting on a delivery – Going shopping or for a hair cut
  • Going for a family day out – Because it is a child’s birthday
  • Sleeping in after a late night – Unapproved Holidays
  • Where there is no explanation for the absence or where the explanation or reason for the absence is considered unsatisfactory.


  • Morning registration is at 8.00am. Children must be in the classroom by this time.
  • It is important to be on time as the first few minutes of the school day are often used to give out instructions or organise schoolwork for the rest of the day.
  • Late arrivals are disruptive to the whole class and often embarrassing for the child. We appreciate the difficulties sometimes caused by Lagos traffic, but expect that parents will factor this in to their morning routine.
  • Arrival after the close of registration will be marked as an absence and these children must therefore sign in late so that we know that they are in school.
  • Children who are frequently late will be reported to the Deputy Head (Pastoral) who will contact the parents to try to establish why and secure some improvement
  • Children who remain uncollected at the end of school time will be referred to a place of safety if not collected or the school contacted by school closing time.

We are always concerned about the amount of school time pupils’ miss as a result of family holidays. There is no entitlement to time off in term time. Leave of absence is only allowed at the discretion of the head teacher in accordance with the school policy as agreed by the board of governors.

It is our policy that:

  • Requests for long term holidays of more than 10 days will not be authorised once children reach statutory school age.
  • That only in exceptional circumstances will holidays be allowed and then only up to a maximum of ten days. (The cheaper cost of holidays in term time is not an acceptable reason for an application)
  • Parents wishing to apply for leave of absence for term-time holidays need to apply well in advance and before booking. The head teacher will consider your request and advise you of his/her decision, (possibly asking to meet with you to discuss) further time than allowed will be considered as unauthorised.
  • Holidays should be organised to minimise time out of school by timing holidays at either end of a school break.
  • Taking a holiday in September is especially unsettling for a child as they miss the start of the school year. Avoid taking a holiday in SATS years (Y2 + Y6)
  • If the school does not agree and you take your child on holiday, the absence will be unauthorised.
  • All school time is important and that the more time your child misses from school, the more difficult it is for them to catch up with their work. Valuable learning time is lost which may put your child at a disadvantage with their peers. A good understanding of the work covered can only take place when the pupil is in the classroom.
  • It is our collective responsibility to ensure that we are good role models and demonstrate a positive attitude towards attendance so that children develop good habits for later life.
Asthma Policy

In order to give the best possible care to pupils, parents are asked to read the following policy and complete the form attached to it.

The school nurses compile a list of children known to be asthmatic. The list is in the sick bay. If asthma is diagnosed after admittance, then the nurses must be informed as soon as possible.

Children should be supplied with their prescribed inhaler (LABELLED WITH NAME AND CLASS) to carry with them and a spare one which will be kept in the school clinic for use if your child misplaces/forgets their own.

Children should take their inhalers with them at game time, to the poolside when swimming and on school trip.

It is your responsibility as the parent to ensure that the school clinic is informed of any changes to your child’s condition or medication and that your child is supplied with an inhaler to carry with them and a spare to be kept in the sick bay.

Each clinic has a nebulizer which will be available for use for asthmatic pupils during attacks, if the situation requires such a treatment. We feel this is necessary in order to prevent casualties.

Please, indicate which of the following you would prefer to be used for your child when necessary:

being nebulized if he/she requires such a treatment using normal

  • Saline {2.5mg/5mg}
  • Ventolin nebules {2.5mg/5mg}

If you have any concern about the management of your child’s asthma at school, then please speak to the nurse:

  • Funmi Adeosun – lower school
  • Meccan Udoh – upper school

Sometimes, no matter how careful you are about taking your asthma medicines and avoiding your triggers, you may find that you have an asthma attack.

The following guidelines are suitable for both children and adults and are the recommended steps to follow in an asthma attack:

  • Take your reliever inhaler immediately as prescribed. Call for help.
  • Sit down and ensure that any tight clothing is loosened. Do not lie down.
  • If your symptoms do not improve within five minutes you should get your doctor.

You are having an asthma attack if any of the following happen:

  • Your reliever does not help symptoms
  • Your symptoms are getting worse( cough, breathlessness , wheeze or tight chest)
  • You are too breathless to speak, eat or sleep.
  • Do not be afraid of causing a fuss even at night, let someone know so you can receive help.

After an emergency asthma attack:

  • Make an appointment with your doctor for a review within 48hours of your asthma attack
  • You will also need another review within one or two weeks after your asthma attack to make sure your symptoms are better controlled

Do not ignore worsening symptoms

  • Most people find that asthma attacks are the result of gradual worsening of symptoms over a few days.
  • If your asthma symptoms are getting worse do not ignore them! Follow your personal asthma action plan. If symptoms continue to get worse make an appointment to see your doctor. Quite often, using your reliever is all that is needed to relieve your asthma symptoms when you start to have an asthma attack.
  • At other times, symptoms are more severe and more urgent action is needed.
Behaviour Policy


  • Treat others as you could like them to treat you
  • Take good care of our school
  • Call others by their proper names
  • Join in lessons fully
  • Always walk quietly and sensibly around school

LPS promotes a high standard of behavior and an atmosphere where all members of the school are valued as individuals. The school believes in the development of self esteem, respect for others and self discipline. The golden rule for all members of the school community is

‘Treat others as you could like them to treat you’

Children are expected to be polite and to show respect for other people and property. In class, children should join in the lesson to the best of their ability by listening carefully, answering and asking questions and by taking part fully in activities.

At LPS great emphasis is place on positive reinforcement of behavior through praise. Children’s confidence and self-esteem are developed through encouragement, incentives and rewards, both verbal and written. Positive and constructive comments are written at the end of children’s work to recognize effort, improvements and achievement of targets set. Stickers. Stamps and merit points are awarded and rewards for helpfulness, kindness to others, positive attitude, politeness and effort in work.


  • To develop a moral framework within which initiative, responsibility and sound relationships can flourish;
  • To enable children to develop a sense of self worth and a respect and tolerance for others;
  • To produce an environment in which children feel safe, secure and respected.


  • Self confidence;
  • Pride in their achievements;
  • Self control;
  • An interest in their activities;
  • Respect and tolerance for others;
  • Empathy with others’ feelings;
  • Responsibility for their learning and their environment;
  • An understanding of the need for rules
  • Non-racist or non-sexist attitudes;
  • An independence of mind and self esteem;
  • A respect and tolerance for others’ ways of life and different opinions
  • A persistent approach to tasks;
  • A sense of fairness;
  • The ability to accept fair criticism;
  • An acceptable reaction to bullying and abuse


  • Treat all children equally, irrespective of gender, race or religion;
  • Be alert to signs of bullying and racial harassment and deal firmly with such problems, in line with school policies;
  • Deal sensitively with children in distress, will listen to them and deal with any incident appropriately;
  • Play an active part in building up a sense of community and will apply to agreed standards of behavior consistently;
  • Record any incident of racial harassment and alert the Head teacher and other staff;
  • Support each other in maintaining good classroom management and show sensitivity to each other’s needs and difficulties.
  • Have a responsibility to model the type of behavior felt to be acceptable;
  • Should treat others as they would like to be treated i.e., fairly and with tolerance and respect for other’s views and rights;
  • Rewards will be accessible to all children
  • Examples of children’s work and achievement will be displayed in the classrooms and around the school.
  • Should accept responsibility for their own choices and actions;
  • Assembly will be used as an opportunity to acknowledge achievements and to foster a sense of community;
  • Should be given opportunities to show responsibility by taking turns to do appropriate jobs;
  • Children’s achievements, academic or otherwise, will be recognized.


  • Praise from staff;
  • Individual rewards which contribute to class/group rewards to develop a sense of community;
  • Showing good work in school assembly;
  • Responsibility given;
  • Extra play time or additional activities;
  • Showing work in class at the end of the week;
  • Quality time in the classroom when good work and good behavior are acknowledged;
  • Showing good work to the head teacher or deputy;
  • The use of awards – individual staff may wish to award points/merits or stickers and do so at their discretion.
  • Informing parents (verbally, by letter, postcard home);

Year 6 pupils may be awarded prefect status to reward consistent efforts, attitudes and contributions to school life. A special badge will be awarded to prefects in recognition of their achievement. Prefects are there to set an example to others of the qualities embodied in the code of conduct. They will be awarded a badge to keep. Prefects may be appointed at any time during year 6. Prefects’ status may also be withdrawn by the Head teacher for a serious breach of behavior policy.


  • Disobedience to a reasonable instruction;
  • Damaging property;
  • Truancy;
  • Biting, spitting, hitting and kicking;
  • Answering back, rudeness or aggression to adults;
  • Racist comments;
  • Foul language and swearing;
  • Stealing;
  • Forming gangs and bullying;
  • Making unkind remarks;


  • When children’s behavior falls below an acceptable standard a range of sanctions may be used to correct this.
  • A firm reprimand from a member of staff is expected to be sufficient to correct most misbehavior. However, if this fails to correct the behavior of a child the following procedures may be adopted:
  • Time out – removal from the scene of an incident. This may mean working at a different place, working in the corridor outside the head teacher’s office by prior arrangement.
  • Completing/repeating work
  • Loss of privileges
  • Loss of free/play time
  • A pupil is taken indoors for a five minute cooling off period
  • A Community task – e.g. tidying a shelf or cupboard helping staff.
  • Exclusion from a favored activity – this must be immediate, but can only be used occasionally. It has to be considered whether it is educationally sound to deprive children to particular lessons. They cannot learn to behave in lessons if they are removed from them.
  • Exclusion from the right to represent the school. This sanction should be used only rarely.
  • The establishment of a behavior record or home-school report book.
  • A verbal disciplining from senior members of staff – Head or Deputy Head.
  • A requirement for a written apology.
  • A regular report to be given to the head teacher.
  • A letter/telephone call to a parent from the Head teacher or Deputy.
  • A meeting with parents.
  • Other sanctions following discussion between parents, class teacher and Head teacher.
  • A pupil is reprimanded, the Head teacher is informed and a record of the incident kept.
  • For a repeated offence, a record is kept and parents will be informed.
  • In persistent cases, parents may be asked to discuss the matter with the Head teacher or a school director in line with the school’s equal opportunities policy.
Child Protection Policy

Lagos Preparatory School fully recognises its responsibilities for child protection. Our policy applies to all staff, directors and volunteers working in the school. There are five main elements to our policy:

  • Ensuring we practice safe recruitment in checking the suitability of staff and volunteers to work with children.
  • Raising awareness of child protection issues and equipping children with the skills needed to keep them safe.
  • Developing and then implementing procedures for identifying and reporting cases, or suspected cases, of abuse.
  • Supporting pupils who have been abused in accordance with his/her agreed child protection plan.
  • Establishing a safe environment in which children can learn and develop.

We recognise that because of the day to day contact with children, school staff are well placed to observe the outward signs of abuse. The school will therefore:

  • Establish and maintain an environment where children feel secure, are encouraged to talk, and are listened to.
  • Ensure children know that there are adults in the school whom they can approach if they are worried.
  • Include opportunities in the curriculum for children to develop the skills they need to recognise and stay safe from abuse.
  • Ensure we have a designated senior person for child protection who has received appropriate training and support for this role.
  • Ensure we have a nominated director responsible for child protection.
  • Ensure every member of staff (including temporary and supply staff and volunteers) and governing body knows the name of the designated senior person responsible for child protection and their role.
  • Ensure all staff and volunteers understand their responsibilities in being alert to the signs of abuse and responsibility for referring any concerns to the designated senior person responsible for child protection.
  • Ensure that parents have an understanding of the responsibility placed on the school and staff for child protection by setting out its obligations in the school prospectus.
  • Contact parents if there is an unexplained absence of more than two days of a pupil who is on the child protection register.
  • Develop effective links with relevant agencies and co-operate as required with their enquiries regarding child protection matters including attendance at case conferences.
  • Keep written records of concerns about children, even where there is no need to refer the matter immediately.
  • Ensure all records are kept securely; separate from the main pupil file, and in locked locations.
  • Develop and then follow procedures where an allegation is made against a member of staff or volunteer.
  • Ensure safe recruitment practices are always followed.

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

  • The content of the curriculum.
  • The school ethos which promotes a positive, supportive and secure environment and gives pupils a sense of being valued.
  • The school behaviour policy which is aimed at supporting vulnerable pupils in the school. The school will ensure that the pupil knows that some behaviour is unacceptable but they are valued and not to be blamed for any abuse which has occurred.

At LPS we are committed to embedding an ethos that embraces the ECM Agenda. This Child Protection policy and its implementation pays particular attention to the following ECM Standards:

  1. Ethos
  • An ethos of trust ensures children are free from bullying and discrimination
  • Children and adults ensure that the safety of others and themselves is always a priority
  • Children feel safe and secure in reporting bullying, discrimination and any incidents of dangerous behaviour
  • An open ethos enables the views of children, parents/carers, staff and other partner/service providers to be valued, respected and acted upon
  • A welcoming ethos ensures that children and their parents/carers feel able to approach staff for advice and guidance to support their decision-making about future opportunities and life chances
  1. Policy
  • The ECM outcome ‘stay safe’ is reflected in the Child Protection Policy and Safeguarding
  1. Personalised Learning
  • An effective system of pastoral care exists to support the well-being and learning of children and young people
  • Children and young people know who to go to and where to seek further help from when faced with potential danger, conflict or problems that create barriers to learning
  1. Multi-agency working
  • Frontline workers from multi-agency services provide advice, guidance and information to support the health and well-being of children and young people
  • Professionals from education, health and social care fulfil their duties to safeguard, protect and promote the welfare of children and young people
  • Multi-agency service practitioners work in partnership with staff in the educational setting to remove barriers to learning and participation among children/young people
  • Multi-agency professionals provide valuable inputs to support the PSHE curriculum
  1. Professional Development
  • Staff participate in relevant ongoing training related to child protection and safeguarding children
Complaints Policy

At Lagos Preparatory School, we undertake to provide a friendly and safe environment in which pupils will be helped to achieve their potential, both academically and socially. We recognise that sometimes things can go wrong and parents, carers and members of the public may need to make a complaint or raise concerns they have with the school.

This policy tells you what to do if this happens.

Most complaints/issues can be resolved informally and quickly by discussion with the member of staff concerned or member of the senior leadership team or the Head teacher. Alternatively parents/carers can write to the member of staff or the Head teacher outlining the issue clearly.

Any complaint/issue that is put in writing should be written clearly outlining all the issues and what it is hoped that the preferred outcome should be. All complaints will be acknowledged in writing within 3 – 5 working days.

Parent/carers should make an appointment to discuss their concerns with the member of staff who knows about the issue or incident. If the complaint relates to a pupil, ideally the member of staff concerned should be directly involved with the pupil, for example, class teacher or form teacher.

The member of staff will usually write notes during the meeting. Parents/carers can ask for a copy of these notes.

There are three formal stages:

If a parent/carer is still dissatisfied after the informal stage, they, or the member of staff can refer the matter to the Head teacher. This can be done in writing, as this will often make the situation clear to all involved parties.

The Head teacher will offer a meeting with the parent/carer or other complainant at a mutually convenient time. At the meeting, and through discussion, the Head teacher

will clarify what the issues are. The hopes of what the parent/carer is trying to achieve will also be discussed. Together all parties will agree an acceptable outcome. This should be to the satisfaction of all parties involved. These should be written down and agreed by all parties so there is no misunderstanding. Again parents/carers should be given a copy of this.

If the issue is complex the head teacher may need to speak to other staff and pupils to investigate the concerns. This should happen within 10 school days. If this timescale cannot be met the head teacher should inform the parent/carer that this will take longer, explain the reasons for this and give a timescale for when the investigation will be completed.

After meeting with the head teacher if the complaint is still not resolved to the parent/carer’s satisfaction, the complaint can be referred to a link director. This can either be in writing to the school, or alternatively the school can ask the link director to contact the parent/carer direct. The Head teacher can also refer the complaint to the link director.

If the head teacher is the subject of the complaint, the complaint should go straight to the chair of link director and miss out Stage 1. The link director may ask for the complaint to be put in writing (if this has not already happened).

The link director will offer to meet with the parent/carer or other complainant, at a mutually convenient time.

The link director has 15 school days to investigate the complaint. If it cannot be resolved within this time, the director will inform the complainant and explain why it is taking longer. Reasons for this may be that the complaint is complex and needs more time or someone involved is absent through sickness or holidays. The director should, however, give a realistic timescale for when the complaint should be resolved. The director should inform the complainant of when it is expected that the investigation should be completed.

If a complaint is not from a parent/carer of a pupil of the school (an example being a member of the public) these should be made directly to the head teacher, preferably in writing.

All complaints will be recorded formally by the school in a central log.

It should be noted that schools do not need to consider complaints made more than 6 months after the incident/situation.

If a complaint is made about an issue that is over 6 months old the school will write to the complainant explaining why this is the case.

Counselling Policy

The Counsellor Mr Aisida is part of a school team, focusing primarily on the personal and social, educational and vocational development of the pupils. The aim is to professionally answer the guidance and counselling needs of the pupil (our central figure in the learning process) in the context of the overall school mission and our commitment to philosophy that every child matters. Guidance and Counselling includes:

Counselling is an interactive learning process between counsellor and pupil, whether individual or group, which approaches, in a holistic way, personal, educational and/or vocational issues. Moreover, the availability of a counselling service can support individual pupils inside/outside the classroom context, the pastoral and the disciplinary structures in the school. Competitiveness, bullying, social exclusion, family crisis, scholastic under-achievement, abuse, peer pressure, and racism are some of the problems which can be assisted with the support of counselling.

  • Individual Counselling – is an interactive process, which facilitates meaningful understanding of the self and environment and/or clarification of goals and values for future behaviour.
  • Group Counselling – is a broad term covering types of counselling for more than two people. In group counselling members listen to, support and challenge each other and thus, learn to be open, constructive, assertive and to experience how others see them.
  • Peer Counselling – occurs on limited and well prepared occasions where pupils help and support each other on topics educational and vocational but not necessarily on personal issues.

It is essential that a counselling service within the school operates in collaboration with processes within the school, which promotes the wellbeing of the school, particularly the pastoral team (Headed by Mr Tim Gardner). Mr Joseph Aisida acts as school counsellor

The Counsellor along with other staff i.e. Heads of Lower and Upper Prep and Class Tutors, facilitate and partake in developmental programmes designed to help pupils with their personal/social, educational and vocational development.

In personal/social development the programmes would include personal and social skills, self-awareness, decision-making skills, planning and health promotion.

In educational development the programmes would include subject motivation and learning and study skills/exam techniques.

All pupils have a right to confidentiality in their dealings with the Counsellor. The right is not universal, however, and there are some cases in which – for the pupil’s best interest – confidentiality cannot be guaranteed e.g. in the case of abuse, bullying, and risk to another pupil’s life. In counselling the pupil, the counsellor should make the pupil aware that confidentiality could not be guaranteed in any of the above cases and that information of this nature would have to be referred on. In short, pupils who meet with the Counsellor will be informed of the following:

  1. All things discussed are confidential between the pupil and the Counsellor except when the pupil himself or another person is at risk
  1. Any information which highlights that the pupil or another person is in danger.
  1. If the pupil is in danger of doing grievous harm to himself.

Ethical awareness is a prerequisite for the Counsellor. He is obliged to operate, in policy, process and practice in an ethical manner. The primary focus is the welfare of the pupil and he is ethically bound to act in the best interest of the pupil. The Counsellor is expected to be competent in and mindful of the legal and ethical responsibilities of his/her work. Furthermore, the Counsellor is ethically obliged to seek out new developments in the personal, educational and vocational fields with a view to improving the overall counselling service to the pupil.

Information is an essential component of the Counsellor’s portfolio. The Counsellor must be involved with

  • Information gathering
  • Information organisation
  • Information dissemination.

The main function of the above is to provide as much information as possible on the widest range of options open to the pupil. The Counsellor needs to be familiar with:

  1. The requirements of pupils parents, pastoral structures and school administration e.g. a familiarity with the whole school body and its extensions into the community
  2. The sources of useful information locally and nationally e.g. relevant I.T. programmes, newspapers, essential addresses etc.
  3. Methods of processing and using information for the pupil in an integrated way e.g. making it clear, understandable and pupil friendly.
  4. The goal of the information service is to help the pupil in decision making processes, problem solving and with skills enhancement directed towards the ever-changing circumstances of their own development.

The Counsellor is involved in preparation of transitions with the pupils at different stages of the pupil’s education.

  1. The incoming first year (which ever one that may be) might find the move to a different school/state/country very off-putting, not to say, intimidating. Help with adjustment to his new educational environment would be part of the Counsellor’s brief.
  2. Pupils leaving school after the Y6 SATs etc.
  3. The junior cycle pupil, moving into transition – Y7 will need preparation regarding subject levels, work experience and the importance of decision-making now for his future.
  4. Preparation for the actual leaving of school must now intensify. Information is the key factor in the pupil leaving LPS altogether.
  5. The Counsellor alone will not be able to deal with the totality of preparation necessary. However, preparation for transitions can be successfully undertaken as a member of a team, which includes parents and pastoral colleagues.

The Counsellor is a member of an overall educational team which includes subject teachers, class tutors, Heads of Prep, deputy headteachers, Headmaster, specialist teachers P.E., Special Needs, Child Protection Officer, PSHE and non academic staff. Furthermore, the Counsellor, will be central to and supportive of pastoral teams and policies which attempt comprehensively to deal with in-school issues e.g. anti-bullying, substance abuse, crisis response, bereavement, child protection etc.

Referral is, in essence, a two way process. The Counsellor may refer and he in turn may be the recipient of referrals. Referrals may come to the Counsellor from parents, staff, and senior leadership team members. Pupils who are referred to the Counsellor cannot be forced to attend and their choice must be respected. If, however, a pupil is referred and comes to the Counsellor their presence will be acknowledged and welcomed. The Counsellor, in consultation with the relevant parties – parents, Headmaster, relevant staff -, may also refer a pupil to an external, appropriately qualified professional.

A legitimate referral (one made with the received permission of the necessary people e.g. parents) may occur after the Counsellor has made an informed decision that the pupil’s situation requires assistance beyond the Counsellor’s professional training. Assistance for pupils may be sought for problems such as learning difficulties, bereavement and personal crisis from other staff/agencies.

Records of counselling sessions should be kept to a minimum. It is also advisable for the Counsellor to use one’s own personal notation if records are to be kept.

The Counsellor is mindful of his obligations to the Leadership team, staff and pupils alike and recognises that he is responsible for the school guidance throughout the school. The counsellor discusses with and informs both staff and pupils of information that is relevant and pertinent to their situations.

Multi culture and internationalism are facets of modern school life here at LPS. The Counsellor will encounter multi culture on a daily basis and must be aware of that. The Counsellor operates from his own cultural background and recognises that each pupil he encounters is operating from and in his own cultural network. The Counsellor best serves his pupils if he recognises that multi culture is not a narrow ethnic or racial band. Multi culture, rather, is finely woven through society in strands e.g. gender, age, physical and mental disability, religious belief or socio-economic grouping. For the Counsellor awareness of, acceptance of and a willingness to learn more about different cultures informs his counselling.

With regard to the school guidance service, each class should be visited at the beginning of the school year to inform them or remind them of the school guidance service. Particular attention should be paid by the SGC in introducing the elements of the service to the first year classes. It is important that the availability of the service is made known to them, as it will be a new educational resource to incoming first years. Pupils are to be informed or reminded of the procedure of using a guidance slip to leave class.

It is important that parents are made to feel free and welcome to come and visit the guidance counsellor. An appointment system is the best operational mode in this way. Alternatively, a phone call from parents over a concern can be accommodated quickly. Also, as part of overall school information dissemination e.g. school notices, parent-teacher meetings, open nights, enrolment days etc. information regarding guidance and counselling is made available as required.

Transparency is the key word for the Counsellor in dealing with colleagues. Particularly with regard to pupils who have educational, physical, social, behavioural problems. Bearing in mind the Counsellor’s obligation to confidentiality he should consciously and freely make available all relevant information about pupils to his colleagues. Information and new developments in guidance are to be shared with and made available to staff members. Enquiries are to be encouraged and a sense of inclusivity fostered.

Curriculum Policy

Our school’s curriculum is all the planned activities that we organise in order to promote learning, and personal growth and development. It includes not only the formal requirements of the English National Curriculum, but also the various extra- curricular activities that the school organises in order to enrich the children’s experience. It also includes the ‘hidden curriculum’ – what the children learn from the way they are treated and expected to behave. We want children to grow into positive, responsible people, who can work and cooperate with others while at the same time developing their knowledge and skills, in order to achieve their true potential.

We endorse the aspirations concerning curriculum that are set out in the ‘DfES’ document Excellence and Enjoyment 2003, and we seek the highest standards of attainment for all our children. We also value the breadth of the curriculum that we provide. We aim to foster creativity and thinking dispositions in our children, and to help them become independent learners. Above all we believe in making learning fun.

Our school curriculum is underpinned by the values that we hold dear at our school. The curriculum is the means by which the school achieves its objective of educating children in the knowledge, skills and understanding that they need in order to lead fulfilling lives. The staff and directors of LPS are in full agreement with the values statement included in the introduction to the National Curriculum Handbook for Primary Teachers in England. These are the main values of our school, upon which we have based our curriculum:

  • We value children’s uniqueness, we listen to the views of individual children, and we promote respect for diverse cultures.
  • We value the spiritual and moral development of each person, as well as their intellectual and physical growth.
  • We value the importance of each person in our community, and we organise our curriculum to promote inclusion, cooperation and understanding among all members of our community.
  • We value the rights enjoyed by each person in our society. We respect each child in our school for whoever they are, and we treat them with fairness and honesty. We want to enable each person to be successful, and we provide equal opportunities for all our pupils.
  • We will strive to meet the needs of all our children, and to ensure that we meet all statutory requirements regarding inclusion.
  • We value our environment, and we want to teach our pupils, through our curriculum, how we should take care of the world, not only for ourselves, but also for future generations.

The aims of our school curriculum are: to promote the development of each pupil regardless of gender, race or social class so that all the children achieve their maximum potential. We wish to recognise the potential and to maximise the achievements of the school community.

We will develop strong links with parents, families, directors and the wider community to enable them to enhance their educational experiences and to make them feel part of the school family. To achieve this we will: Develop a positive ethos within which we will promote high standards for raising achievement. Have high expectations of pupils, encouraging them to have enquiring, imaginative and creative minds, to enable them to become ‘independent learners’.

Provide clear direction and purpose for each individual and always strive to improve on prior achievement. Develop an understanding of the need for good behaviour and courtesy and teach them to take responsibility for their own actions.

Develop an appreciation of their own and other cultures, teaching tolerance, understanding and respect. Provide an enriching and stimulating curriculum through creative and high quality teaching and learning experiences. Encourage good personal health, interests and skills to make the best use of life long leisure and educational opportunities.

Ensure a safe and secure learning environment for all. Prepare children for a smooth transition for the next step in their education and help to lay the foundations for lifelong learning.

We plan our curriculum in three phases. We agree a long-term plan for each key stage on a two year rolling cycle and for the Foundation Stage . This indicates what topics are to be taught in each term, and to which groups of children. We review this long-term plan on an annual basis.

Through our medium-term plans we give clear guidance on the objectives and teaching strategies for each topic. As we have adopted the National Literacy and Numeracy Strategies for our school as deemed appropriate for the needs of our children, we take our medium-term planning directly from the guidance documents and from electronically published supporting material. We also use the national schemes of work as a basis for much of our medium-term planning in the foundation subjects. In Early Years we deliver the Foundation Stage curriculum.

Our short-term plans are those that our teachers write on a weekly or daily basis. We use these to set out the learning objectives and success criteria for each session, and to identify what resources and activities we are going to use in the lesson.

In the Foundation Stage, and at both Key Stages, we adopt an multi-disciplinary modular approach to curriculum planning. We plan the curriculum carefully, making good use of natural links, so that there is coherent and full coverage of all aspects of the National Curriculum and early learning goals, and there is planned progression in all curriculum areas.

The curriculum in our school is designed to be accessed by all children who attend the school. If we think it necessary to modify some children’s access to the curriculum, in order to meet their needs, then we do this only after their parents have been consulted and by detailing the alternative plan on an Individual Education Plan.

If children have special needs, our school does all it can to meet the individual needs, and we comply with the requirements set out in the SEN Code of Practice. If a child displays signs of having special needs, then his/her teacher makes an assessment of this need. In most instances the teacher is able to provide the resources and educational opportunities that meet the child’s needs, within normal class organisation. If a child’s need is more severe, we consider the child for a statement of special needs, and we involve the appropriate external agencies in making an assessment. We always provide additional resources and support for children with special needs. The school provides an Individual Educational Plan (IEP) for each of the children who are on the special needs register. This sets out the nature of the special need, and outlines how the school will aim to address it. The IEP also sets out targets for improvement, so that we can review and monitor the progress of each child at regular intervals.

The curriculum that we teach in the Nursery and Reception classes meets the requirements set out in the revised National Curriculum at Foundation Stage, and the guidance produced in 2002. This encompasses the revised Early Years Foundation Stage Statutory Framework (EYFS, 2008) – Our curriculum planning focuses on the Early Learning Goals, as set out in these documents, and on developing children’s skills and experiences. Our school fully supports the principle that young children learn through play, and by engaging in well-planned and structured activities. Teaching in the reception classes builds on the experiences of the children in their pre-school learning. We do all we can to build positive partnerships with the various nurseries and other pre-school providers in the area.

During the reception year the teachers will assess the skills development of each child, and record this in the Foundation Stage Profile. This assessment forms an important part of the future curriculum planning for each child.

We are well aware that all children need the support of both the parents and the teachers to make good progress in school. We strive to build positive links with the parents of each child, by keeping them informed about how the children are being taught, and how well each child is progressing.

The following skills have been deemed ‘key skills’ in the revised National Curriculum:

  • communication;
  • application of number;
  • information technology;
  • working with others;
  • improving one’s own learning and performance;
  • problem-solving.

In our curriculum planning we emphasise these skills, so that the children’s progress in all of these areas can be identified and monitored. Teachers in all subject areas seek to contribute to a child’s progress in these skills, because we believe that all children need to make good progress in these areas if they are to develop their true potential.

The role of the subject leader is to:

  • provide a strategic lead and direction for the subject;
  • support and advise colleagues on issues related to the subject;
  • monitor pupils’ progress in that subject area;
  • provide efficient resource management for the subject.

The school gives Key Stage leaders non-contact time according to needs identified on the school Improvement so that they can carry out their duties. It is the role of each subject leader to keep up to date with developments in their subject, at both national and local level. They review the way the subject is taught in the school, and plan for improvement. This development planning links to whole-school objectives. Each subject leader reviews the curriculum plans for the subject, ensures that there is full coverage of the National Curriculum, and sees that progression is planned into schemes of work. The subject leader also keeps a portfolio of children’s work, which s/he uses to illustrate the achievements of children at each key stage, and to exemplify the attainment expected.

At LPS we are committed to embedding an ethos that embraces the ECM Agenda. This Curriculum Policy and its implementation pays particular attention to ensuring that the following ECM standards are met:

  • Standard 1 – Ethos
  • Standard 2 – Policy
  • Standard 4 – Leadership and Management
  • Standard 5 – Personalised Learning
  • Standard 6 – Curriculum Entitlement, Access and Choice

The Senior Deputy Headteacher is responsible for the day-to-day organisation of the curriculum. The SLT monitors the weekly lesson plans for all teachers, ensuring that all classes are taught the full requirements of the National Curriculum, and that all lessons have appropriate learning objectives.

Heads of Department and Subject leaders monitor the way their subject is taught throughout the school. They examine long-term and medium-term planning, and ensure that appropriate teaching strategies are used. Subject leaders in liaison with the school’s Administrator also have responsibility for monitoring the way in which resources are stored and managed.

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