Display Policy

Display should be seen as an important part of the everyday life of the school, enriching the children’s experience and encouraging an imaginative and enthusiastic approach to learning.

It will reflect the ethos of the school and set a high standard for all to see. Displays should stimulate and sustain children’s interest in a topic.

Within the school there should be a variety of types of display:

  • Informative displays
  • Interactive displays
  • Proactive display where children take a leading role in the display, e.g. K.S.2. pupils planning and putting up work.
  • Displays which reflect the aspects of the curriculum being covered in particular classrooms.
  • Temporary displays which reflect a current topic of high general interest, e.g. World Cup, news items
  • Photographic displays to reflect recent visits or events.

There should be a variety of these displays within the classroom, reflecting different areas of the curriculum. Displays should always be attractively presented to achieve the highest impact. Display work must be edited and corrected.

All children should have the opportunity to have their work displayed.


  1. have backing material to cover the display board, e.g. frieze paper, foil, textiles;
  2. have borders to complete the display;
  3. have work mounted with wall staples or blue tac. Have mounts: Mounted individually or by use of contrasting colour sheets on background material; if at all possible all work should be double mounted.
  4. be changed regularly to reflect curriculum areas being covered, they should not become wallpaper;
  5. be labeled. Children should see a variety of print:
  6. Teachers’ writing,
  7. Computer fonts, (comic sans) Stencils,
  8. Children’s writing.

All individual work should be clearly labeled.

These can provide objects to handle and experiment with. Children should be encouraged to take responsibility for making sure that the display area is kept tidy and attractively set out. These displays are of short duration and should be dismantled before children lose interest.

These should be relevant to the learning in the classroom and should be within reach of the children. They could be books, artefacts any items of interest.

The entrance displays will reflect current issues e.g. Independence, seasonal activities e.g. Christmas. The theme or topic will always be obvious.

It is the responsibility of every class teacher to ensure a high standard of display in their own class to create a stimulating learning environment. Children should learn how to mount their own work and the best of ALL children’s work should be displayed at some time each term. The overall purpose then is clear: to help create an interesting and attractive environment in which learning is facilitated and enhanced by the joy of display!

Drama Policy


  • develop pupils’ self-confidence and sense of self-worth by creating a supportive and constructive learning environment
  • develop pupils’ respect and consideration for each other by encouraging turn-taking, acknowledgement of ideas, appropriate and safe behaviour and focused listening
  • develop imaginative and creative processes and responses by involving pupils in a range of drama methods and activities
  • develop the capacity to express ideas and feelings through drama by encouraging constructive responses to drama work, sharing ideas and selecting appropriate drama methods
  • provide opportunities to see and hear different types of performance and drama
  • develop the ability to work constructively as a member of a group using skills of leadership, discussion, negotiation and the blending of different people’s ideas
  • develop oral and physical skills, including using language and movement appropriate to role, through drama activities and responding to drama
  • offer pupils the opportunity to experience aspects of theatre by rehearsing and presenting their work to others
  • develop script reading and script writing skills through structured activities and lesson plans
  • encourage a positive ethos


  • Drama is occasionally taught through direct subject teaching, but more often integrated within a topic or other curriculum subject.
  • Drama games and other simple, discrete drama activities provide a strong basis for teachers to introduce drama to pupils. These will develop appropriate responses, an awareness of drama rules, speaking and listening skills, interpersonal skills and self-confidence whilst also ensuring that teachers’ skills and confidence with the subject are being developed.
  • Teachers usually teach drama to their own class but the subject co-coordinator may undertake to teach drama for another class teacher and also may use non-contact time to assist class teachers throughout the year, especially during the rehearsals of school productions!
  • Children in Nursery and Reception are introduced to drama through simple games, activity poems, action rhymes, structured play, character exploration and other activities based on traditional stories, simple speaking and listening activities and the opportunity to present and respond to improvisation.

There are strong links to other subjects including English, history, music, PE, PSHE and Citizenship, geography, art and religious education. Drama methods can be used within these subjects to explore a variety of roles, topics, feelings, situations and facts: Specific aspects of all subjects can be explored using drama, such as character motivation, scenes and situations, roles, emotions, pivotal moments, debates, decisions and personal choices, and reactions or responses. It is necessary to ensure that appropriate drama methods are selected to develop learning and enhance subject awareness.


  • The curriculum of our school is designed to provide equal opportunities for all pupils regardless of differences in race, sex, religion, social or economic class.
  • The school strives to achieve cohesion and continuity in the curriculum in order to allow each child to progress easily from stage to stage.
  • During the course of Key Stage 2 pupils should be offered the chance to extend their drama knowledge and skills through participating in TIE projects and school drama sessions, both of which can be offered either during or after school hours. Where necessary a charge may be made for these services.

It is our policy to ensure that every child is given the opportunity to receive her/his curriculum entitlement (see SEN policy). For the most part we are able to do this by providing experiences which are appropriate to the individual child ensuring that the child has the resources necessary to carry out the work. Gifted and talented children should be encouraged to join school and external extra curricular activities, such as drama clubs and youth theatres, to help provide a focus for their extra abilities. They should also be provided for in terms of differentiated written work tasks, such as playwriting.

Health and Safety is the primary concern for all those involved with children in the school. The Health and Safety guidelines are strictly followed when children are engaged in practical drama activities both in the classroom or in other areas of the school, or when involved in visits further afield.

Health and Safety guidelines are also strictly followed when children are rehearsing or performing on the premises out of school hours and adhered to with regard to audiences attending school performances

Much of the work in drama is rooted in the children’s own experiences of early and structured play. They are helped to draw on these experiences in order to develop skills, concepts, knowledge and understanding in drama.

Drama is taught through a variety of conventions (methods) which achieve the general teaching objectives of writing and performing drama, improvisation and role play, and responding to drama. Conventions to be used include working in role, hotseating, freeze frame, communal voice and teacher-in-role. Additional drama methods will be drawn from external sources as appropriate.

All children are encouraged to learn and use correct drama terminology when discussing ideas and expressing opinions on drama they have experienced or observed, including improvisations and performances given by other children.

All Key Stage 2 pupils have the opportunity to take part in extra curricular groups, such as the school drama club or youth theatre. This group allows for further performance opportunities and the chance to perform in full-scale productions.

In class drama, children may work in groups, pairs, or as individuals during drama activities such as improvisation and role play. The class teacher may work with these groups/individuals, but more often will use a whole class approach.


  • The drama co-ordinator’s responsibilities are as agreed in the relevant job description.
  • Each teacher, unless otherwise agreed, is responsible for teaching drama to their class and ensuring that children have access to the resources provided and that these are returned intact to the relevant storage areas.
School Clinic - Drug Administration Policy

We want to welcome you to Lagos Preparatory School, Ikoyi and would like to familiarize you with the School Clinic services for your children. We have two equipped clinics at LPS which are staffed by two qualified nurses. The nurses are responsible for administering any first aid or prescription medicines that your child may require during the school day.

We are be on duty in each clinic every day, and the purpose of the clinic is to provide first –aid treatment for school related injuries. It is neither equipped, nor designed to care for out –of- school injuries or illnesses and it is not intended to take the place of parent direct medical care. Also, Physician’s and Dentist’s written instructions for treatment which may need to be carried out during the school hours will be followed, as we are aware there are circumstances when children require medication during school hours.

Although your son/daughter will normally receive medical care from your GP practice, we hold medical information on all our pupils in order to ensure that we can provide appropriately for their needs, or look after them if they are injured or have an accident. We would therefore be grateful if you complete and return the medical questionnaire enclosed with this document before he/she joins the school.

Your consent will be sought for these examinations:

  • Annual Eye Screening [February]
  • Annual Dental Check [May]
  • Annual Hearing Assessment [November]
  • Quarterly De-worming Exercise [March, June, September and December].

We keep records of all treatment that your child receives during his/ her time at school. We also record all accidents and injuries to your child. Access to these records is restricted to the nurses, Headmaster and Deputy Head Business and Administration-lower school, Deputy Head Teacher – upper school

We will always contact you if your child suffers anything more than a trivial injury, or if he or she becomes unwell during the school day, or if we have any worries or concerns about his/her health. A medical / injury report will accompany your child home to notify you of any treatment given in the school. We will ask you to collect your child if he/she becomes ill during the school hours.

If your child has a medical condition which necessitates regular access to medication, please inform the nurses, so that an appropriate regime can be devised. The relevant academic and pastoral staff will be informed, in confidence, of any condition that is likely to affect him/her in any area of school life.

At Lagos Preparatory School, Policy concerning medication must be followed for the protection of all our children:

  • A special medication administration permit must be filled out by parent/guardian before medications such as antibiotics, antimalarials or any other such medication, can be administered to a child. These forms are already available in the school clinic. Any dosage change{s} must also have written instruction by parents.
  • No child is to have any medicine [this includes over-the counter and prescription medicine] on their own at any time. Parents must deliver medicine to school and pick up any left over medication.
  • In the event that medication is sent by a child, the medication will not be dispensed unless a Parent/guardian/or parent’s designee comes to school to verify and sign for the medication with the School Nurse.
  • All medication must be sent in their original containers.
  • Written permission from the doctor must be submitted at the onset of prescription medicine use, for any change, and when medication is discontinued.
  • Non – prescription medicines must have the pupil’s name written or taped on the container.
  • All medication must be brought to the school clinic. The medication will be stored/ kept in a locked cupboard in the clinic.
  • Only with specific instructions from the doctor may the pupils keep the medication with them. These instructions must be presented to the clinic especially inhalers for asthmatic pupils.
  • When a child’s medication bottle is empty, the school will send it home for you to get a new one.
  • If your child is on a course of antibiotics, to be administered twice daily, we suggest you give this to your child at home.
  • The school clinic must be aware if a child is on any special treatment.
  • If your child is being given any drug or is sick, please alert the school clinic. Any comment or message to be passed on to the School Nurses can be done by a letter or calling the clinic on 0702-9089-569-upper school, 0819-1251-546-lower school or by calling the School Administrator on 0819-1251-549.
  • A sick child does not benefit much from class work, it is better to allow a child stay at home.
  • The clinic does not supply antibiotics, antimalarials or any other such medication, except minor analgesics which will only be given with parent’s permission.
  • Please, do inform the school clinic if your child reacts to any medication or has any allergy.

Parents of new pupils are requested to complete and return the attached questionnaire to the nurses –

  • Funmi Adeosun – lower school
  • Meccan Udoh – upper school
Early Years Foundation Stage Policy

A child’s initial impression of school has a lasting effect on the way he or she progresses through the Early Years. One of the objectives of Early Years is to create an ethos where each child feels happy, safe and secure. In addition, an environment is created for pupils to develop, at an early age, self confidence, independence, enthusiasm for learning and an appreciation of what can be achieved through hard work. Play activities from an import aspect of learning.


  • To make the transition from home to school smooth and trouble free
  • To provide a stimulating and structured curriculum which recognises pupils’ abilities to learn through play and practical application,
  • stretches their concentration and develops their skills
  • To underpin future learning by supporting, fostering, promoting and developing pupils’;
  • Personal, social and emotional well-being;
  • Positive attitudes and disposition towards their learning;
  • Attention to skills and persistence;
  • Reading and Writing Skills;
  • Mathematical skills;
  • Knowledge and understanding of the world;
  • Physical development;
  • Creative development.

There are two reception classes, with maximum of 22 pupils and 4 adults in each class. The two classes (known as the Reception Classes) are formed after consideration of a wide range of factors including sibling placement, ratio of boys to girls, age range, and ability (to create mixed ability classes).


  • At the end of the first year in the Reception class, we would hope that each pupil will;
  • have settled into school life;
  • feels happy and relaxed working and playing with his or her peers and teachers;
  • has begun to read, write and understand numbers and the concepts of addition and subtraction;
  • is developing and enquiring mind and learning from the world around them.
  • Is working through the six areas of learning in the curriculum for the foundation stage and preparing for learning in Key stage 1.

The orientation activities are created to ease the transition from home to school by providing support to both child and parent. There is an initial meeting with the parents/child and senior school staff. After the full round of interviews and time spent by the child being observed in the EYFS, parents will be advised both orally and in writing should a place be offered.

A high proportion of children have attended full time nursery education and so they have experienced separation from home and interaction with adults and peers. Consideration is always given to those children who have not had previous school experience.

The first morning at school is devoted to settling the children into school routines and the environment. At the beginning of the term, great emphasis is placed on settling the children into the school routine. Safety and security are the main aims. The pupils visit the cloakroom to use the toilet and wash their hands independently. The development of each pupil’s social, emotional and physical skills are revealed during daily routines. Activities are designed to encourage the pupils to:

  • Work and play together
  • Listen attentively to adults and their peers
  • Obey simple instructions
  • Line up and walk safely to other areas of the school

Positive behaviour is encouraged at all times and praise and encouragement are seen as essential ingredients. Pupils receive stars for an assortment of reasons including; good manners, trying hard and for their work. A Star Reward Chart is kept in each classroom.

Every pupil is introduced to a curriculum that is rich and varied, challenging and inspiring. The successful progress of the pupils in the Reception classes is achieved through a combination of adult-directed and child-centred activities. The activities and work are carefully planned and differentiated to cater for pupils with differing needs, using six areas of learning in the Foundation Stage, and preparing the pupils for Key Stage 1. These Early Learning Goals establish the expectations for the majority of pupils. A variety of approaches to teaching and learning are used to ensure that the pupils are reaching/working towards expected outcomes, ready for Key Stage 1. The six areas of learning, in the curriculum for the foundation stage, are split up as follows:

Personal, Social and Emotional Development

  • Disposition and attitudes
  • Self-confidence and self-esteem
  • Making relationships
  • Behaviour an self-control
  • Sense of community

Communication, Language and Literacy

  • Language and communication
  • Language for thinking
  • Linking sounds and letters
  • Reading
  • Writing
  • Handwriting

Problem Solving, Reasoning and Numeracy

  • Numbers for labels and counting
  • Calculating
  • Shape, space and measure

Knowledge and Understanding of the World

  • Exploration and investigation
  • Designing and making skills
  • Information and communication technology
  • A sense of time
  • A sense of place
  • Cultures and beliefs

Physical Development

  • Movement
  • A sense of space
  • Health and bodily awareness
  • Using tools and materials

Creative Development

  • Exploring media and materials
  • Music
  • Imagination
  • Responding to experiences and expressing and communicating ideas

By the end of the first Year at LPS, some pupils will have exceeded the goals set in the Foundation stage, whilst others will continue to work towards some, or all, of the goals. In Year 1, work is differentiated and pitched at the level attained in Reception. Learning in Year 1 consequently builds on the pupil’s experience and knowledge.

Continuity in the curriculum (Reception to Year 7) is maintained by; the Deputy Head Teacher, Teaching and Learning, Subject Co-ordinators, HOD’s and HOF’s and Assistant Head Teacher, Lower Prep.

Opportunities for all staff to observe colleagues lesson and share good practice are also encouraged and further ensures continuity.

The day is broken up with a variety of activities. A careful balance of formal work and/or play sessions, gives the pupils the valuable experience of an integrated day. There are opportunities for the pupils to communicate with others, sharing experiences and knowledge. Through theme-based topics, they are able to look closely at interesting objects and ask and answer questions about what they see and hear. The joy of books is shared with pupils. Pupils listen to stories and poems, join in repetitive phrases and look at illustrations. Each pupil spends some time each day on a day-to-day basis, reading or developing the skills needed to commence reading. Basic numeracy skills are addressed and appropriate mathematical language is introduced. There are opportunities for the pupils to express themselves through painting, drawing and other creative activities. They begin to develop their pencil control and handle scissors, paintbrushes and simple tools. Within this broad learning scheme, the pupils venture out of the classroom situation and attend specialised teaching sessions. The combined affect of the school day provides a rich, differentiated and balanced curriculum. Specialist activities outside the classroom include:

The pupils visit the librarian on a weekly basis to learn how to use the library and how to care for, and appreciate books. The pupils are encouraged to select a book, which they borrow and return the following week. At the end of the library session, they have the opportunity to listen to and enjoy a variety of stories, read to them by the librarian. The library is also used as a source for classroom books. The pupils’ work can often be seen displayed in the library.

The lower prep specialist music teacher takes each class for a half hour music session per week. During these sessions the pupils learn the basics of making, through song, rhythm and use of instruments. Specialist music opportunities occur during class and year group assemblies and Christmas performances.

The pupils have 45mins lessons of PE per week. The aim of the PE sessions is for each pupil to learn to control their gross motor skills, to become aware of how their bodies move and how to use equipment safely. Pupils are encouraged to run, jump, climb and balance and use small apparatus with increasing confidence. The pupils also develop the skills for the variety of events at the annual sports day.

The pupils have swimming for one session per week in small groups. The pupils learn issues of safety in and around the pool, and learn their basic swimming strokes. The pupils develop their swimming skills and gain confidence in swimming distances for which they may gain certificates.


  • All teaching staff attends a weekly staff meeting. Early Years staff have separate meetings chaired by The AHTLP
  • The Assistant head of Lower Prep holds an additional weekly meeting with Early Years teachers.
  • Assistant teachers meet with the Head of Pre-Prep on alternate weeks (fortnightly).

Assessment starts when the pupil is invited to come to school for an individual assessment of his or her basic skills. e.g colour recognition, numeracy and understanding of phonics. This allows teaching staff an opportunity to gather information about the pupil, their abilities, learning difficulties and what step need to be taken to ensure that every pupil will have the opportunity to achieve their potential goals. This information is gathered in a relaxed atmosphere, using table top games and through general conversation.

Throughout the year, teacher assess the pupils’ learning through examples of their work, observations and questioning, and record this against the learning goals, stepping stones that form par of the Foundation Stage Profile. This in turn allows teachers to support and expand on the pupils’ learning and informs curriculum development. The Foundation Stage Profile provides a rounded picture of the pupils’ progress and development, in relation to the early learning goals at the end of the year.

At the end of your child’s year in reception, we complete a detailed EYFS Profile, which summarises your child’s learning and development against 13 assessment scales and 69 learning goals which have been determined by the government. Parents are most welcome to view these profiles at any time during the year.

The Early Years of school consists of:

  • 7 Classrooms
  • A reading room
  • A quiet area for stories and assemblies and shared teaching
  • A computer room
  • An outside play area designed to encourage free flow learning and play.

A formal ‘interview’ is held between teacher and parents, to discuss the pupil’s progress to date, areas of development, concerns and the general well being of the pupil. A written report is given in the Summer term. This highlights areas of the curriculum that have been addressed, and the progress and developments made by the individual pupil. It may also indicate areas of improvement that could be made.

Parents are encouraged to liaise on a constant basis with teaching staff and address areas of concern before a problem arises. Equally, teachers will bring to parents attention, any concerns or highlight positive behaviour and examples of good work, they feel individual pupils may have shown.

There is an Assistant Head of Lower Prep who liaises on a regular basis, with the Headmaster and the parents to address any issues of concern.

Every child is given a home reading record diary when he/she joins Reception. As well as recording reading progress and achievements.

We hope that you will not feel the need to complain and that any difficulty can be sensitively and efficiently handled before it reaches the stage. However, we undertake to investigate all complaints following the whole school Complaints Policy.

The school’s child protection policies, including its policy for the safer recruitment of staff, are enforced rigorously throughout the school. Medical Matters.

We request that you keep your child at home if he or she is ill or infectious and phone us on the first day that he/she is ill. An ill child will not be happy in school, and will only infect others. We will therefore telephone you and ask you to collect your child if he/she becomes ill during the day.

We have access to our school nurses who will assess and advise in any medical situation. Both nurses are qualified Paediatric first Aiders. We will always contact you at once if your child suffers anything more than a trivial injury, or, if he/she becomes unwell during the school day.

Prior to entry, a medical form is sent to parents; this information is stored with our school nurse to ensure that we can provide appropriately for each child’s needs.

Any medicine brought into school must be handed in to our school nurse who will administer as prescribed during the day.

The safety of the children is our highest priority and because they are so young, we need to be particularly vigilant. We therefore:

  • Only allow your child to go home with you and with any person with the pick up tag or unless we have received your advance permission that he/she may be collected by another adult.
  • There are always at least two adults in charge of the outside play area
  • All visitors are required to go to the school office, to sign in and wear security badges before being escorted to the Early Years department.
  • All pupils are registered at the start of the morning and afternoon sessions.
  • If you are late collecting your child, after 3.30pm they will be handed over to our receptionist to await collection.

We update and review our risk assessments on the Reception, departments, classrooms and other indoor areas, the outdoor play space and all equipment and toys used by the children every year.

The display of work plays a vital part in the Early Years Department. It acts as both a stimulus and a learning support for the pupils. Colour, boldness, and dimension within a classroom are very important areas of pupils’ growth and development. The displays seen around the Early Years are a combination of the pupils’ work and teachers’ input. Information displayed is linked to the term’s theme and acts as a starting point or stimulus for discussion and investigations. It is important that the pupils realise the importance and value we give their individual work and by using it as part of the overall display, the pupil can appreciate not only their own work, but also that of their peers.

When appropriate, the pupils are taken out on a school trip. This is usually linked to the theme during that term and is used as an additional teaching/learning aid.

Educational visits encompass several learning experience for the pupils. Not only does it enable the pupils to expand their knowledge, within new surroundings, on the topic in hand, but it also aids both their physical, social and emotional development.

Staff development is defined in this context as the repertoire of learning used to promote of individual staff and the school: courses and training will occur both in school and outside. The school takes responsibility to organise a staff development programme of events (school-based) to meet training and development needs of staff at the school and communicate and disseminate staff development opportunities.

Information received from organisations about courses, seminars and workshops that may be of interest to staff are disseminated to staff by the Assistant Head of lower prep.

Any member of staff can attend any course, workshop or seminar (as far as resources permit). Forms requesting details of the course, venue, cost, date, duration and the member of staff’s reason for wishing to attend the INSET are available from the School administrator. Feedback after attendance on a course, workshop or seminar is essential and promotes the sharing of good practice. The course should be relevant to the members of staff’s performance management objectives and should accord with the current SDP.

In the Early Years all staff are reviewed annually, alternately in year groups (peer review) and the SLT.

The school will aim to ensure that all pupils have an equal opportunity to develop their own potential within the experiences, activities and challenges provided by the school regardless of social and ethnic background, culture, language, religion, gender and disabilities, so long as in the last matter the child is able to involve him or herself in the activity concerned. Differences will be recognised and respected and all staff are expected to further this objective by personally contributing towards a happy and caring environment and by showing respect for, and appreciation of, each other as individuals.

English Policy

The study of English develops children’s abilities to listen, speak, read and write for a wide range of purposes, so using language to learn and communicate ideas, views and feelings. It enables children to express themselves creatively and imaginatively, as they become enthusiastic and critical readers of stories, poetry and drama, as well as non-fiction and media texts. Learners gain an understanding of how language works by looking at its patterns, structures and origins. Children use their knowledge, skills and understanding in speaking and writing across a range of different situations.


  • to enable children to speak clearly and audibly in ways which take account of their listeners;
  • to encourage children to listen with concentration in order to be able to identify the main points of what they have heard;
  • to enable children to adapt their speech to a wide range of circumstances and demands;
  • to develop children’s abilities to reflect on their own and others’ contributions and the language used;
  • to enable children to evaluate their own and others’ contributions through a range of drama activities;
  • to read with confidence, fluency and understanding;
  • to show an interest in books, read with enjoyment, evaluate and justify their preferences;
  • understand phonics and use this knowledge to read and spell accurately;
  • to help children enjoy writing and recognise its value;
  • to enable children to write with accuracy and meaning in narrative and non-fiction;
  • to increase the children’s ability to use planning, drafting and editing to improve their work;
  • To develop a fluent and legible handwriting style.


  1. At LPS we use a variety of teaching and learning styles in English lessons, taking the elements of best practice of the Renewed Framework for Literacy. Our principal aim is to develop children’s knowledge, skills, and understanding in English and their ability to generalise these skills in other areas of learning. Learners have the opportunity to experience a wide range of texts and use a range of resources such as dictionaries, thesauruses and word banks to support their work. Children use ICT in English lessons where it enhances their learning, as in drafting their work and using multimedia to study how words and images are combined to convey meaning. We encourage children to use and apply their learning in other areas of the curriculum.
  2. There are children of differing ability in all classes at LPS. We recognise this fact and provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies. In some lessons we do it through differentiated group work, while in other lessons we ask children to work from the same starting point before moving on to develop their own ideas. We use teaching assistants to support some children and to enable work to be matched to the needs of individuals.
  3. There are children at LPS who are learning English as an additional language. Provision for these children is outlined in the “English as an Additional Language” policy.
  4. LPS is an inclusive community outlined in the LPS “Equal Opportunities” policy.


English is a core subject in the National Curriculum. We use the Renewed Framework for Literacy to inform our planning and as the basis for implementing the statutory requirements of the Programme of Study for English.

  1. In accordance with the planning procedures English is planned both discretely and as a vehicle for learning in other areas e.g., the teaching of report writing for use in science. The Renewed Framework for Literacy encompasses the breadth of what is taught.
  2. Our medium-term plans select the main teaching objectives for each term. These plans define what we teach and ensure an appropriate balance and distribution of work. The English subject leader is responsible for monitoring these plans.
  3. Class teachers complete a lesson plan for the teaching of English. This details the specific learning objectives for each skill and gives details of how the skills are to be taught. It also includes details of what each group of children will be learning. The plans are reviewed weekly by the senior management team.
  4. Guided Reading is planned for separately and planning is kept in individual classrooms.
  5. English lessons are complemented by handwriting and spelling sessions details of which are outlined in our Handwriting and Spelling procedures

We teach English in our reception class as an integral part of the school’s work. We relate the English aspects of the children’s work to the objectives set out in the Early Learning Goals which underpin the curriculum planning for children aged three to five. We give all children the opportunity to talk and communicate in a widening range of situations, to respond to adults and to each other, to listen carefully, and to practise and extend their range of vocabulary and communication skills. They have the opportunity to explore, enjoy, learn about, and use words and text in a range of situations.


The skills that children develop in English are linked to, and applied in, every subject of our curriculum. The children’s skills in reading, writing, speaking and listening enable them to communicate and express themselves in all areas of their work in school.

  1. Mathematics
  2. English contributes significantly to the teaching of mathematics in our school.
  3. Children in the Foundation Stage develop their nderstanding of number, pattern, shape and space by talking about these areas with adults and other children.
  4. Children in Key Stage 1 meet stories and rhymes that rely on counting and sequencing. Children in Key Stage 2 are encouraged to read and interpret problems in order to identify the mathematics involved. They explain and present their work to others during plenary sessions and they communicate mathematically through the developing use of precise mathematical language.
  5. Information and communication technology (ICT)
    The use of ICT enables children to use and apply their developing skills in English in a variety of ways. Younger children use ICT as a source of information and as a way of enabling them to present their completed work effectively. Older children use the Internet when searching for information about a different part of the world, or when using desktop publishing to design a class newspaper. Children use the planning and proofing tools in a word processor when checking their draft work. We encourage all children to use ICT as a resource for learning, whenever they feel it is appropriate.Personal, social and health education (PSHE), Social and Emotional Aspects of Learning (SEAL) and citizenship.
  1. English contributes to the teaching of PSHE, SEAL and citizenship. We encourage younger children to take part in class and group discussions on topical issues. In their science work they talk about things that improve their health and about rules for keeping them safe around the school. Learners in upper key stage 2 research and debate topical problems and events. They discuss lifestyle choices and meet and talk with visitors who work within the school community. Planned activities within the classroom encourage children to work together and respect each other’s views.
  2. Spiritual, moral, social and cultural development.
  3. The teaching of English develops skills through which our children can give critical responses to the moral questions they meet in their work. Their understanding and appreciation of a range of texts brings them into contact with their own literary heritage and texts from other cultures. The organisation of lessons allows children to work together and gives them the chance to discuss their ideas and results.

At LPS we teach English to all children, whatever their ability. English forms part of the school curriculum policy to provide a broad and balanced education to all children. Teachers provide learning opportunities matched to the needs of children with learning difficulties. Work in English takes into account the targets set for individual children in their Individual Education Plans (IEPs). Teachers provide help with communication and literacy through:

  • using texts that children can read and understand;
  • using visual and written materials in different formats;
  • using ICT, other technological aids and recorded materials;
  • using alternative communication such as signs and symbols (including PECS);
  • using translators and amanuenses.


  • Teachers assess children’s work in English in three phases. The formative assessments that teachers make as part of every lesson help teachers to adjust their daily plans. Teachers match these short-term assessments closely to the teaching objectives. These are detailed on the evaluations of the daily plan and stored on the on-line planning system. They use formative and summative assessments to measure progress against the key objectives, and to help them plan for the next unit of work.
  • Norm-referenced tests are undertaken twice during an academic year to assess a learner’s progress in reading, reading comprehension and spelling. Teachers make long-term assessments twice yearly and these are reported to and discussed with parents. Formative and summative assessments are used to evaluate progress against school and national targets.
  • Children undertake the national tests at the end of Year 2 and Year 6, plus the optional national tests at the end of Years 3, 4, 5 and 7 to inform teacher assessment and APP judgements.
  • There is a range of resources to support the teaching of English across the school.
  • All classrooms have dictionaries and a range of age-appropriate small apparatus.
  • All classrooms have a selection of fiction and non-fiction texts. Children have access to the Internet through their classroom computer and/or the shared laptop provision.


Monitoring of the standards of the children’s work and of the quality of teaching in English is the responsibility of the English subject leader. The work of the subject leader also involves supporting colleagues in the teaching of English, being informed about current developments in the subject, and providing a strategic lead and direction for the subject in the school. The subject leader meets termly with the head teacher and gives the governors an annual summary report in which she evaluates the strengths and weaknesses in the subject, and indicates areas for further improvement. The leader has specially-allocated management time in order to enable her to review samples of the children’s work and undertake lesson observations of English teaching across the school.

  1. The quality and effectiveness of the English curriculum will be monitored and evaluated through a rigorous programme of whole School self-evaluation. The school will review this policy annually and assess its implementation and effectiveness. The policy will be promoted and implemented throughout the school. 
E-Safety Policy
  • The e-Safety Policy is part of the School Development Plan and relates to other policies including those for ICT, Acceptable Internet Use, Anti-Bullying and for Child Protection.
  • The school will appoint an e-Safety Coordinator. This may be the Designated Child Protection Coordinator as the roles overlap.
  • Our e-Safety Policy has been written by the school, it has been agreed by senior management and approved by governors.
  • The e-Safety Policy and its implementation will be reviewed annually.
  • The e-Safety Policy was revised by: HM, SDHT, ICT
  • It was approved by the Governors on: Michaelmas 2010
  • Our E-safety policy relates to both existing and emerging technologies
    All Internet use by staff and pupils will be governed by the school’s Acceptable Internet Use Policy
    Why Internet use is important

    1. The Internet is an essential element in 21st century life for education, business and social interaction. The school has a duty to provide pupils with quality Internet access as part of their learning experience.
    2.  Internet use is a part of the statutory curriculum and a necessary tool for staff and pupils.Pupils using the Internet
      The school Internet access is designed for pupil use and will include filtering appropriate to the age of pupils. Pupils will be taught what Internet use is acceptable, in accordance with the school’s Acceptable Internet Use Policy, and given clear objectives for Internet use. Pupils will be taught how to use the Internet safely.


Information system security
School ICT systems capacity and security will be reviewed regularly. Virus protection will be updated regularly by the School based technician.

Pupils may only use approved e-mail accounts on the school system. Pupils must immediately tell a teacher if they receive offensive e-mail. Pupils must not reveal personal details of themselves or others in e-mail communication E-mail sent by pupils to an external organisation should be written carefully and authorised by a member of staff before sending, in the same way as a letter written on school headed paper.

First Aid Policy
  • We have well equipped clinics at Lagos preparatory school, staffed by qualified nurses.
  • There is a nurse on duty in each clinic every school day who is available to administer first aid, to deal with any accidents or emergencies, or to help if someone is taken ill.
  • All new pupil and staff are given information on where to go for help in the event of an accident as part of their induction into the school.
  • We keep records of all accidents and injuries, and have a procedure in place for ensuring that they are reviewed regularly in order , where possible, to minimize the likelihood of recurrence.
  • The nurse on duty will contact the parent should a pupil require collection following an accident.
  • We will always contact you if your child suffers anything more than a trivial injury, or if he/she becomes unwell, or if we have any concerns about his/her health. Please, do not hesitate to contact either of the nurses in the clinic at any time if you wish to advise her of any concern that you may have relating to your child’s health.

Gloves are worn by the nurses when dealing with body fluids to prevent cross- infection.


  • Parents are required to inform the school clinic of any medical conditions or food allergies affecting their children and the teacher of the particular child notified.
  • Should one of these pupils leave the school premises on an away match or school trip, the nurse takes along their medications, including their names with the first aid kit.
  • Brought- in- drugs are kept in a locked cupboard in the clinic. Their expiry dates are recorded and parents are sent a reminder when a replacement is required.

Every pupil suffering from asthma should have a spare inhaler kept in a locked cupboard in the clinic. Expiry dates are recorded and parents are sent a reminder when a replacement is required. Expired inhalers are sent back home to be replaced by a new one.

The parents of any pupil with a specific medical condition are invited to discuss and keep in close contact with the nurses. This will ensure that the child is confident that he/she can come to the clinic at any time. Important details are highlighted in their medical records.

Geography Policy

The developments in the National Curriculum and the introduction of geography as a distinct foundation subject from 1991, followed by various attempts to define the place of geography in this school, have led to the development of the policy set out here. A topic-based approach to curriculum planning is employed within the school. The teaching of geography is organised through termly or half-termly topics, which are either Geography based (e.g. the weather) or integrated into topics led by other disciplines (e.g. The Romans) – a history-led topic.

This policy was determined with reference to all staff.

Geography is concerned with the study of places, the human and physical processes which shape them and the people who live in them. It explores the relationship between the earth and its peoples through the study of places, space and environment. Geography helps children to make sense of their surroundings and the wider world, and the interdependence of individuals, groups and nations.

Geography is a foundation subject in the National Curriculum, and is described under one attainment target. The National Curriculum programme of study indicates the knowledge, skills and understanding, places and themes to be taught for each Key Stage.

It is recognised that the National Curriculum provides only part of the study of geography, and the school curriculum will be designed to serve the needs of the pupils here.

Geography has relevance for all pupils and as such is taught in this school to all pupils regardless of age, ability, gender, ethnicity, social or economic background.

RATIONALEGeography is an essential part of a balanced, broad coherent and relevant curriculum. It acts as a unifying link between the humanities and physical sciences.

The study of Geography

  • is about real people and places
  • is about looking for similarities and differences
  • is about looking for relationships between people and their environments, both physical and cultural
  • develops a sense of place and an understanding of how we fit into the wider world
  • develops an enquiring approach
  • develops literacy, numeracy and information technology skills
  • develops graphic and mapping skills
  • increases knowledge and understanding
  • promotes understanding of cultural variety and respect for others, countering ethnocentrism
  • creates interest and curiosity
  • encourages experience and enjoyment of the world
  • It is recognised that geography is not a restrictive subject and that it appears in many forms and is cross-curricular.


  • In each key stage all pupils should be taught the requirements of the current order in a way which builds upon their previous knowledge, understanding, skills and interests with progression and continuity, Geography should be taught to develop pupils’ knowledge and understanding of their world.
  • All pupils below the National Curriculum age range should experience activities which will help them to understand geography as it is later introduced.
  • All pupils should learn and apply geographical skills from first hand experience, as well as a range of secondary data.
  • Within each key stage, all pupils should experience fieldworks both within and outside of walking distance in a variety of localities.
  • All pupils should experience a wide variety of experiences in geography, learning to investigate questions and issues by the methods of geographical enquiry in an increasingly independent way.
  • All pupils should have opportunities to see things from other people’s points of view.
  • All pupils should learn geography with the aid of information technology.

Geographical studies should help pupils to:

  • develop a strong interest in their own surroundings in the world as the home of mankind, i.e. local, regional, national, international and help them develop a sense of identity through this.
  • appreciate the variety of physical and human conditions in the world.
  • recognise some of the more important geographical patterns revealed in different types of landscape.
  • understand relationships between people and environments, and appreciate the importance of geographical location in human affairs.
  • understand what it means to live in one place rather than another.
  • appreciate the significance of people’s beliefs, attitudes and values within the world, promoting tolerance and understanding.
  • construct a framework of knowledge and understanding about the home area, their own country and other parts of the world, which will enable them to place information with appropriate geographical contexts.

In this school, in the teaching of geography, we will:

  • Develop pupils’ understanding, knowledge and skills by fieldwork wherever possible.
  • Use geography as a basis for cross-curricular studies, in order to place work in an understandable context.
  • Encourage pupils to work together and understand different societies by emphasising a multi-cultural approach to the subject.

In order to reach the above aims, a number of specific objectives have been defined for the teaching of geography in this school.

  • Pupils will study geography each term in some way (Y6 Autumn & Summer only)
  • All pupils in KS1 will spend at least one half day in the school grounds and a full day (in total) in the locality of the school.
  • All pupils in R. will walk around the inside and outside of the school building.
  • All pupils in KS1 will make visits to places beyond walking distance.
  • All pupils in KS2 will make visits to places beyond walking distance.
  • All pupils will use real maps whenever possible.
  • All pupils in KS1 and KS2 will take part in an International Week during the year.

In KS1 at least two places will be studied: the immediate vicinity of the school, and a contrasting area.

In KS2, apart from those areas required to be studied, there will be a study which ensures that pupils have met the names and locations of all countries of the European Union. Within all studies which focus on a place, the pupils should set the place within a broader geographical context and consider links with other places, for instance when studying Ancient Greece, Greece should be set within Europe.

In KS2, within studies which focus on a place, the pupils should be taught about the weather conditions which are specific to that place, for instance when studying Ancient Egypt, the weather conditions and seasonal weather patterns should be covered.

Pupils should also be taught, where relevant, about transport, infra-structure and communications.

Wherever possible, pupils should use real maps that they could buy in shops. They should be faced with a variety of maps from an early age, extracting selected aspects as relevant.

“Teaching should ensure that geographical enquiry and skills are used when developing knowledge and understanding of places, patterns and processes, and environmental change and sustainable development.” (The National Curriculum: Geography 1999)

Early Years – My Family
Hot and cold
Following a route

Year 1 – Where in the World
Around the school
Making our local area safer

Year 2 – Passport to the World
An Island home
Going to the seaside 7

Year 3 – Investigating our environment
Contracting climates – weather around the world
Invaders & settlers – Links to Romans

Year 4 – Passport to the World
Improving the environment

Year 5 – Contrasting UK localities
Passport to the World

Year 6 – Europe/Rivers
What’s in the news?

As indicated in the whole school policy, all teachers should chose teaching and learning styles appropriate to the topic and to the nature of the pupils. Teaching geography can be seen within the general framework of the school aim of a child-centred, topic-based approach which is both relevant and differentiated in order to match the varying abilities, needs and aptitudes of the children.

  • Refer to Teaching and Learning Policy Guidelines.
  • Within geography there should be an enquiring approach.
  • Pupils should undertake studies that focus upon, and be encouraged to ask geographical questions. The following are given as a useful guide.
    • What is this place?
    • Where is this place?
    • What is it like?
    • How did it get like this?
    • How is it changing?
    • Why is it changing?
    • What are the results of that change?
    • What do we feel about that change?
    • What do other people feel about the change?

Should we do anything about it?
The actual questions used are partly progressive, and the National Curriculum (1999) Programme of Study indicates how this could be done. However, questions should be asked which seem most relevant to the activity. For instance, looking at photographs of Sydney might focus on questions 1, 2 and 3 as an introduction with KS1 children.

It is important that when skills are taught they should be worked on in the context of real places wherever possible, and especially for younger pupils, in the context of places that children know. Geography works best when done, not from a book of an imaginary place, but from real maps of real places.

All teachers should have a globe in their classroom and access to atlases.

Equal Opportunities
Geography has a big part to play in helping to remove stereotyping. It is important to be aware that there is bias in anything we do and therefore resources, particularly photographs need to be carefully selected.

The children should be encouraged to question the nature of evidence, as they do in history.

Geography should be taught to all or the greater majority of pupils in each key stage, in ways appropriate to their abilities. The National Curriculum provides opportunities to ensure better access to enable individual pupils to progress and demonstrate achievement. Such material should be presented in contexts suitable to all pupils’ age.

The school has adopted a five stage model to ensure children who have Special Educational Needs are given specific help.

Refer to: S.E.N. Policies

Geography has a particularly strong role to play in this. Pupils should be introduced to aspects of their own culture in geography.

In consideration of other cultures, teachers should be careful to choose resources which reflect different aspects of society. In particular, teachers should note that “development” and “developing” are relative terms and hide a lot of assumptions.

Geography can contribute to spiritual education by its views of the world at various scales. It is possible to identify a sense of wonder among pupils when they look at videotapes of the rainforest for instance. When looking at photographs of scenery, consider the beauty of what is observed, alongside the geographical features.

As part of moral development, geography provides opportunities for discussion as to what is right and wrong. For instance, is it right to destroy the rainforest in order to develop plantations?

Geography allows opportunities for collaborative learning, enabling pupils to co-operate together. Role play can offer opportunities for pupils to see other social structures in different localities.

Economic and Industrial Understanding Within the local study at KS1, children will identify people working in different kinds of workplace and the jobs they do.

Citizenship Pupils in Year 5, while they are studying the locality, will determine which services are provided in the community.

Health Pupils need to be taught that the variety of foods available to eat varies in different cultures. Pupils in Year 2 will look at the origin of foods. Within the studies of Ancient Egypt and Greece the children will be given opportunities to experience a variety of foods from these cultures.

The Year 5 locality study and water topic considers the impact of human activities on the environment and related issues.

This can be aided in geography in both Key Stages. The children are given opportunities to write for different purposes. This can be aided in Geography in KS1 through the non-fiction series of Geography books which cover places around the world.

Geography’s particular contribution is in graphicacy and the use of statistical information.

Information Technology
Pupils are given opportunities, where appropriate, to develop and apply their information technology (IT) capability in their study of Geography. Topic plans identify which programmes are specific to particular topics.

Cross-Curricular Links
Geography is taught separately and jointly with other subjects. The Geography National Curriculum emphasises links with other subjects and highlights how geography builds on work in these areas.

The general school policies on assessment, recording, reporting and marking apply to Geography. Refer to Assessment, Recording and Reporting Policy.

Teachers who intend taking pupils out of school need to be especially careful with regard to the children’s health and safety. This is especially important in view of the potential dangers inherent in the Lagos context. It is our wish that all children be given the opportunity to experience field trips, but the greatest caution must be exercised when arranging these trips.

Gifted & Talented Policy

At Lagos Preparatory School we believe in treating all pupils as individuals and catering for their individual needs. We are committed to providing an environment which encourages all pupils to maximise their potential and this clearly includes pupils who display some form of giftedness and talent.

Gifted learners are those who have abilities in one or more subjects in the statutory school curriculum other than art and design, music and PE. A gifted pupil is therefore one who has the capacity for or demonstrates high levels of performance in an academic area.

A talented pupil is one who demonstrates high levels of ability with a specific ability in a non-academic area:

  • Physical talent
  • Visual/performing abilities
  • Mechanical ingenuity

We will also look at outstanding leadership, social awareness and creativity at LPS.

The identification of the gifted and talented pupils is a process in which all teaching staff have a part. Before identifying any child as gifted or talented in any area, we aim to ensure that all children have had the opportunity to learn and succeed in this area. This makes the identification process fair.

A gifted and talented pupil should be identified using a variety of methods. The specific procedure will vary according to the subject area but will include elements of the following:

  • Teacher nomination
  • Assessment/test results (e.g. Baseline, S.A.Ts, Optional tests, World Class Tests, etc.)
    • Peer nomination
    • Specialist teacher identification
    • Self nomination
    • Parent nominationIt is worth remembering that gifted and talented pupils can be:
      • Good all-rounders
      • High achievers in one area
      • Of a high ability but with low motivation
      • Of good verbal ability but with low writing skills
      • Very able but with a short attention span
      • Very able but with poor social skills
      • Keen to ‘disguise’ their skills

We believe that everyone in our school has a responsibility to recognise and value pupils’ abilities. We are aware that:

  • Gifted pupils are not necessarily easier to motivate or inspire than other pupils
  • There is sometimes peer pressure to under-achieve
  • Unnecessary repetition of work is de-motivating and de-motivated pupils will not always demonstrate potential

There are three basic ways of meeting the needs of gifted and talented pupils, accelerated, enrichment and extension.

Accelerated consists of enabling pupils to access work which would typically be for older pupils. This can occur through moving pupils up a year group or through simply giving them work which would usually be given to older pupils. At LPS we focus on enrichment and extension as the two main strategies for meeting the needs of gifted and talented pupils but we would also use acceleration in exceptional cases.

Enrichment consists of broadening a pupil’s education. This can consist of enabling a pupil to study aspects of topic that there would not normally be time to study, or it can consist of adding extra subjects to the curriculum.

Extension occurs when pupils are encouraged to develop more sophisticated thinking and reasoning skills.

Opportunities for extension and enrichment are built into all our schemes of work.

See G&T co-ordinator for lists of publications or useful websites. We aim to:

  • Maintain an ethos where it is ‘Cool to be clever’
  • Encourage all pupils to be independent learners
  • Recognise achievements
  • Provide a wide range of extra-curricular activities and clubs
  • Always provide work at an appropriate level
  • Provide opportunities for all pupils to work with like minded peers

Class provision:

  • Teachers have high expectations.
  • Tasks are designed to take account of levels of existing knowledge, skills and understanding.
  • There are planned extension opportunities or open-ended tasks.
  • There is access to higher level tests for assessment.
  • Enrichment of learning.

School based provision, varying according to subject area and covered using a variety of methods:

  • School clubs
  • Enrichment opportunities
  • Opportunities for performance
  • Partnership with cluster schools
  • Workshops with cluster schools.

Out of school provision:

  • To access summer schools/Saturday challenges where appropriate
  • Opportunities to enter national/international schemes/competitions

The gifted and talented coordinator is to decide on targets for the School Development Plan and to coordinate an audit programme to monitor school development. The gifted and talented coordinator is to update the information record and to ensure that appropriate records are being kept.

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

  1. Ethos
  • An ethos of high expectations ensures that the full diversity of children achieve their optimum potential
  • Children are encouraged to have realistic and optimistic aspirations, goals and expectation.Policy
  • The policies for curriculum, personalised learning, and teaching and learning reflect the ECM outcome ‘enjoy and achieve’, which is demonstrated in practice

The Environment

  • There are sufficient resources and facilities to enable children and adults to enjoy learning and achieve their optimum potential

Leadership and Management

  • The learning achievements of children, young people, staff, parents/carers and community members are celebrated and acknowledged high standards and challenging but realistic targets are set for children’s learning, behaviour, attendance and ECM well-being outcomes

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 are encouraged to feel good about themselves and are supported to develop their self-esteem, self-belief, self-image and personal worth
  • Children and young people feel safe and secure to flourish as individuals within the educational setting
  • Children and young people, as active participants in the personalised learning process, learn how to learn and acquire a repertoire of tools for learning
  • A range of teaching strategies and approaches is utilised to enhance personalised learning and creativity
  • Personalised learning builds on children and young people’s prior knowledge, understanding, interests, strengths and aptitudes
  • Children an young people have opportunities to self-assess their own learning and receive constructive feedback on what they need to do further improve their learning and achievements.
  • Children and young people are given appropriate impartial advice, guidance and support to make informed choices about their learning pathways and future goals
  • Children and young people are provided with out-of-hours learning for ‘catch-up’ and ‘stretch’ personalized learning activities
    Curriculum Entitlement, Access and Choice
  • Children and young people have a choice in the personalised curriculum pathways they follow, tailored and customised to meet their individual needs
  • The whole curriculum is delivered using a range of accelerated learning approaches
  • Curriculum planning takes account of the ECM outcomes and ensures equal opportunities for all
  • Out-of-hours learning and recreational activities address the ECM outcomes

This policy will be reviewed annually.

Health & Safety Policy

The Directors of Lagos Preparatory School recognise their corporate responsibility to provide as far as reasonably practicable a safe and healthy environment for the pupils and staff on and off site. They also acknowledge their responsibility to all other school users including parents, visitors and contractors while on site.

The Directors of LPS will take all reasonable, practicable steps to fulfil their responsibility to provide a safe and healthy environment for all users of the premises, including employees, and to pay particular attention to meeting the requirements of relevant statutory provisions This policy applies to all permanent and temporary accommodation on the site.

The Directors duties set out as follows

  • Make safe plant, places of work, premises, equipment and systems.
  • Make arrangements for the safe use, handling, storage and transportation of articles and substances.
  • Provide appropriate security arrangements.
  • Provide information, instruction, training and supervision by first aid personnel to ensure the health and safety of all those on the premises.
  • Provide adequate first aid and other welfare facilities. Provide safe means of access and egress.
  • Provide opportunities for the participation of trade union representatives in promoting health and safety at work.
  • Directors expect the School’s employees to fulfil their legal obligation to co-operate in the operation of this policy; employees are expected to:
    • Support and implement this policy.


  • Set a personal example through safe behaviour and comply with appropriate safety warnings.


  • Make use of the protective equipment available; ensure that pupils make use of protective equipment; observe standards of dress consistent with safety and/or hygiene; accept that the safety equipment, protective clothing and procedures provided must be employed as appropriate to the hazard and in the manner prescribed; not interfere with or misuse equipment which has been provided in the interests of health and safety.


  • Comply with safety procedures, whether written or brought to their attention by other means; familiarise themselves with procedures for emergency evacuation. Satisfy themselves when using plant, machinery, tools or equipment that it is not


  • defective and that it is suitable for the task; where there is doubt, refer equipment to a supervisory officer. When required, ensure that it has current valid test certificates where appropriate.
  • Ensure that any equipment to be purchased, hired or installed by the School is suitable for its intended use and location and complies with the appropriate safety regulations. Full operating and maintenance instructions, written in English, must be provided and made available for use.
  • Report to the designated person if inadequacies are detected in any safety procedures. Be conscious of the health, safety and welfare of themselves, their colleagues, pupils in their care and members of the public, and do nothing by act or omission which will adversely affect themselves or those others.
  • Report all incidents which have led or could lead to damage or injury, accidents, reportable diseases, dangerous occurrences and potentially hazardous incidents in accordance with prescribed procedures, and assist any resulting investigation.
  • Teach safety as an integral part of courses, both by formal teaching, where appropriate, and by example, by ensuring that no School user sees or is allowed to do anything which does not correspond to the best industrial or teaching practice.
  • Prohibit any pupil who refuses to adopt safe working procedures from taking part in the lesson, and refer the pupil so that appropriate disciplinary action can be taken.
  • Inform contractors and other workers not employed by the Governors of appropriate health and safety regulations and of appropriate points from this health and safety policy.


The Head
The ultimate responsibility for the implementation of the health and safety policy within the School lies with the Head. However, the Deputy Head Business & Administration is delegated by the Directors to supervise, monitor and control all matters relating to health and safety and to act as the Health and Safety Officer.

The Senior Leadership Team
The Senior Leadership Team expects to:

  • Ensure that the School is so organised that there is no unacceptable risk to members of staff, pupils, or other users of property.
  • Ensure that all staff are property briefed and trained in their duties and responsibilities as part of the general programme of staff development.
  • Set a personal example and encourage a safe attitude towards work amongst all employees.
  • Ensure that there are safe systems of work and that members of staff and pupils use protective equipment provided, observe the standards laid down by law and co-operate in agreed safety measures.
  • Co-operate with the safety representatives of recognised trade unions.

The Health and Safety Officer
The Health and Safety Officer is the Deputy Head Business & Administration. Responsibilities include:

  • Monitoring and implementing the general safety programme with the Head. Carrying out regular programmes of inspection of the premises.
  • Ensuring all accidents and hazardous situations are reported.
  • Analysing accident reports and reporting to the Headteacher and directors where relevant
  • Establishing and monitoring first aid procedures, and review from time to time all First
  • Aid and Emergency Regulations
  • Being the focal point for day to day references on safety and give advice or indicate sources of advice.
  • Holding relevant information on health and safety
  • Co-ordinating and implementing the School’s safety regulations as approved by the directors
  • Establishing and monitoring fire procedures.
  • Setting a personal example and encouraging a safe attitude towards work amongst all staff and pupils.
  • Establishing protective clothing and equipment needs and establishing monitoring procedures for their use.
  • Maintaining contact with outside agencies.
  • Reporting all known hazards immediately and stopping any practices or the use of any plant, tools, equipment etc considered to be unsafe until their safety is satisfactory.
  • Making recommendations for additions or improvements to plant, tool, equipment etc which are dangerous or potentially so.

The School Directors
The Directors functions are:

  • The appointment of a Link Governor to monitor Health and Safety issues. The study of accidents and notifiable diseases, statistics and trends.
  • The examination of safety reports on a similar basis.
  • To consider reports which the Administrator may wish to submit.
  • To consider reports and factual information provided by any outside agency relevant to health and safety matters.
  • To assist in the development, implementation and review of School safety rules and safe systems, working within current legislation.
  • To monitor the effectiveness of the safety content of staff training.
  • To monitor the adequacy of health and safety communication and publicity in the School.
  • To provide a link with the appropriate inspectorates of the enforcing authority.
  • To review annually and revise all health and safety practices in the light of any new legislation.
  • To make recommendations to the remaining directors group.
History Policy

The school believes that History makes a valuable and distinctive contribution to pupils’ education. Learning about the past and the methods used to study sources and draw conclusions helps pupils understand and contribute to the world in which they live.

A topic-based approach to curriculum planning is employed within the school. The teaching of History is organised through termly or half-termly topics.


  1. To help pupils develop a sense of identity through learning about their family, the development of their community, Britain, Europe and the world.
  2. To introduce children to what is involved in understanding and interpreting the past.
  3. To develop a range of skills necessary for historical enquiry and interpretation.
  4. To arouse an interest in the past and an appreciation of human achievement
  5. To understand the present in the light of the past; the influence that events in the past have in shaping the present.
  6. To develop children’s knowledge and understanding of major issues and events in the history of their own country and others.
  7. To acquire a chronological structure and language in order to provide a frame-work for understanding the past.
  8. To understand the difference between the past and present and that people of other times and places may have held different values and attitudes from ours.
  9. To enrich other areas of the curriculum.

During Key Stage 1 pupils learn about people’s lives and lifestyles. They find out about significant men, women, children and events from the recent and more distant past, including those from both Britain and the wider world. They listen and respond to stories and use sources of information to help them ask and answer questions. They learn how the past is different from the present.

To enable children to:

  • begin to understand that they are part of a community, country and world, with their own heritages and histories.
  • develop an understanding of their own and their families’ past.
  • begin to understand the concepts of ‘past’ and ‘future’
  • use basic vocabulary related to time such as now, long ago, before, after
  • begin to understand that evidence of the past comes in many forms and to use this evidence to raise and answer questions and to make deductions about the past
  • place events, objects or pictures in sequence, giving reasons for doing so
  • place events and objects in chronological order use evidence to describe life in past times
  • communicate their knowledge and understanding of history in a variety of
  • identify differences between past and present times
  • recognise similarities and differences between the past and present day
  • be introduced to the particular language of historical periods and to a range of historical concepts appropriate to their level of study
  • develop a knowledge and understanding of the links between history and other subjects within the curriculum and cross-curricular elements
  • understand that evidence from the past can be interpreted in different ways
  • History in both key stages is taught in units which are History led, though related to other subjects where this helps pupils’ understanding in each. QCA documents have been incorporated into planning and adapted where necessary.


  • Unit plans have been created as the basis of an outline scheme of work. Unit content shows a balanced coverage of the programme of study and an enquiry based approach to teaching and learning. Opportunity is given for study “in depth” in each unit plan. Across each Key Stage, unit plans provide experience of different sources including museums, site visits and of different historical perspectives.
  • Teaching should clearly focus on one of more of the key elements to identify objectives for learning: to develop knowledge and understanding of content in relation to historical concepts of period or situation, chronology, change and cause and consequence. Not all key elements need be developed in each unit.
  • The starting point for all work is to find historical activities which interest, motivate a challenge all pupils.
  • Pupils should be taught procedures and skill in using sources and gradually make more independent studies using these materials.
  • Pupils should be taught to make judgements about evidence and be aware of different interpretations of the past.
  • Pupils should learn about attitudes and ideas of people in past situations and reflect upon them in debate, discussion and role play, recognising that we see the past through our own values.
  • Pupils should learn to draw their own conclusions about he past, based on evidence, imagination and questioning and present theirs in a variety of forms, including drama, poetry and display and sustained writing in different forms.
  • Pupils should read a range of historical material, including fiction.
  • Teachers should provide a balance in teaching approaches and identify a suitable progression in understanding and skills across each planning stage to continue to challenge pupils.
  • Teachers should attempt to make links between units of work and encourage pupils to use previous knowledge in approaching new work.
  • Pupils should be given opportunity to use ICT to communicate and handle information as well as to use stimulation software and CD Rom files.
  • A variety of teaching methods best suited to activities and interests of the pupils will be used. These may include:
    • presentation by teacher including story telling
    • discussion and debate
    • question and answer
    • individual and group investigation
    • television, radio, tape, video, film
    • ICT
    • role play and drama
    • fieldwork, visits to museums and historic sites
    • use of artefacts

In accordance with the school policy for Assessment and Record Keeping, pupil progress is monitored, assessed and recorded. (see CRAFTY file and Record of Achievement Books).

Informal assessments occur via observation, individual, group and class discussions, questioning opportunities, marking of work and oral or written diagnostic testing. These are not always recorded but may appear in the assessment of the weekly planning or in a class file kept informally by the teacher.

History planning is informed by the content of the National Curriculum ’99. This in turn is complemented by the QCA units. This information is developed by staff into Medium Term Plans, which is used to produce more detailed weekly and daily plans.

In accordance with school policy on differentiation and S.E.N.., all children are given work suitable to their age, aptitude and ability. Pupils can:

  • work on same content at different rates and levels through open-ended tasks matched to individual or group needs
  • be helped to understand historical events and developments through studying the lives of individual people
  • be taught concepts through discussion, concrete examples and practical activities

Exceptionally able pupils need open-ended tasks which enable them to:

  • tackle more complex issues
  • understand more difficult concepts
  • deepen and broaden their knowledge and understanding of the historical events on developments they are studying
  • use a wider and more demanding range of sources

Work is marked according to the school marking policy – which is dependent on purpose, age of child and ability of the individual.

Where appropriate, members of staff, usually the Co-ordinator, are sent on relevant courses. This is determined by the school management plan, the needs of individuals, year groups, the availability and suitability of courses offered.

Provision is made in the teaching of History for cross-curricular work e.g. PHSE and Citizenship, Literacy, Numeracy, Geography, Drama, Art, DT, ICT.

Handwriting Policy

Handwriting is a complex skill involving a range of cognitive, linguistic, perceptual and motor abilities. It is a developmental process with its own distinctive stages of progression from readiness for handwriting through to letter joins, practising speed and fluency and higher presentation skills.

Children must be able to write with ease, speed and legibility. If they have difficulty, this will limit fluency and inhibit the quality and quantity of their work. Cursive handwriting teaches pupils to join letters and words as a series of flowing movements and patterns.

Handwriting skills are to be taught regularly and systematically through the use of the Nelson handwriting scheme. The cursive style is quick and easy to learn, particularly when it is practised from an early stage. Pupils will learn to form individual letters appropriately and accurately first and then by term three of Year One, pupils will begin to join their handwriting. This practise is therefore carefully planned and implemented so that all children can achieve a good standard of writing.

As children progress through school, the requirement to write legibly and fluently, at speed, increases considerably and the cost of being unable to do so also increases.

As a school, our aims in teaching handwriting are that all the pupils will:

  • Understand the importance of clear and neat presentation in order to communicate their meaning clearly
  • Develop a consistent size and shape of letters and a regularity of space between letters and words
  • Flow and movement are fluent and smooth
  • A Consistent personal style can be established by Year 6
  • To raise children’s self motivation and esteem through the establishment of best handwriting practice
  • To establish and maintain a high profile of handwriting and presentation skills by displaying and rewarding work that meets the standard

In order to achieve the above aims, the following principles need to be followed:


  • Handwriting is taught regularly and systematically in classes, groups or individually as appropriate.
  • Patterns are used initially, by writing with a variety of tools and using multisensory methods, to help free flowing hand motions.
  • Correct pencil hold and letter formation are taught from the beginning and handwriting is frequently linked with spelling.
  • When marking or writing comments, members of staff use cursive handwriting as appropriate.
  • Display writing throughout the school includes cursive writing and computer generated writing using the comic sans script.

Children will begin the Foundation Stage with a wide variety of writing skills ranging from simply making marks to writing their own name unaided. They will move from gross to finer motor skills using a variety of tactile methods. They need opportunities to make marks in their own way and to gradually refine these into recognisable patterns and eventually individual letters.

All Foundation Stage staff, including support staff, must be aware of directionality and when children are showing a firm interest in writing their name, they should be encouraged to use correct directionality.

To aid co-ordination, sand trays and sticks (or fingers), paper, paint and large brushes, modelling materials, blackboards and chalk may be used. They will be taught the use of capital letters for names and beginning of sentences.

Suggested materials to develop gross and fine motor skills:

  1. Sand trays/seeds and other tactile materials
  2. Letter shapes/feely letter shapes
  3. Large paper and brushes to make writing patterns
  4. Blackboards and chalk
  5. Plasticine, play dough, clay
  6. Roller ball. The Learning to Write Ruling System will be introduced in Reception and will help prepare children for handwriting, consolidate their motor control and introduce letter shapes. This will be used alongside the Nelson handwriting Scheme. It is expected that most children will be writing a good number of the high frequency words with accurate letter formation by the end of Reception.

In accordance with the National Literacy Strategy the children are taught how to form both lower case and capital letters and how to join them, whilst still developing fine and gross motor skills with a range of multi-sensory activities. Handwriting is taught daily and can be linked to the phonics session during Literacy lessons.
The children are taught to:

  • Write from left to right and from top to bottom.
  • Start and finish letters correctly.
  • Be consistent with the size and shape of letters and the spacing of letters and words.
  • Have the correct pencil grip.
  • Find a convenient position for their page.
  • Have the correct posture and position.

It is expected that by the end of this stage, the majority will be writing unaided, using capitals where appropriate and presenting their written work legibly. An introduction to joined writing can be started when a child has developed a consistent, clear print style, where letters are generally correctly formed.

During this stage the children continue to have direct teaching and regular practice of handwriting. We aim for them to develop a clear and fluent style and by the end of Key Stage two, be able to adapt their handwriting for the following different purposes:

  • A neat legible hand for finished, presented work
  • A faster script for notes
  • Print for labelling maps or diagrams.

Throughout the school, handwriting will be taught on a weekly basis using the following timings as guidelines:

The development of gross and fine motor writing skills are continuous and ongoing every day. Letter formation will be taught as they are introduced in Letters and Sounds, during their phonics sessions.
Year 1 – 3 x 15 minute sessions per week
Year 2 – 2 x 20 minute sessions per week
Years 3-6 – 35 minutes a week: a 15 minute introduction followed up by daily
5 minute sessions this should be linked in with the daily spelling routine.

Throughout their time at Lagos Preparatory School, samples of children’s writing are collected and moderated against National Curriculum criteria. As part of the school’s assessment policy, a sample of children’s writing is completed and assessed three times per academic year.

Policy for use of children's images in School & for Publicity Purposes

The word images is used here to include photographs, digital photographs, webcam, mobile phones, film and video recordings.

Lagos Prep School believes that the responsible use of children’s images can make a valuable contribution to the life and morale of the school. The use of photographs in school publicity materials can increase pupil motivation and help parents and the local community identify and celebrate the school’s achievements.

We only use images that the Heamaster and Directors consider suitable and which appropriately represent the range of activities the school provides and the values it adheres to. No images will be used which could be considered to put any child at increased risk.

Through this policy we aim to respect young people and parents’ rights of privacy and minimise the risks to which young people can be exposed through the misuse of images. The policy takes account of both data protection and child protection issues.

Photographs and video images of pupils and staff are classed as personal data. We will not use images of identifiable individuals for school publicity purposes without the consent of either the individual themselves or, in the case of pupils, their parent, guardian or carer.

General consent will be gained from parents in the annual consent form and specific consent by phone if children’s names and photographs are to be used in newspapers.In seeking consent we will ensure that parents are clear why we are using a child’s image and what we are using it for. (See Appendix A for school consent form) General consent is requested through the completion of a section on the Home Information Sheet. This is completed as part ofthe school’s admission procedures. General consent is sought for using children’s images for the purposes outlined in paragraph 1 above.

Specific consent may be sought from parents for particular projects involving the taking of children’s photographs. In seeking specific consent, we will ensure that parents are clear why we are using a child’s image, what we are using it for and who might want to look at the pictures. Any specific consent form will make clear the period of time for which consent applies.

All original images will be stored securely and used only by those who are authorised to do so. We will not re-use images of children after they have left the school; these images will be destroyed.

We will only use images of children in suitable dress. The Headmaster and Directors will decide if images of some activities – such as sports or arts – are suitable without presenting risk of potential misuse.

Any evidence of the use of inappropriate images, or the misuse of images will be reported to the school’s child protection officer and/or the police as appropriate.

Individual pupils will not be named in conjunction with their image unless parental consent received and we will never use an image of a child who is subject to a court order.

We will adopt the same principles as outlined above when publishing images on the internet as we would for any other kind of publication or publicity material. However, the school recognises that there is no control over who may view images, and consequently a greater risk of misuse of images, via the internet. We will therefore give specific consideration to the suitability of images for use on the school’s website.

The school recognises that webcams and mobile phones can be used to take images without people’s knowledge. If any webcam is in use, the area will be signposted so that people know the webcam is there before they enter that area.

Misuse of mobile phones that can take and transmit images will be regarded as a breach of school discipline and dealt with accordingly. Such phones will not be allowed in areas where children are changing and must not be used to take children’s photographs in school without their knowledge and consent.

If the school invites or permits an external photographer to take photographs within school, we will:

  • Provide a clear brief for the photographer about what is considered appropriate in terms of content and behaviour
  • Issue the photographer with identification which must be worn at all times
  • Let children and parents know that a photographer will be in attendance at an event and ensure they consent to both the taking and publication of films or photographs
  • Not allow unsupervised access to children or one-to-one photo sessions at events.
  • The same conditions will apply to filming or video-recording of events.

It is the policy of the School to allow Parents and Carers to take photographs and videos at school events. Those wishing to record such events must inform the school. This applies to cameras, videos and mobile phones.

The school encourages children to take photographs and videos of each other as a way of recording events. This may take place in school, on school trips or on residential visits. The use of cameras within school, on trips or visits is part of the pleasure and the learning in the experience. There is no reason why pupils should not be allowed to take photographs so long as anyone photographing respects the privacy of the person being photographed. This is seen as part of the school’s code of behaviour. Infringement of this respect of privacy will be dealt with in the same way as any other breach of school discipline.


new-1Lagos Preparatory School, Ikoyi in Lagos began to work towards achieving the Every Child Matters Standards Award in the autumn term 2009, building on the existing pupil well-being good practice already existing within the school. During the ECM Standards self-evaluation process the school has gathered evidence to present in portfolios, and planned a programme for the final on-site assessment day, which took place on 31st March 2010.

The award process was started by Mr. Adam Johnson, and on his departure from the school, led very effectively by Mrs. Okoloko, Assistant Head of Lower Preparatory School, who was supported by Mrs Kapur, the SENCO. High quality evidence was gathered for inclusion in the ECM Standards Portfolios.

Rita Cheminais, the Director of Every Child Matters (ECM) Solutions was the external assessor, and this report summarises the key findings from the on-site assessment day, and also from the scrutiny and analysis of the ECM Standards Portfolios of Evidence, and other relevant documentation off-site, presented by the school.

The one day on-site assessment comprised of:

  • Meeting with the Headteacher, Assistant Head of Lower Prep., the SENCO, and the Director and parent Mrs. Tinubu
  • Tour of the school with two year 6 pupils (Robert and L’Teisha)
  • Meeting with a group of parents
  • Meeting with two staff and three pupils (Mrs. Oye-Onwuka, Miss Olawale, and Robert, L’Teisha and Awele)
  • Feedback to the Headteacher and senior leadership team

The ECM Standards Portfolios of Evidence were meticulously well organised. The range of documentary, photographic and multi-media evidence for the twelve ECM Standards was appropriate, and aligned correctly against each of the five ECM outcomes. The beginning of each ECM Standard in the relevant portfolio listed the main sources of evidence and these were cross-referenced, where appropriate, to evidence in other ECM Standards or key school documents. The completed audit sheets and the ECM Action Plan were provided in an accompanying folder, which clearly demonstrated the robustness of the self- evaluation and evidence gathering process which had been undertaken.

As soon as you enter the main entrance of the school you can see and feel the very welcoming and positive ethos that acknowledges and recognises the achievements of pupils and staff alike.

During discussion with parents on the final assessment day they informed the external assessor that the school develops the whole child and each class is like a community. One parent commented that the children treat the school like their second home. The headteacher puts children first. Children love coming to the school, because there is lots going on and they make good friendships.

Similarly, discussion with the staff and pupils revealed that teachers and other staff give the children a lovely welcome on their arrival at school each morning. One teacher remarked: “It isn’t the age of the school. It’s the people in it that make the children be happy.” In discussion with the senior leadership team the headteacher commented on the friendly atmosphere existing in the school. He emphasised that every child’s achievements are celebrated.

The pupils during the tour of the school and in discussion informed the external assessor when she asked them what is good about being a pupil at the school commented: “It is interesting because you learn new things.”

A good range of appropriate evidence was included in the portfolio for this ECM Standard. The example of the school’s Pupil Charter is excellent and clearly reflects the reality of children having a ‘voice’ and being empowered. Photographic evidence of the children’s work and achievements depict happy pupils who are proud of their achievements. The comments on the evidence state: “Every child’s work is celebrated.” “School is fun.” The example of the Super Stars Book is wonderful, as it records the achievements of pupils relating to being helpful to others, well behaved as well as for doing good work.

The school’s mission statement reflects a positive ethos with equality of opportunity and tolerance and respect of others. Minutes from a staff committee meeting (November 2009) demonstrates an ethos of openness and trust exists for staff, where they can voice their views and opinions on school matters through a Staff Forum. The headteacher commented:

“Everyone has an equal voice.”

Minutes from a subsequent Staff Committee Meeting (January 2010), indicate clearly that staff matter, and the enhancement and upgrading of the staff room, is testimony of the headteacher valuing his staff and caring for their well-being and welfare at work. The minutes of this meeting also demonstrate an ethos where teamwork among the staff is part of everyday practice.

The example of the Pupil Voice Postcards also demonstrated that pupils care for others and those less fortunate than themselves, through the fund raising and charitable activities, e.g. the Shoe Box of gifts for children in a local orphanage. The headmaster’s message in the March 2010 School Newsletter sets a very positive tone, when he acknowledges the achievements and kindness of the children at lunchtime and play time to other pupils.

Parents are made to feel very welcome at the school. There was good evidence of happy parents enjoying lots of social and school events, e.g. Christmas productions, Father and Child Sports Day, Mothers Tea Party, Welcome Cocktail.

The school prospectus states in the message from the headteacher: “At Lagos Preparatory School, we pride ourselves on our ethos and atmosphere and the manner in which pupils, parents, staff and Directors work in partnership… ” The display of Cool Kids in the main reception area demonstrated the strong ethos of care for others existing within the school, e.g. be brave, show respect, be kind, care for others. After reviewing all the evidence off-site and on-site relating to ethos, this ECM Standard has been fully met.

Every child matters, as indicated in the school’s ECM policy, is evident in the everyday practice existing within the school. The staff have a clear understanding of what the ECM outcomes entail in the context of Lagos Preparatory School, as evidenced by an excellent piece of professional development work arising from a staff training session on Every Child Matters, held in January 2009.

Many of the school policies provided as evidence in the ECM Standards portfolios, make reference to the ECM outcomes. In addition, the school has a distinct Every Child Matters policy which exemplifies what the five outcomes represent across the school. The policies viewed which were of particular relevant to ECM were the Health and Safety Policy; the Anti-bullying Policy; Sex and Relationships policy; Child Protection Policy; ICT Policy; Racial Equality Policy; Curriculum Policy; Assessment Policy; Gifted and Talented Education Policy; Marking Policy; SEN Policy; Staff Development Policy, and the Performance Management Policy. This latter policy was a model of exemplary practice in relation to showing how the policy meets the requirements of the ECM agenda.

The marking policy was supported by photographic evidence of how the children from EYFS through to KS2 have a visual point of reference in their classroom, as to what teachers will look for when marking work, and what the marking symbols represent. These were also observed on the school tour during the on-site assessment, and confirm consistency in practice.

Also included in this section of the portfolio were examples of good quality information leaflets for parents, which provided comprehensive guidance on school uniform, school fees, term dates, and application procedures.

After reviewing all the policies included in this section of the portfolio of evidence, as well as the information gathered on the tour of the school, and from the discussions with staff, pupils and parents, this ECM Standard has been fully met.

The indoor and outdoor school environment has been enhanced considerably since the external last visited the school last year. The two pupils escorting the assessor on the tour were extremely proud to show her their wonderful school. The children and teachers art work outside was exceptional and reinforced the Every Child Matters five outcomes.

The pupils during the tour were able to verify what the Every Child Matters daisy symbol represented (the five outcomes) and what these meant in relation to the type of activities that take place in the school.

There is a quiet peaceful place where children can sit outside and where other pupils can befriend them if they are without friends. The ECM Standards portfolio contains lots of superb photographic evidence which illustrates the wonderful enriching learning and play environment existing throughout the school. These were witnessed during the school tour. Photographic evidence of the classroom entrances being welcoming and containing eye-catching colourful displays was outstanding.

Once again, these were observed during the tour of the school. They make for a very welcoming, exciting and interesting learning area. For example, Year 2 states on the outside of the classroom door You are about to enter a Learning Zone, Welcome. Photographic evidence in one classroom also indicated children taking responsibility for the environment, e.g. Water Monitor, Classroom Helper, Playground Monitor, School Council Rep. Classroom rules were displayed in each classroom as observed on the school tour and from the photographic evidence in the ECM Standards portfolio. For example two of these rules relating to the environment stated: Show respect for school and personal property. Work and play in a safe manner. The quality of the children’s art work around the school and in classrooms is superb. Elmer the elephant and Elmer and the butterfly were beautiful.

The assessor particularly liked the children’s coat and bag peg hangers having their name above them to make these personal to each child. The numerous photographic albums of the range of school events and activities were spectacular, e.g. Presentation and Award Ceremonies; Talent Show; Independence Day; School Book Day 2010; Crazy Socks Day 2009; International Day; Graduation Dinner.

The assessor was extremely impressed with the multi-media evidence of some of these events, which were high quality professional productions on CD/DVD, illustrating the exceptional stimulating and inspiring environments the children are working and participating in within the school and its grounds.

There was exemplary evidence of children having ownership and taking responsibility for planning a Valentine Party, with the ICT Assembly showing charts indicating the pupils favoured foods for this party, and them planning within a set budget. Photographic evidence was also provided relating to the school environment being safe, e.g. a fire escape, the school’s Fire Safety Certificate, a fire notice displayed in the school.

The outdoor play environment and equipment is good quality and the addition of an outdoor swimming pool is excellent. The assessor was equally impressed by the example of the Play Buddy Rota system that has been established of senior buddies for younger children. The prefects being selected by the Head Boy and Head Girl is also a model of good practice.

After reviewing all the evidence, this ECM Standard has been fully met.

The leadership and management of Every Child Matters (ECM) has been excellent throughout the school. The school vision and mission statement places ECM at the heart of everything the school does for its pupils. The portfolio of evidence in relation to this ECM Standard comprised of minutes of significant meetings related to ECM; job descriptions for key staff taking responsibility for leading ECM (e.g. the deputy headteacher, and the SENCO). The deputy headteacher (pastoral) job description specifies the key ECM responsibilities: Counsellor for the school; to lead on all matters relevant to pupil attendance; to lead on all matters in relation to the ECM and Inclusion agendas; to act as a lead in developing pupil voice throughout the school, and to oversee the work of the School Council.

The role of the SENCO includes: to assist the deputy headteacher (pastoral) in developing classroom based practices which help to ensure the five ECM outcomes are made more accessible to all children, and to work with the Heads of Department/Heads of Faculty to help ensure ECM outcomes are reflected in classroom practice and programmes of study.

There was also good evidence of positive feedback on the leadership and management of ECM from a range of stakeholders via questionnaires. The ECM Committee that was established had a clear remit and purpose, e.g. to provide a structured forum for stakeholder discussion about ECM matters. Membership of this Committee included the Head Boy, Head Girl, two parents, a class teacher, the deputy headteacher (pastoral). The minutes from one of the ECM Committee meetings clearly indicates the school’s participation in the ECM Standards Award process, undertaking the audit to gather evidence for the ECM Standards portfolios and addressing any gaps in the ECM outcomes.

Distributed leadership and management of ECM is clear in the Action Plan for the ECM Standards, indicating that staff are given good encouragement by the senior leaders to develop professionally via ECM activities. Lesson plans incorporate the five ECM outcomes and teachers tick the relevant outcome box to indicate which are being covered within their lesson. This is evidence of the senior leadership team ensuring ECM is embedded into everyday classroom practice. The monitoring of teaching and learning from the feedback reports on a couple of lesson observations, also indicated that senior leaders were identifying good practice in ECM which was promoting learning. The school is developing a good range of extended school activities, and these support and promote the ECM agenda. The school’s previous inspection report (2006) commented: “The directors provide very positive support for the school and are keen to try new approaches so that they can offer the highest quality of education for the children.”

During discussion with a parent Director on the assessment day, it was evident that she considered ECM was important for the well-being of the whole child. The ECM Standards Award self-evaluation and evidence gathering was considered to be a manageable process by the members of the senior leadership team. Undertaking the award readily built on to the school’s existing good practice in ECM. This reassured the staff as a whole that ECM was part of everyday practice, and not an add-on or additional awesome initiative.

During discussion with the SLT it became evident that the staff considered the school lived and breathed ECM. The impact that the ECM Standards process had had on the pupils according to those staff interviewed on the assessment day was that the children have developed a greater awareness of the importance of the five ECM outcomes. One parent related that their child is now eating more healthily, preferring fresh fruit and vegetables as an alternative to chocolate spread.

After reviewing all the evidence in relation to the leadership and management of ECM, this ECM Standard has been fully met.

Personalised learning is a great strength of the school. The children enjoy learning and the teachers and assistant teachers enjoy seeing the children reach their optimum potential not only in learning but also in the cross-curricular key skills, evidenced from discussions with these stakeholders during the assessment day. Photographic evidence in the ECM Standards portfolio also indicates how much learning is tailored to meet pupils’ individual needs. The teaching and learning policy indicates that “Learning should be FUN.” Discussion with the pupils revealed that they consider learning to be interesting and enjoyable. This policy also clarifies the role of parents, pupils, teachers, assistant teachers in supporting and promoting children’s learning. The assessment policy for the school links to ECM. A good range of out of hours learning and teaching activities provide an enriching and enjoyable learning experience for the full ability range of pupils.

Lesson plans, evaluation sheets from lesson observations, the PSHE curriculum all indicate the emphasis placed on quality first teaching. Effective use of ICT is made to enhance children’s learning experience.

Discussion with the pupils on the assessment day identified that they particularly enjoy the way teachers provide practical learning experiences. Parents and staff interviewed on the assessment day also both confirmed that children are able to learn using a range of learning styles, e.g. through talking about their learning, making things, experimenting, as well as being permitted to work things out in different ways. Photographic evidence of classroom practice indicated that children are active participants in their learning. There was an excellent example of a teacher’s comment on a pupil’s work acknowledging the pupil’s personalised learning skills.

A positive reward system exists which motivates pupils to work hard and achieve their personal best. The school is very successful in including children with special educational needs. There was photographic evidence of a boy with SLD enjoying a practical cooking activity, and achieving positive results from the practical learning experience.Additional support for learning is provided to those pupils in Year 2 and Year 6 who need it in order to ensure their individual needs are fully met.

The feedback from a member of the senior leadership team on a lesson observation of a teacher was very thorough, identifying not only the strengths of the lesson but also providing constructive advice on how the teacher could improve personalised learning further. Overall, after reviewing all the evidence in relation to personalised learning, this ECM Standard has been fully met.

The curriculum at Lagos Preparatory school is varied, balanced, relevant and stimulating, including the good range of clubs and extended school activities being provided for children. Curriculum policy is thorough and indicates continuity and progression in relation to key skills and the ECM outcomes, as evidenced in the sample child’s file/class folder included in the portfolio. ECM has been integrated into the PSHE and Citizenship schemes of work. The plan of work links to and aligns with the school’s ECM aims. A good clear curriculum policy for the school is in place, linking to inclusion, ECM and key skills.

Sample lesson plans not only demonstrate good personalisation occurring in practice, but also teachers ensuring the curriculum is delivered in an interesting, exciting and inspiring way (3B History – The Vikings). Superb photographic evidence demonstrates the wonderful range of curriculum topics the children enjoy covering. Parents during discussion indicated that their children are keen to get them to seek out information on particular curriculum topics covered each term.

The range of clubs on offer to the children are excellent: poetry, literacy, maths, Gifted and Talented, Art class, Karate, study club, gymnastics, drama, junior chef cookery club, tennis, ballet, modern dance, boy scouts club, football, computer club, cheer leading, Taekwondo. The assessor enjoyed watching the two productions ‘Jack in the Beanstalk’ and ‘The Night Before Christmas’. The children were performing with confidence, remembering their lines and parts superbly well. Parents and staff were clearly enjoying the events, and the costumes and scenery were outstanding.

Parent volunteers help with reading in class. Yona Inspiration Dance Company are enhancing children’s curriculum. The assessor was very impressed with the example of a pupil’s project on Homes. The pupil had used a variety of natural materials to depict the parts of different types of houses. It was a lovely piece of work.

Teachers’ curriculum planning is robust and consistent in quality across the school. Children have a good foundation to build upon in relation to transferring on to a secondary curriculum at 11+. After reviewing all the evidence presented on the curriculum, this ECM Standard has been fully met.

Pupil comments include:
“My school is a caring place with nice friends.”
“I like school because they teach well.”
“We have good activities and nice teachers.”

89% of pupils enjoyed being at school; 83% considered their lessons to be interesting; 85% of pupils considered their teachers listened to their ideas. Pupils in Lagos Preparatory School have a ‘voice’ and are consulted on matters that affect their lives in school. The school council are proactive; staff listen to their views, and act on these. For example the children have been consulted about outdoor play equipment for school. The numerous photograph albums of wonderful events and special days taking place at the school, illustrate clearly how pupils and staff enjoy participating in Christmas productions, International and Independence Days, Talent Hunt, School Book Day, Crazy Socks Day, Sports Day. The portfolio included a photograph of pupils saying goodbye to a pupil on the school Council in Year 3.

During the tour of the school there was clear evidence of pupils’ personal development being promoted. For example, many classroom walls had pictures to reinforce pupils’ personal care, e.g. brush teeth twice a day, eat lots of fruit, drink lots of water. L’Teisha and Robert on the school tour informed the external assessor that Every Child Matters gives them good advice, improves their confidence and motivation. The portfolio also included photographic evidence of classroom assistants expressing their opinions and views as an example of staff participation and presence.

The school is very successful in including children with special educational needs, and making certain they participate in activities alongside their peers. There was a super photograph of a pupil with SLD enjoying making biscuits. The school is child-centred focusing on the development of the whole child. Parents indicated in discussion with the external assessor that the headteacher puts children first, as do the staff, in always thinking what is best for the pupils. The communication books/home-school diaries are another example of how parents are kept informed about the achievements and needs of their child which have been observed during the school day.

After reviewing all the evidence in relation to pupil presence, participation and personal development, this ECM Standard has been fully met.

Partnership with parents continues to be a great strength of the school. The schools last inspection report commented: “Parents say their children enjoy school and are making good progress.” This is certainly still the case. Feedback from a recent parent questionnaire indicated that many parents were happy with their child’s school experience. This was further evidenced during discussion with the parents at the on-site assessment meeting. These parents indicated that the school always consults them about any issues relating to their child at school. Similarly, parents always check with the school’s administrator if it is OK for them to bring a birthday cake into school to be shared with other members of their child’s class.

For example, one parent had been contacted by the school to verify that their child had a new nanny, as one of the security guards raised concern about not recognising the child’s nanny. This clearly illustrates the excellent partnership working and communication with parents. The parents also emphasised how friendly and welcoming the school was.

The wonderful photographic evidence indicated that parents are very supportive of the work of the school and enjoy attending all the activities and events throughout the school year. There was also photographic evidence of parents and children enjoying making Easter bonnets. Parent volunteers give their time willingly to hear children read in class, and to assist with the various PTA activities. The school has also organised parent workshops, e.g. a first aid club and workshop. The school nurse has provided parents with some excellent information leaflets about basic first aid treatment, and healthy eating.

The information about school Admissions for parents is also very clear and concise. The school’s parent group and support network is well attended and highly valued. This, along with school newsletters has kept parents informed about the Every Child Matters developments taking place in the school.

From the discussion with parents on the assessment day it was evident that all parents felt the school had helped to build their child’s self-confidence. They reported that their children’s’ talents had been developed as well as their personal development enhanced. One example of a child in nursery now being toilet trained, and another 3 year old child knowing how to brush her teeth, and one young boy now eating vegetables, all a result of the wonderful partnership working between staff and parents. The parents were unanimous in stating that their child was happy at school, had developed a great awareness of caring for others, and all had made good friends. Parents were impressed by the headteacher knowing the names of every child in the school. On parent also told the external assessor how much she had valued the homework support provided by the school for her child.

They felt the teachers were very approachable and kept them informed about their child’s achievements on a regular basis. The phone texting and email communication between school and home was highly valued by busy working parents.

After reviewing all the evidence in relation to the school’s partnership with parents and carers, this ECM Standard has been fully met.

Although Lagos does not have the same extent of multi-agency partnership working as England does, the school is constantly seeking new partners who can bring support for pupils emotional and physical well-being, in order to ensure any barriers to learning are removed. The school nurse provides an important service on site, which ensures children are in good health, are safe and enjoy a healthy life style. She produces some very high quality information leaflets for parents. Parents commented on the value of these on healthy eating and first aid during discussion with the external assessor. These information leaflets are clear, make good use of illustrations and are models of good practice. During the tour of the school the external assessor commented on the notice on the school nurses door which read: Every child deserves a school nurse. The assessor asked the pupil Robert on the tour what this meant and he said: “It means everyone has the right to go to the school nurse.”

The photographic evidence of the Star Trek walk for charity showed police escorting the children and parents along the walk to ensure safety, where traffic was extremely busy. The fire service had visited the school to undertake a fire safety check. The security guards at the school on both the upper and lower school sites are vigilant and ensure children are safe on entry and exit to the school.

A senior member of staff commissions, coordinates and overseas any multi- agency provision delivered within the school, particularly for those with special educational needs. The SENCO is skilled in targeting extra adult support for those children with additional learning needs. The school effectively deploys extra funding to procure additional care and classroom support for learning, particularly for those pupils with SLD, or on the autistic spectrum. After reviewing all the evidence presented in relation to multi- agency working, this ECM Standard has been fully met.

The school continues to further develop its community links. The school’s last inspection report commented: “Community links are being extended, and a global school partnership has been created with a school in the UK.”

The new and current headteacher has continued to further extend community links, and clearly this aspect is a great strength of the school. The external assessor has witnessed good attendance of staff from other local schools in Lagos attending joint staff training events. The headteacher is focused on developing community partnerships that enrich, extend and enhance children’s learning. There was a good range of photographic evidence in the ECM Standards portfolio of external partners providing activities for children within and beyond the school day, e.g. drama, dance, drumming, sports competitions and coaching etc.

The school has two mini buses which enables children to visit places of educational and recreational interest locally. There was an example of a trip form for parents to sign to give their permission for their child to go out of school.

The wonderful photographs of the International Day, where every class explored the culture, food, costume, traditions, music, dance of a different country were awesome.

The school cares for members of its community who are less fortunate than themselves, as evidenced by the donation of shoes to children at a local state school in Makoto village as part of the ACDI Charity support, and the shoe boxes of gifts donated by Lagos Preparatory School children to those children in a local orphanage. The delight and joy on the faces of the orphan children opening their shoe boxes was evident in the photographs included in the ECM portfolio.

The parents via school newsletters are kept informed about the school’s charitable work. After reviewing the evidence around school and within the portfolio, this ECM Standard has been fully met.

A good range of appropriate evidence was included in the ECM Standards portfolio in relation to transition and transfer arrangements for pupils. The school policy for transition and transfer is robust and concise. There was a good overview of the pupil buddy system that has been established in the school, designed to support younger pupils at play time. The examples of transition plans for pupils were good quality and very thorough.

The external assessor was impressed with the display in the main reception illustrating how the school works together to develop children who are: Determined, Confident, Active learners, Effective communicators, Responsible, Honest, Collaborative, i.e. ready for life in the next stage of schooling.

The portfolio contained a fabulous account from a Year 6 pupil who joined the school recently which indicates how much she has enjoyed her stay in the school. The pupil states she has been happy, made good friends and has enjoyed working with nice staff, including teachers, the school administrator and the headteacher who are also nice, caring and loving. This same pupil comments: “I love LPS. It is a school to dream of.” “I love all the new activities, particularly the Book Day and the Easter Parade.”

There is an excellent example of the work of the school council and how they have been supported by two members of staff to establish the buddy system. This in turn has strengthened pupil voice, by enabling the ‘Cool Kids’ system to be set up. The criteria are very clear in relation to how a pupil can achieve a ‘Cool Kid’ stamp, e.g. for taking responsibility, for being honest, caring, and looking out for a friend. Ten ‘Cool Kid’ stamps enables a pupil to get their name included in the ‘Kool Kids’ Book, which is kept in the reception area of school. The portfolio also included another wonderful account of how a Year 6 pupils helped a new pupil by showing her around the school, being nice to her which in turn made the new girl happy. The account is accompanied by a picture of the new pupil. Another superb pupil account featured looking after the safety of another new pupil by showing her places which were not to be accessed at playtime, which posed dangers.

Work continues to develop in this aspect, in preparation for the school’s Key Stage 3 provision on the new school site.

The professional development of the staff is a strength of the school. The two members of the teaching staff interviewed on the assessment day, in discussion with the external consultant commented on how they considered they had learnt by undertaking the distance learning PGCE course. They both indicated that they were well-informed and could access information for professional development readily at school. The staff, are given every opportunity to develop professionally, in order to bring out their strengths and talents. Feedback from a recent staff questionnaire was extremely positive, clearly indicating that staff enjoy their work, have developed their practice further, feel well supported by the senior leadership team, and have their views taken into account.

The school has a robust induction and professional development policy, as well as a good performance management policy and system in place. The CPD Leaders job description is very clear and thorough. The example of the staff CPD reviews included in the portfolio for this ECM Standard were superb, clearly indicating a headteacher that highly values his staff. Good quality training opportunities have been accessed by staff, which support and enhance the current roles in the school, as well as addressing the school improvement priorities.

An excellent example of a CPD file for an Assistant Teacher who has now taken up a teaching post within the school, illustrates the worthwhile investment the school makes in building capacity within the workforce, through nurturing and bringing out the talents of its staff. Teachers have been accessing a PGCE course as part of distance learning with the University of Sunderland. They have also been accessing training courses in Lagos delivered by Cambridge Education in a range of relevant topics, e.g. Jolly Phonics, Jolly Grammar, Thinking Skills through Literacy, Differentiation, Maths, Early Years, Effective pupil learning.

Lesson observations are undertaken on a regular basis by the senior leadership team, and from the examples included in the portfolio, it is clear that the roles of the appraiser and appraisee are clear in relation to the conduct of an observation of teaching. This is exemplary practice, and constructive feedback is offered to staff on their strengths and areas for further development. In addition, there was an example of the guidance provided to a teacher who was performing the role of a mentor to another member of staff in school. The mentoring timetable indicated how the senior leadership team are helping to develop other staff in the school. The example of the mentee’s reflective self-review to identify the focus for future development was excellent.The assessor was impressed with a sheet entitled ‘An LPS Learner’ which defined the characteristics of different learners styles, which was included as a good piece of evidence in the portfolio.

The staff have the opportunity to build up their own Portfolio of Professional development. It is evident from the examples included in the portfolio that teacher planning is very thorough. The new style of planning sheet includes ECM outcomes, which is ensuring that teachers are embedding ECM into their lessons. After reviewing all the excellent information in this section of the portfolio, this ECM Standard has been fully met.

Overall Outcome from Assessment:
The assessor Rita Cheminais, wishes to thank the Headteacher, the Directors, the senior leadership team, the staff, pupils and parents for all their hard work in gathering such high quality ECM Standards evidence to submit in portfolios for external assessment. The external assessor Rita Cheminais spent an enjoyable day on-site on the 31st March 2010. The policy, practice and provision for ECM across the school is exceptional. Congratulations to the whole school community on being the first international school in the world to achieve the Every Child Matters Standards Award from Every Child Matters (ECM) Solutions. The award is valid for three years from the 31st March 2010 to the 31st March 2013.

Renewal of the Every Child Matters Standards Award:
If the headteacher wishes to renew the award for a further three years, he will need to apply to Every Child Matters (ECM) Solutions, for the school to be reassessed.

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