Mathematics Policy

This policy outlines the aims, organisation and management for the teaching and learning of mathematics at Lagos preparatory School. Mathematics is the means of looking at the patterns that make up our world and the intricate and beautiful ways in which they are constructed and realised. Numeracy is the means of making that knowledge useful. Mathematics contributes to the school curriculum by developing pupils’ abilities to calculate; to reason logically, algebraically, and geometrically; to solve problems and to handle data. Mathematics presents frequent opportunities for creativity, and can stimulate moments of pleasure and wonder when a problem is solved for the first time, or a more elegant solution to a problem is discovered, It enables pupils to build a secure framework of mathematical reasoning, which they can use and apply with confidence.

To set challenging targets with high expectations for all pupils.To offer a variety of approaches to teaching and learning to engage and motivate pupils and demand their active participation.To smooth the transition for pupils between Key Stages and ensure progression in teaching and learning throughout their time at LPS.To explore enrichment opportunities outside the curriculum to enhance pupils’ enjoyment of mathematics.

Every Child Matters states that every child, whatever their background or circumstances, should have the support they need to: be healthy, stay safe, enjoy and achieve, make a positive contribution, achieve economic wellbeing.

The maths department will support this aim by protecting the emotional, social and mental wellbeing of pupils. This will be achieved by providing opportunities for creativity, stimulation, pleasure and by building pupils’ confidence in their ability to reason mathematically.

Projects which investigate numerical data related to health and diet will help pupils become more aware of physical health

In maths lessons, children will be allowed to make mistakes without the fear of being ridiculed or berated. Maths lessons will also provide an opportunity for pupils to express themselves as freely as possible, and to take risks with answers. Pupils will also be taught to use maths equipment such as compasses and scissors safely.

Pupils need to learn ‘how to work imaginatively and creatively to develop new ideas, insights and ways of doing things’. Maths lessons will provide opportunities for children to be imaginative and creative. The maths department at LPS will teach children more innovative and stimulating ways to solve problems. Maths lessons will provide opportunity for investigation, group work, practical activities which the children will enjoy. The maths department aims to teach each child the joy and satisfaction to be gained from achievement, finding solutions to problems, and working together in a group.

Maths lessons at LPS will provide opportunities for children to work effectively with others through group work and group discussion, thereby making a positive contribution within the group. This should prepare them for making a positive contribution to their wider community

Numeracy is a very important quality and skill that will be needed for adult working life, especially in the area of enterprise and money management. Children will be taught to apply the basic skills of addition, subtraction, multiplication and division to money problems. Children will be taught to interpret graphs so that eventually, as adults they will understand business and economic charts.


  • At the end of his/her mathematical education in this school, each pupil will be able: To perform basic numeracy skills to experience satisfaction in and enjoyment of his/her mathematical achievements


  • How Maths Teachings Organised – From nursery to year four, maths is taught by class teachers, and from year five to year seven, maths is taught by specialist teachers.

Every teacher responsible for teaching maths has schemes of work for the classes he/she teaches. The schemes are designed to be working documents so staff must write comments, note improvements and record ideas on the scheme. This information is fed back to HOD for discussion and review during the year, so that updated versions can be produced. The scheme of work ensures full coverage of the QCA framework for mathematics.

Planning is undertaken at two levels:

  1. Medium term planning is carried out on a termly basis and the learning objectives to be achieved are described in detail in the schemes of work. These are linked to the framework and recognise the need to revisit topics regularly, to revise, consolidate and extend them. The schemes aim to distribute practice over time rather than mass practice.
  2. Short term planning is carried out weekly.These plans include learning objectives for the mental oral starter and main activity, resources to be used, differentiation, plenary and homework. Mathematics lessons at LPS provide opportunities for whole class teaching, individual work, group work and paired work. To help with planning, each member of staff will have their own copy of the following: QCA framework for mathematics Scheme of work lesson planning sheets

Children are taught in mixed ability classes, and there is a wide range of attainment in each class. We aim to:Establish a classroom climate where all pupils feel that they can contribute, and which secures their motivation and concentration;Adopt teaching and organisational strategies to keep all pupils suitably challenged, while giving them maximum opportunity to interact with their teacher;Provide appropriate support, aids or interventions to give particular pupils access to the planned programme and to keep any who might fall behind in step with the rest of their class.

These aims will be achieved with the following strategies:

  • Questioning – targeting individuals or groups, open questions, encouraging pupils to explain strategies and methods to each other.
  • Teaching focused at times on individuals/groups while others work independently.
  • Using assistant teachers for support in the classroom.
  • Providing resources to support particular pupils.
  • Open-ended tasks – investigations, problems. Providing extension material


  • Assessment, recording and reporting are the tools needed for raising standards and empowering learners.
  • It involves sharing learning goals with pupils;
  • It aims to help pupils to know and to recognise the standards they are aiming for;
  • It involves pupils in self assessment;
  • It provides feedback which leads to pupils recognising their next steps and how to take them;
  • It is underpinned by confidence that every pupil can improve;
  • It involves both teacher and pupils reviewing and reflecting on assessment data.
  • Pupils’ involvement in the assessment process is vital.
  • We encourage pupils to discuss and demonstrate their solutions, insisting that correct, precise, orderly mathematics is used at all times, both spoken and written.

Assessment is carried out at three levels: day-to-dayweekly and termly.

Day-to-day assessment is often an informal part of the every lesson. Its purpose is to:

  • Check that pupils are developing mental skills: for example, that they can recall mathematical facts, estimate, calculate mentally, and use visual imagery;
  • Check that pupils have grasped the main teaching points in a particular lesson or unit of work, whether they have any misunderstandings that you need to put right, and whether they are ready to move on;
  • Give you information that will help you adjust day-to-day plans and brief any support staff which pupils to assist, and how to assist them.
  • Gather information against the defined assessment criteria to contribute towards the process of ‘Building a Picture’.

Some key features of day-to-day assessment are:

  • Objectives being shared with pupils
  • Peer- and self-assessment
  • Pupil engagement and immediate feedback
  • Effective use of high-quality resources

Ways to make these assessments include:

  • During every lesson absorbing and reacting to pupils’ responses to open and closed questions, seeing whether they are confident or hesitant with new work, deciding whether they need extension work or more help.
  • If there are any misunderstandings/misconceptions, lessons are adjusted to address them straight away. The plenary is a good time to firm up short-term assessments by asking probing questions to judge how well pupils have understood new work and to check again for any misconceptions. The start of the next lesson could focus on these misconceptions.
  • A homework task or test can give useful information on who has learned what.Marking of pupils’work in class followed immediately by a discussion with the class to give pupils feedback on their performance and what they need to do to improve. At the same time, errors can be put right and the merits of different methods or approaches discussed.

Pupils sit written, formal tests at the end of each unit of work (weekly), and a longer test at the end of term. The purpose of the tests is to determine how effective pupil learning has been. The tests are marked and the scores are recorded in order to help improve future curriculum planning and provide information to feed into reporting. The results of the tests will help teachers to review and evaluate their teaching.

Maths Homework is to be set twice a week and its purpose is to consolidate and develop work done in class. Homework is to be marked promptly by the teacher who will award an effort grade of A, B, C, and D or X where A indicates exceptional effort and D indicates little or no effort. The grades are recorded in the teacher’s mark book. Failure to submit homework will result in an X being recorded for the pupil.

Marking is an extremely effective way of communicating to pupils our commitment and interest in their progress. It is an essential part of the dialogue between pupil and teacher, contributing to the maintaining and raising of standards. Marking class work would involve writing comment on what has been achieved and to indicate how improvement can be made.

In mark books, staff keep a record of test results and homework grades. An APP (Assessing Pupil Progress) form will be kept for each child which indicates what curriculum objectives have been achieved.

Pupils are rewarded every lesson through praise during questioning and class work. Homework and classwork have comments that are positive and help the pupils improve their work.

Stars and house points are awarded for exceptional effort in homework, class work; in improved effort and good behavior during maths lessons.

Private detention (either break or lunchtime) – for lack of homework, misbehaviour in class, poor attitude towards work, disregard for our expectations, lack of motivation etc. Written notes in homework diary to inform parents. Referral to head of key stage for a persistent need to set private detentions or serious misbehaviour in class.

Pupils are given opportunities to use ICT tools to support their learning at all levels. These include:

  • Using the drawing tools in MS word to produce Tangram Pieces and circle patterns;
  • Using spreadsheet to create graphs;
  • Using spreadsheet to model a shopping list;Using database package to record data on various mobile phones.
  • Learning Support IEPs, statements and other SEN information should be included in staff mark books.

Class teachers and specialist teachers are expected to know the pupils who are on the SEN register and what for by checking the learning support IEPsAs the class teacher you should:

Formal assessments are used to identify pupils who are falling behind in maths and thus need intervention. Extra classes are provided where children work in smaller groups and can receive more individual attention than they do in the normal class. During intervention class, pupils are given exercise that provide extra practice and consolidate what has been done in class.

Pupils are required to date their work, margin their pages and write down the learning targets at the top of the page. Also pupils are required to show detailed working when required.

Every classroom should have on display: Pupils work 1- 100 square Number lineKey words area – Fraction Wall. Resources available in maths rooms include calculators, maths sets, games and puzzles and a wide range of physical equipment to facilitate the teaching and learning of maths.

In mathematics, able pupils:

  • Grasp typical content more quickly and at an earlier age than classmates
  • Often skip steps when solving problems: use an unexpected method Will do problems abstractly, without concrete aids
  • Look at patterns and relationships and can explain them can concentrate for a long time on a problem
  • Have exceptional mathematical reasoning, ability and memory are capable of independent self-directed activities
  • Enjoy maths, puzzles, games, etc
  • However, it should not be forgotten that these pupils still need stimuli to further their ability, in particular when reasoning or modeling situations.


  • Provide enrichment and extension activities to develop breadth of mathematics and depth of thinking
  • Encourage a culture of ‘What if…’ and ‘Give me two more examples of…’
  • Identify appropriate activities and resources on schemes of work
  • Direct pupils to relevant websites providing puzzles and challenges
  • Provide textbooks & other resources containing a suitable level of challenge
  • Enter all pupils identified as ‘Gifted and Talented’ in national or international competitions
  • Encourage participation in relevant country or international initiatives for ‘Gifted and Talented’ pupils.
MUSIC AT LPS 2010-2011

A Guide for Parents and Teachers From the Music Department

Music helps us to make sense of the world. Through sound we can give an expressive shape to our experience. It is a pleasure and a joy for its own sake. It is a unique form of communication that can change the way pupils feel, think and act. Music forms part of an individual’s identity and positive interaction with music can develop pupils’ competence as learners and increase their self-esteem. Music brings together intellect and feeling and enables personal expression, reflection and emotional development. As an integral part of culture, past and present, music helps pupils understand themselves, relate to others and develop their cultural understanding, forging important links between home, school and the wider world. (National Curriculum of England 2007: Music – programme of study, 179)

The Music Department at Lagos Preparatory School is characterized chiefly by its commitment to the delivery of quality first musical tutelage to children who learn discipline, dedication, and determination in a unique atmosphere of creativity and fun. Thanks to the innovative leadership of the Head Master – Graham Stothard, the unshrinking support of our board of directors, a vibrant arts faculty, top-notch students, dedicated staff, and supportive parents, we are poised to take the department to even greater heights in the 2010-2011 academic session.

In this manual, you will find useful research findings on the benefits of Music tutelage for your growing child, Expectations for the various key stages, useful websites on music and your school age child, discipline versus fun and enjoyment, Music and Every Child Matters, Cross Curricular Impact of Music and some information about the LPS school choir and orchestra. For more information on these groups and for information as regards the calendar of events for the 2010-2011 academic year, please refer to the LPS Choir/Orchestra Handbook.

This short departmental Guide and the Choir/Orchestra handbook are written to keep parents, teachers and all friends of LPS abreast of the developments and challenges faced by the department as well as its vision for current academic session.

Kindly go through these manuals in your leisure time and know that we sincerely welcome your constructive criticisms, your help and your support as we all work together on LPS making it a most vibrant reference point for quality first preparatory education in Africa and beyond.

Thank You
Music Staff.


  • The importance of music in early education cannot be over-emphasised. In addition to being great fun, music assists children in their social and personal development while also improving their confidence and ability in other areas of the curriculum. – Eileen Diamond
  • When music and visual arts training was given to underperforming first graders for 7 months, they caught up with and surpassed their classmates who were without arts training by 22% in measures of math competency. They also showed a marked improvement in behavior and attitude. – Nature, May 23, 1996.
  • Music aids the development of speech. Singing simple songs teaches your child how language is constructed. According to Jessica Pitt from the Pre-School Music Association: “Babies seem to learn best when songs are experienced through their bodies. Movement and music greatly enhance acquisition of language.”
  • Students with course work or experience in music performance scored 53 points higher on the verbal portion of the test and 39 points higher on the math portion of the 1999 SAT than students with no course work or experience in the arts. Scores for those with course work in music appreciation were 61 points higher on the verbal portion of the test and 42 points higher on the math portion. –The College Board, 1999.
  • Music helps children to learn maths. “When children learn rhythm, they are learning ratios, fractions and proportions,” says Professor Gordon Shaw, University of California, Irvine, after his study of seven year-olds in Los Angeles.
  • Music participants received more academic honors and awards than non-music students, and the percentage of music participants receiving As, As/Bs, and Bs was higher than the percentage of non-participants receiving those grades. – NELS:88 (National Education Longitudinal Study), FirstFollow-up, 1990, National Center for Education Statistics, Washington, D.C.
  • Music enhances social skills. “Children who take part in music develop higher levels of social cohesion and understanding of themselves and others, and the emotional aspect of musical activities seems to be beneficial for developing social skills like empathy,” says Dr. Alexandra Lamont, Lecturer in the Psychology of Music at the University of Keele.
  • In the kindergarten classes of the school district of Kettle Moraine, Wisconsin, children who were given music instruction scored 48 percent higher on spatial temporal skill tests than those who did not receive music training. – F.H. Rauscher and M.A. Zupan (1999), “Classroom Keyboard Instruction Improves Kindergarten Children’s Spatial-Temporal Performance: A Field Study.” Article in press, Early Childhood Research Quarterly.
  • A recently published study of 140 8th graders found that self-disciplined kids who could delay gratification consistently outperformed their moreimpulsive peers on everything from grades to achievement scores…. a bigger predictor of academic gains than IQ! In USA WEEKEND Aug. 4-6, 2006, in the article “Teach your kids patience, now” by A.P. Murphy suggests to involve kids in activities such as music…. which require practice and patience in order to develop self-control
  • Music enhances your child’s intellectual development. Dr. Frances Rauscher, from the University of Wisconsin, says that music “helps improve children’s ability to reason abstractly, by strengthening neural firing patterns of the brain that are relevant to both musical and spatial cognition.”
  • Most music teachers will tell you that music encourages self-expression and self confidence. As a non-verbal language, music can convey a complexity of emotions, and offers a means of expression to a shy or diffident child who finds it hard to communicate through speech.

In line with the British National Curriculum, the fundamental aim of music education at LPS is to help children appreciate and achieve musical quality. Musical quality is difficult to define, but it can be seen in the way that one performance will completely engage the listener, while another performance will not. In music it is much better to revisit and consolidate learning than to constantly attempt to try new things.

The aim should be to do more of less in order to achieve quality. By engaging children in making and responding to music, we offer them opportunities to:

  • Develop their understanding and appreciation of a wide range of different kinds of music, developing and extending their own interests and increasing their ability to make judgments of musical quality;
  • Acquire the knowledge, skills and understanding needed to make music, for example in community music-making and, where appropriate, to follow a music-related career;
  • Develop skills and attitude that can support learning in other subject areas and that are needed for life and work, for example listening skills, the ability to concentrate, creativity, intuition, aesthetic sensitivity, perseverance, self-confidence and sensitivity towards others.

At all key stages, we aim to foster the development of the interrelated skills of performing, composing and appraising in all activities. We aim to extend these skills by emphasizing the importance of listening and the usefulness of musical knowledge in achieving success in other subject areas such mathematics for instance – MUSIC IS MATHS MADE FUN!

By making and responding to a wide range of music, we help our children to understand:

  • How sounds are made, changed and organized, for example through the use of musical elements and structures;
  • How music is produced, for example through the use of instruments, and musical processes including relevant symbols and notations;
  • How music is influenced by time and place, for example how it can be affected by the venue, occasion and purpose.

By engaging children in making and responding to music, music teaching offers opportunities for them to:

  • Develop their understanding and appreciation of a wide range of different kinds of music, developing and extending their own interests and increasing their ability to make judgments of musical quality.
  • Acquire the knowledge, skills and understanding needed to make music, for example in community music making, and where appropriate, to follow a music – related career;
  • Develop skills, attitudes and attributes that can support learning in other subject areas and that are needed for life and work. For example; listening skills, the ability to concentrate, creativity, intuition, aesthetic sensitivity, perseverance, self confidence and sensitivity towards others.


During this stage, children are introduced to the various elements of music such as beat and tempo, pitch (high and low); structure, texture, dynamics (loud and quiet) and timbre through the opportunities they have had to sing, explore sounds and dance and/or move to music. They are taught to recognize and explore how sounds can be changed; to sing simple songs from memory, to recognize repeated sound patterns; and to match movements to music. They will also be taught to communicate their ideas, thoughts and feelings by singing a variety of songs and using musical instruments.

At this key stage, the children listen carefully and respond to a wide range of different types of music. They play musical instruments and sing a wide variety of songs from memory, adding accompaniments and creating short compositions with increasing confidence, imagination and control. They explore and enjoy the way sounds and silence can create different moods and effects. By the end of key stage 1 most of the children will have achieved level 1 of the British National Curriculum expectations. They will recognize and explore how sounds can be made and changed. They will use their voices in different ways such as speaking, singing and chanting, and perform with awareness of others. They will repeat short rhythmic and melodic patterns and create and choose sounds in response to given starting points. They will respond to different moods in music and recognize well-defined changes in sounds. They will identify simple repeated patterns and take account of musical instructions.

During key stage 2, children sing songs and play instruments with increasing confidence, skill, expression and awareness of their own contribution to a group or performance. They improvise and develop their own musical compositions, in response to a variety of different stimuli with increasing personal involvement, independence and creativity. They explore their thoughts and feelings through responding physically, intellectually and emotionally to a variety of different kinds of music from different times and cultures.

By the end of this key stage, most of the children will have achieved level 2 of the British National Curriculum expectations. They will recognize and explore how sounds can be organized. They will sing with a sense of the shape of the melody, and perform simple patterns and accompaniments keeping to a steady pulse. They will choose carefully and order sounds within simple structures such as beginning, middle, end, and in response to given starting points. They will represent sounds with symbols and recognize how the musical elements can be used to create different moods and effects. They will improve their own work.

Some of the children will have achieved level 3 by the end of this key stage. They will recognize and explore the ways sounds can be combined and used expressively. They will sing in tune with expression and perform rhythmically simple parts that use a limited range of notes. They will improvise repeated patterns and combine several layers of sound with awareness of the combined effect. They will recognize how the different musical elements are combined and used expressively and make improvements to their own work, commenting on the intended effect.

During this key stage, pupils would be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject.

The curriculum would provide opportunities for pupils to develop individual performance skills, both vocal and instrumental, including the use of music technology; develop listening and aural perception skills in practical activities, including composing and performing; develop creative and compositional skills, including songwriting, arranging and improvising; work with a range of musicians and watch and listen to live musical performances where possible, to extend their musical learning; work individually, in musical groups of different sizes and as a class; build on their own interests and skills, taking on different roles and responsibilities and developing music leadership skills; make links between music and other subjects and areas of the curriculum.

The music department has a special interest in giving parents and children who choose to continue their 7th year studies at LPS special value for their money. As a result, the department will be creating a music corner in the year 7 class that will be equipped with an electronic keyboard and other musical instruments to help accelerate the progress of our children in K.S. 3.

Before the end of the 7th year children should be able to identify and explore the relationship between sounds and how music reflects different intentions. While performing by ear and from simple notations, they will maintain their own part with awareness of how the different parts fit together and the need to achieve an overall effect. They should be able to improvise melodic and rhythmic phrases as part of a group performance and compose by developing ideas within musical structures. They should be able to describe, compare and evaluate different kinds of music using an appropriate musical vocabulary. They should be able to suggest improvements to their own and others’ work, commenting on how intentions have been achieved.

Teachers and parents alike would agree that music is to be enjoyed, however, here at LPS we do not lose sight of the fact that enjoyment is a wide ranging emotion – on the one hand associated with fun and laughter, on the other with that deep satisfaction which comes only from achievement.

At LPS, there is a place for both; and for our children to realize the full benefits of our musical program, parents and teachers should ensure that its joys and demands play a full part in the education of our children from their first days in school, and that the necessary preparations are made to guarantee for every child the progressive accumulation of skill, experience and insight necessary for musical achievement and independence.

The ability to delay gratification is of vital importance in the journey towards acquisition of musical skill. At LPS we work towards inculcating this ability in our children from the earliest years, knowing fully that it will serve them well for the rest of their lives.

As a way of making the cross-curricular impact of music better felt, the music department is currently researching the value of slow classical music and its uses for teaching and learning.

From the beginning of the Lent Term, we hope to make certain types of music that have been ascertained by sound research to be of great value to learning available to all classes across the school to be used during the teaching of subjects like mathematics and also at periods such as lunch time, guided reading etc.

The Music Department has been looking into ways to vastly improve the LPS Choir. We are looking for ways to increase interest in the choir among two target groups: boys generally, and children in years 5, 6 and also key stage 3.

To this effect, the headmaster has agreed to raise the status of choral studies from that of a mere after-school club from which pupils “drop in and drop out at random” to a full curriculum subject that serves as an extension class for children who are gifted and talented in this area.

This in combination with the interesting line-up of programs for the year we are sure will not fail to take our choir to the next level.

The music department is proud to celebrate the rapid progress made by the school orchestra since its inception in September 2009. For the whole of Michaelmas Term 2009, we laid a solid foundation for sight reading and performing in a group. From the beginning of Lent term 2010, our children started learning to play instruments such as the clarinet, the violin and the saxophone. By the beginning of the Trinity term 2010, our children started playing before large audiences of parents and teachers alike, thrilling their audience to such tunes as the Nigerian National Anthem. We hope to add the British National Anthem to our repertoire by the end of Michaelmas term 2010.

We need to however, stress the fact that the orchestra is not a club that children can afford to drop in and out of at random. It takes a lot of hard team-work spanning a number of years before the full glory of an orchestra can be felt and such inconsistencies make the work even harder if not impossible.

We need to also understand that the Orchestra is still a dream in the making. A dream that requires patience, resilience, and sacrifice. A dream which will only be fully realized when our orchestra can boast of children who play instruments from the four families of instruments in the orchestra and play them well.

To this extent, we encourage parents who want their children in the orchestra to see this as a long-term investment that will be of benefit to them and their children only if they are ready to sit in for the long haul.

In continuation of our 4-year plan for establishing the LPS Orchestra as a most vibrant school Orchestra, we are concentrating on encouraging our children to play instruments in the string family this year with a special focus on the violin.

It is on this basis that we have established the young orchestra which at the moment concentrates on teaching the violin to our youngest children. In the future, we might rename this club the young violinist’s club due to plans to establish a recorder club or clubs for both lower and upper prep.

Thanks for your support, encouragement, and positive feedback. Together let’s keep working on Lagos Prep so it will keep getting better as the bright citadel of learning that it is in Africa and beyond.

For more information on the benefits of music education, see

Staff Performance Policy

The Policy applies to all staff employed by the school except staff on contracts of less than one term, those undergoing induction and those who are the subject of capability procedures.

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

To comply with the requirement to show how the arrangements for performance management link with those for school improvement, school self-evaluation and school development planning and to minimise workload and bureaucracy the performance management process will be a source of information as appropriate for school self-evaluation and the wider school improvement process.

Similarly, the school improvement and development plan and the school’s self evaluation form are key documents for the performance management process.

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

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

To ensure this the following provisions are made in relation to moderation, quality assurance and objective setting.

QUALITY ASSURANCE. The Head Teacher has determined that he will delegate the reviewer role for all staff. In these circumstances the Professional Development Co- ordinator will moderate all the planning statements to check that the plans recorded in the statements of staff at the school:

  1. Are consistent between those who have similar experience and similar levels of responsibility
  2. Comply with the school’s performance management policy

The objectives set will be rigorous, challenging, achievable, time-related, fair and equitable in relation to staff with similar roles/responsibilities and experience, and will have regard to what can reasonably be expected of any colleague in that position given the desirability of the reviewee being able to achieve a satisfactory balance between the time required to discharge her or his professional duties and the time required to pursue her or his personal interests outside work, consistent with the school’s strategy for bringing downward pressure on working hours. They shall also take account of the colleague’s professional aspirations and any relevant pay progression criteria. They should be such that, if they are achieved, they will contribute to improving the progress of pupils at the school.

The reviewer and reviewee will seek to agree the objectives but where a joint determination cannot be made the reviewer will make the determination.

In this case colleagues will not necessarily all have the same number of objectives.

Objectives may include those to do with pupil performance or continuing professional development but these are no longer statutory.

Though performance management is an assessment of overall performance of staff objectives cannot cover the full range of a colleague’s responsibility. Objectives will, therefore, focus on the priorities for an individual for the cycle. At the review stage it will be assumed that those aspects of colleagues’ roles/responsibilities not covered by the objectives or any amendment to the statement which may have been necessary in accordance with the provisions of the regulations have been carried out satisfactorily.

At the end of the cycle assessment of performance against an objective will be on the basis of the performance criteria set at the beginning of the cycle. Good progress towards the achievement of a challenging objective, even if the performance criteria have not been met in full, will be assessed favourably.

The performance management cycle is annual, but on occasions it may be appropriate to set objectives that will cover a period over more than one cycle. In such cases, the basis on which the progress being made towards meeting the performance criteria for the objective will be assessed at the end of the first cycle and will be recorded in the planning and review statement at the beginning of the cycle.

At specified points in the performance management process staff have a right of appeal against any of the entries in their planning and review statements. Where a reviewee wishes to appeal on the basis of more than one entry this would constitute one appeal hearing.

The whole performance management process and the statements generated under it, in particular, will be treated with strict confidentiality at all times. The senior teacher (CPD) will receive review statements and then pass them to the Head Teacher. Otherwise, only the reviewee’s line manager or, where s/he has more than one, each of her/his line managers, will be provided with access to the reviewee’s plan recorded in her/his statement, upon request, where this is necessary to enable the line manager to discharge her/his line management responsibilities. Reviewees will be told who has requested and has been granted access.

The senior teacher (CPD) will be informed by the training and development needs identified in the review statement and training annex of the reviewees’ planning and review statements on receipt of these prior to passing them to the Head Teacher.

The Directors will ensure in the budget planning that, as far as possible, appropriate resources are made available in the school budget for any training and support agreed for reviewees.

An account of the training and development needs of teachers in general, including the instances where it did not prove possible to provide any agreed CPD, will form a part of the Head Teacher’s reports to the Directors about the operation of the performance management in the school.

With regard to the provision of CPD in the case of competing demands on the school budget, a decision on relative priority will be taken with regard to the extent to which:

  1. The CPD identified is essential for a reviewee to meet their objectives; and
  2. The extent to which the training and support will help the school to achieve its priorities. The School’s priorities will have precedence. Teachers should not be held accountable for failing to make good progress towards meeting their performance criteria where the support recorded in the planning statement has not been provided.

In this School the Directors are the s for the Head Teacher and to discharge this responsibility on its behalf appoints two or three link directors.

In this School the Head Teacher has decided that he will delegate the role of reviewer, in its entirety, to the relevant line managers for some or all other teachers. The Head Teacher delegates the responsibility for allocating reviewers to the senior teacher CPD. The maximum number of reviews that any line manager will be expected to undertake per cycle is five (but preferably no more than three).

  1. Where a colleague has more than one line manager the Head Teacher via the senior teacher (CPD) will determine which line manager will be best placed to manage and review the colleague’s performance.
  2. Where a colleague is of the opinion that the person to whom the Head Teacher has delegated the reviewer’s duties is unsuitable for professional reasons, s/he may submit a written request to the Head Teacher for that reviewer to be replaced, stating those reasons.
  3. Where it becomes apparent that the reviewer will be absent for the majority of the cycle or is unsuitable for professional reasons the Head Teacher may perform the duties himself or delegate them in their entirety to another colleague. Where this colleague is not the reviewee’s line manager the colleague will have an equivalent or higher status in the staffing structure as the colleagues line manager.
  4. A performance management cycle will not begin again in the event of the reviewer being changed.
  5. All line managers who have been delegated the role of reviewer will receive appropriate preparation for that role via the senior teacher (CPD).

The performance of staff must be reviewed on an annual basis. Performance planning and reviews must be completed for all staff by 31 October.


  1.  The performance management cycle in this school, therefore, will run from October to October for staff.
  2. Staff, who are employed on a fixed term contract of less than one year, will have their performance managed in accordance with the principles underpinning the provisions of this policy. The length of the cycle will be determined by the duration of their contract.
  3. Where a colleague starts their employment at the school part-way through a cycle, the Head Teacher , shall determine the length of the first cycle for that colleague, with a view to bringing her/his cycle into line with the cycle for other colleagues at the school as soon as possible.
  4. Where a colleague transfers to a new post within the School part-way through a cycle, the Head Teacher, shall determine whether the cycle shall begin again and whether to change the reviewer.

Performance management planning and review statements will be retained for a minimum period of six years.

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

The Head teacher (from the senior teacher CPD) will provide the Directors with a written report on the operation of the school’s performance management policy annually. The report will not contain any information which would enable any individual to be identified. The report will include:

  • The operation of the performance management policy
  • The effectiveness of the School’s performance management procedures
  • Staff training and development needs.

The Directors are committed to ensuring that the performance management process is fair and non-discriminatory and the following monitoring data should be included in the Head Teacher’s reports because they represent the possible grounds for unlawful discrimination:

  • Race
  • Sex
  • Sexual orientation
  • Disability
  • Religion and belief
  • Age
  • Part-time contracts

The Head Teacher has a duty to ensure that procedures and processes are applied fairly and consistently.

If the Head Teacher is concerned about a statement, following discussion with the reviewer and reviewee, a revised statement should be prepared within ten days of being instructed by the Head Teacher to do so. The reviewee can also make any comments at this stage.

To ensure staff are fully conversant with the performance management arrangements, all new staff that join the school will be briefed on them as part of their induction at the School.

All classroom observation will be undertaken in accordance with the performance management regulations.



  1. The reviewer and reviewee should schedule their meeting for September/October at least five working days in advance. If a meeting cannot take place as planned a new date and time should be scheduled with at least five working days’ notice.
  2. Sufficient time should be allocated for the meeting with an hour’s maximum. Lunch breaks should not be used. Should cover be required, requests should be made.
  3. An appropriate and private location should be selected for the meeting.

There is no requirement for provision by reviewees of written reflections on the following:

  1. For the Review of the Previous Cycle.
    Reviewees should reflect on their achievements in the previous cycle against the performance criteria recorded. They should ensure that they have copies of relevant documentation and evidence, including written feedback on classroom observations. They should identify any issues that have affected their performance, positively or negatively. They should consider any issues about the planned support they needed/received.


  1. In Preparation for the Next Cycle.
    Reviewees should consider what they would like to achieve in the next cycle, taking account as appropriate of departmental and whole school improvement plans. They should consider the standards which apply to their current career stage. They should identify what professional development might help them develop their practice, and what their professional aspirations might be.


  1. For the Review of the Previous Cycle: 
    Reviewers should check the documentation of the previous cycle and especially the previous planning statements and the objectives.


  1. In Preparation for the Next Cycle: 
    Reviewers should consider the improvement objectives of the School and the relevant key stage or curriculum area(s) and how these may be relevant to the reviewee. They should ensure they have consulted with relevant third parties (e.g. if there is another line manager of the reviewee)with direct professional knowledge of the reviewee about possible objectives for the next cycle, performance criteria, evidence, arrangements for collecting it and support for the teacher. While it is not statutory to seek the reviewee’s permission to do this it seems a courtesy to do so.

The reviewer should start from the assumption that the reviewee is meeting the requirements of their job description, the relevant duties and the relevant professional standards. There is no need for every aspect of the reviewee’s responsibilities to be covered in the plans which should focus on priorities and areas where specific action is needed. The plans agreed should be realistic and manageable and enable the reviewee to achieve a satisfactory work/life balance. They should cover:

  • the reviewee’s objectives (see 3 above);
  • the arrangements for observing the reviewee’s performance where relevant;
  • any other evidence which will be taken into account in assessing the reviewee’s performance;
  • the performance criteria against which the reviewee’s performance in each of the areas listed above will be assessed;
  • the support that will be provided to help the reviewee meet the performance criteria;
  • timescales for the achievement of objectives and within which support will be provided where these differ from the length of the review cycle;and
  • the reviewee’s training and development needs and the action that will be taken to address them.

Performance criteria should indicate what success would look like at the end of the cycle. They should provide clarity about the basis on which the reviewer will assess the overall performance of the reviewee based on the progress towards the achievement of objectives, classroom observation and other evidence. They should be determined by taking into account the reviewee’s job description, the relevant professional standards, what can reasonably be expected of the reviewee.

It is the responsibility of the reviewer to ensure that performance criteria are applied appropriately in terms of equal opportunities. Reviewers will need to consider the nature and scope of the performance criteria, their relevance and appropriateness to the School.

A key part of the planning discussion should be about the support the reviewee may need to meet the performance criteria, the reviewee’s training and development needs and how those needs will be met. Both parties are urged to consider that a wide range of activities constitute professional development.


  1. The Review and Planning Records (Format at Annex C) should cover all the points for inclusion. The reviewer may make notes during the meeting in the interest of accuracy but should complete the record subsequently. A draft version of the record should be completed within five working days of the meeting and a copy passed to the reviewee. The reviewee may request changes to the draft and make written comments on it if s/he feels discussions have not been recorded fairly or where wording is capable of wrong interpretation.


  1. The reviewer must within ten working days of the meeting ensure a final statement is prepared and agreed by both parties. The reviewee may add final comments before signing. The reviewer then passes a copy to the reviewee and the original via the senior teacher (CPD) to the Head Teacher for retention.


  1. The five and ten day working periods referred to above can be extended if either party does not work or is absent from those school days following receipt of the draft record.


During the cycle the following should take place:

  • Oral feedback must be given as soon as possible after the observation and no later than the end of the following working day. It will be given during directed time in a suitable, private environment.


  • Written feedback will be provided within five working days of the observation taking place. If issues emerged from an observation that were not part of the focus of the observation as recorded in the planning and review statement these should also be covered in the written feedback and the appropriate action taken in accordance with the regulations and guidance.


  • The written record of feedback also includes the date on which the observation took place, the lesson observed and the length of the observation. The teacher has the right to append written comments on the feedback document. No written notes in addition to the written feedback will be kept.


  • All evidence gathered during the cycle must be shared with the reviewer as it is collected.


  • The reviewee is responsible for making sure that s/he makes the reviewer aware of things they consider have been helpful to their personal performance, and if they have any concerns about the professional development and other support they are receiving and of changes in circumstances that might bear on their performance.


  • There is no requirement to schedule formal meetings to review performance during the cycle but a thorough professional dialogue should be maintained during the year and either party can reasonably request a meeting.

There may be occasions when it is necessary to review what has been agreed in the review statement during the cycle. For example:

  • where the reviewee’s post and/or responsibilities have changed;
  • if there have been difficulties in accessing agreed support;
  • where the interviewee has been on maternity leave or long term sickness absence;
  • where there are concerns about the reviewee’s performance; or
  1. Where a case arises, either party can request a meeting. Any proposed changes to the objectives, arrangements for classroom observation, evidence and arrangements for its collection, performance criteria, or support available to the reviewee in the review statement must be recorded as a written addition to the statement. Each party should sign to say that the changes are an accurate reflection of what was agreed or determined. At the same time as signing, the reviewee may add any comments in writing. The reviewee has the right of appeal to the Head Teacher


  1. Where a colleague has changed post and/or responsibilities temporarily or permanently during a cycle, the Head Teacher will decide whether the cycle should begin again and whether to appoint a new reviewer.


  1. If serious weaknesses are identified in a colleague’s performance, performance management procedures should cease and capability issues should be substituted.

The reviewer assembles information about the reviewee’s performance as detailed on the planning and review record. All the evidence must be shared between the reviewer and the reviewee before the review meeting to ensure an informed discussion.

the reviewer and the reviewee should seek to achieve a shared understanding of the progress made towards meeting the performance criteria and, if appropriate; explore any issues that might have impeded the reviewee’s performance.

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

  1. Leadership and Management
  • The work-life balance of children and staff is valued and respected
  • The learning achievements of children, young people, staff, parents/carers and community members are celebrated and acknowledged


  1. Professional Development
  • Staff workload, induction and training commitments are realistic and manageable, and do not compromise the well-being of children and young people
  • Staff gain personal reward in knowing that their ECM professional development has had a positive impact on improving the learning and well- being of children
  • Staff benefit from and enjoy engaging in utilising coaching and mentoring strategies to move ECM practice forward within the educational setting
  • Staff build up portfolios of professional development which acknowledge their achievements and impact on improving ECM and personalised learning outcomes for children and young people
  • The ECM strengths, talents, expertise, skills and knowledge of staff within the educational setting are maximised in order to make effective positive contributions to improving ECM outcomes for children
  • Staff have the opportunity to contribute to ECM consultation and feed back their views to inform programmes of professional development for ECM
  • The staff fully understand the relationship between performance management, CPD and sustained improvement in contributing to the learning and ECM well-being outcomes for children and young people
  • Staff CPD related to ECM leads to new and exciting future professional opportunities and potential promotion within the educational setting, EIP and across local networks, clusters and federations
Homework Policy

Homework encompasses a variety of activities that support children’s learning. We believe that the emphasis should be on quality of learning, rather than the amount of time that is spent on homework activities.

Homework can add much to a child’s development, as stated in the 1997 White Paper, ‘Excellence in Schools’, homework was seen as an essential part of education. We recognise children benefit from the mutual support of parents and teachers in encouraging them to learn both at home and in school. One of the aims of our school is for children to develop as independent learners and we believe that homework is one of the ways in which children can acquire this skill.

We believe that children develop their skills, interests and talents to the full when they make the maximum use of the experiences and opportunities available to them. Homework plays a positive role in this.

Aims and Objectives

  • To help pupils develop the skills of an independent learner.
  • To establish a home-school link to support the child’s learning.
  • To consolidate learning done in school.
  • To allow children to practise skills taught in lessons.
  • To help children develop good work habits.

Books are sent home for parents to read to/with the children.


  • Children are given reading books to practise their reading skills.
  • Spelling.
  • Topic based Numeracy.
  • Handwriting (Year 2)
  • Children may also be given activities linked to other areas of the curriculum.
  • It is expected that the children spend no more than 15 minutes on these activities.


  • Within Lower Key Stage 2 (Years 3/4) children are given weekly Literacy and Numeracy activities and some independent tasks to complete. Reading together with your child is included within this time.


  • Children are expected to spend no more than 20 minutes on these activities.


  • Within Upper Key Stage 2 (Years 5/6) we continue to give children weekly Literacy and Numeracy activities and more independent tasks to complete.


  • Reading and internet research around topics covered in these years is encouraged as part of developing the skills involved in being an independent learner.


  • Children should spend no more than 30 minutes on these activities.


  • In Year 6 the children are also expected to complete revision in preparation for their SATs.

Homework activities are differentiated, thereby, giving the child every opportunity to achieve success. We also try to ensure that the activities are varied and do not always require a written response.

Parents have a vital role to play in their children’s education and homework is an important part of this process. We ask parents to encourage and support their child to complete the homework activities set, in a calm, quiet environment. Parents should praise children for their efforts and encourage them to complete as much of the activity as possible without causing frustration.

Our Governing Body may at any time request a report on how homework is organised within our school. Planning is reviewed at regular intervals to ensure adherence to the policy.



Information Communication Technology Policy
“Information Technology is part of the National Curriculum foundation subject of Technology, but to all intents and purposes it is now treated as a separate subject of the National Curriculum.” (NCET Approaches to IT)

It is a common requirement of all subjects with the exception of PE. ICT is therefore, a feature of all areas of the curriculum and plays a significant role in creating a broad and balanced provision, supporting and enriching the pupils’ learning experiences.

This document outlines our policy regarding the delivery of ICT. The policy was compiled by the I.C.T Co-coordinator after consultation with subject Co-coordinators and the Head teacher. The implementation of this policy is the responsibility the Head teacher and all the teaching staff.

The pupils’ entitlement is based upon the Programmers of Study for each National Curriculum subject which require that:

KS1 – pupils should be taught to use IT equipment and software confidently and purposefully to communicate and handle information, and to support their problem, recording and expressive work. These areas will be developed through:

  • Communicating and handling information
  • Controlling and Modeling

KS2 – Pupils should be taught to extend the range of IT tools they use for communication, and control; become discerning in their use of IT; select information, sources and media for their suitability for purpose; and assess the value of IT in their working practices. These areas will be developed through:

  • Communicating and handling information
  • Controlling, monitoring and modeling

Information Technology is concerned with pupils using and applying a variety of systems that handle electronically retrievable information. This may include the use of computers, but may also include programmable robots, programmable calculators and digital/analogue audio or video recording/editing devices.


The school’s aims for ICT are:

  • To ensure that all pupils receive their entitlement to ICT within the curriculum.
  • To enhance the learning of all pupils through the application of ICT across the curriculum.
  • To provide access to the National Curriculum for all pupils in the school.
  • To provide access to ICT through all National curriculum subjects subjects.
  • To meet the statutory requirements of the national curriculum at KS1 and 2
  • To prepare pupils for a world of work requiring ICT capability and ICT literacy.
  • Use and develop ICT skills to create opportunities for both collaborative and independent learning.
  • To stimulate interest in new technologies and its effects
  • For pupils to develop confidence and satisfaction in the use of ICT.
  • To engender an enthusiasm for the use of the computer.


  • IT is part of the School Development Plan this year.
  • At this time, the school intends to replace the old IT equipment with new Multimedia Systems, but a complete IT Department equipped with modern IT infrastructure (IT Development Plan) is a major project in the entire School Development Plan.


  • Teaching and learning
  • ICT lessons are usually for skills development through experiential learning. Opportunities to develop IT skills are presented to pupils by taught classes and practical sessions.
  • The teaching styles and methodologies are mainly modeling and exposition.
  • The scheme of work details the sequence of topics I will cover in each of my classes and gives me an overview of the order in which I plan to develop the learning of the pupils.
  • Pupils progress and broaden their skills and experience in a range of subject context through ICT across the curriculum. I use ICT to teach Numeracy, Literacy and Science. Other teachers use ICT to teach Geography, History, and other subjects.

The ICT teacher plans the activities for the half-term according to the scheme of work. The summary is only given to the class teachers for entry into their diaries.

The hardware resources available are computer systems, scanners, printers, network switches, etc It is one computer system to a child in the ICT lab for maximum effectiveness. There is also a computer system in each classroom in the entire school.

We have a range of software resources for spreadsheet operations and data handling, database management, word processing, graphics, multimedia authoring, web browsing and electronic mail system. Again, it is a computer system to a pupil to ensure maximum effectiveness on standards of learning and teaching.

Recently, one of our parents donated additional twenty computer systems to the school. However, additional hardware/software purchases will be considered according to whole school needs and funds available.

Presently, there is no commitment by the school to training the teaching and ancillary staff in ICT and this is critical to maximum effectiveness on standard of teaching and learning. Apart from his teaching engagement, the ICT teacher also needs further training especially in Web Design and Management to be more useful to the school.

There is an ICT Scheme of Work in place detailing coverage, context, delivery, differentiation, progression and recording. The ICT teacher plans and delivers the lessons. Class teachers however, sometimes request to use ICT to teacher a particular lesson in a subject area.

  • Brief cross-references to other policy documents
  • Equality of Opportunity
  • All pupils have appropriate opportunities to use ICT regardless of race, gender and ability. There is no policy of ‘positive discrimination’


  • Pupils with Special Education Needs do not have special software, concept keyboards, laptops, switches, etc.
  • Pupils of high ability are challenged further by extending the difficulty levels of the activities and giving them special projects.


  • Activities are planned and recorded consistent with school policy.
  • Children in reception/nursery classes have the same access to a range of ICT activities. Activities are planned and recorded consistent with school policy.


  • The class teachers report any hardware/software problems to the ICT Coordinator and it is their responsibility to look after the machine they are using currently.
  • They also take care to ensure safe use and storage of machines.
  • All equipment are kept clean and free from dust and switched off correctly at the end of each day.


  • Assessment is in line with the whole school policy on assessment.
  • Pupils’ ICT experiences are recorded by formative assessment by the ICT teacher in the course of their teaching by the use of field notes and also the lesson plan.
  • Pupils also discuss their ICT experiences with their peers and parents.
  • Every task each pupil does whether completed or not is saved in the computer to promote continuity and progression.

The Head teacher, Year Heads and Subject Co-coordinators monitor ICT development in the school.

The effectiveness of the ICT policy will be evaluated and reviewed regularly by the ICT co-coordinator, deputy head and head teacher.

Learning and Teaching Policy

The school policy reflects the consensus of opinion of the teaching staff and has the agreement of the Directors. At Lagos Preparatory School we believe in the concept of Lifelong Learning and the notion that learning should be a rewarding and enjoyable experience for everyone, IT SHOULD BE FUN. Through our teaching we equip children with the skills knowledge and understanding necessary to be able to make informed choices about the important things in their lives. We believe that appropriate teaching and learning experiences help children to lead happy and fulfilling lives.

The teaching and learning policy is intended to promote consistency and high standards, we aim to provide a caring, supportive and stimulating environment with high quality teaching through which we foster:

  • A high quality level of Literacy, Numeracy and Science coupled with an enquiring mind which wants to learn more each day;
  • Independent young people who are confident, flexible and able to cooperate with others;
  • Imagination and creative expression through a range of media;
  • Conscientious young citizens of our multi-cultural society who are tolerant and respect others;
  • Pride in achievement and a desire to succeed;
  • Effective links between the school, the child’s home and the community which promote aspiration and high expectations;
  • Equality of opportunity for all.

We acknowledge that people learn in many different ways and we recognise the need to develop strategies which allow children to learn in ways which best suit them. There are seven areas of intelligence: linguistic, logical/mathematical, visual, spatial, kinaesthetic, musical, interpersonal/group working, and intrapersonal/reflective. We try to take account of these different forms of intelligence into consideration when planning.

We offer opportunities for children to learn in different ways. These include;

  • investigation and problem solving
  • whole class work
  • research
  • questioning
  • responding to stimuli such as music, television, tapes
  • debates, role play and oral presentations
  • group work
  • paired work
  • independent work
  • use of ICT
  • visits to places of interest
  • creative activities
  • designing and making things
  • participation in physical activity
  • reflecting on what has been learned
  • learning to care for those in the wider community

We encourage children to take opportunity for their own learning, to be involved as far as possible in reviewing the way they learn and to reflect on how they learn – what helps them learn and what makes it difficult for them to learn. Self-review and peer review strategies are used, as well as planned plenary sessions at the end of the lesson to review key learning objectives and to assess the level of understanding.

When teaching we focus on motivating children and building on their skills, knowledge and understanding of the curriculum. We use curriculum plans based on the DfES and QCA schemes to guide our teaching. This sets out aims, objectives and details of what is taught to each class.

We believe that children learn effectively when the teacher provides;

  • thorough preparation
  • clear expectations of what their pupils are expected to achieve by the end of the lesson;
  • open-ended, thought provoking, challenging questioning of the children;
  • support for the learning of pupils with different abilities;
  • an atmosphere where children are prepared to take risks;
  • innovative teaching;
  • appropriate pace to the lesson;
  • lessons where children’s understanding is developed through active, practical and first hand experiences, involving individual and collaborative talk, exploration, questioning, prediction and investigation, so that the lesson makes a difference;
  • where possible an opportunity to widen the children’s experiences by taking them on educational visits;
  • lessons where children’s previous learning and interests are built upon, through purposeful application of knowledge of different situations;
  • opportunities to review and reflect learning
  • thinking time before answering questions
  • developmental feedback and constructive criticism of pupil’s work;

We base our teaching on our knowledge of the children’s level of attainment. Our prime focus is to further develop their knowledge and skills. We strive to ensure that all tasks are appropriate to each child’s level of ability. When planning work for children with special educational needs (SEN) we give due regard to information and targets set out in the child’s Individual Education Plan (IEP). We have high expectations of all the children, and believe that all children should be included in the full range of educational opportunities and that their work here at Lagos Preparatory School should be of the highest standard.

All teachers try hard to establish positive working relationships with the children they are teaching. We treat them fairly and give them equal opportunities to take part in class activities. We praise and reward children for good effort and behaviour and by so doing, help to build positive attitudes towards school and learning. We insist on good behaviour at all times.

Assistant Teachers and other adult helpers are deployed in a variety of ways. Sometimes they work with small groups and sometimes with individual children. Assistant teachers are nearly all graduates who may at some point take a teaching qualification. They may, under the supervision of the class teacher take specific lessons. Other adult helpers may also assist with the preparation and storage of classroom equipment.

All teachers reflect on their strengths and weaknesses and plan their professional development accordingly. We do all we can to support teachers in developing their skills, so that they can continually improve their practice.


  • The school believes that the purpose of display is to support children’s learning.
  • This may be achieved in a variety of ways;

Engaging pupils in learning – ownership by the pupils

  • interactive display
  • asking questions
  • exciting ideas
  • fresh / relevant themes and current topics
  • challenging
  • colourful
  • providing a criteria for success

Enabling learning to take place

  • word lists
  • connectives
  • number lines
  • timelines
  • clocks
  • place value cards
  • white boards
  • access to basic resources by pupils (crayons, scissors, paper, glue etc.)
  • number squares
  • tables squares
  • high frequency words

Keeping what is learnt in mind

  • Key ideas
  • WILF and WALT

Celebrating success

  • Displays of good work, in the classroom and round the school
  • Marked work
  • Achievement Assemblies

Raising expectations

  • Setting targets
  • Agreed class rules
  • Formative marking

Clarifying routines

  • Timetables
  • Access to labelled resources

Encouraging independence

  • Access to resources
  • Word banks

Targets are set in English, Maths and Science for individual pupils from Reception to Year 6. Literacy targets are based on writing assessments and are discussed with children. Numeracy targets are based on the work to be studied that term. Targets are discussed with parents at parents’ evenings.

Encouraging independence

  • The National Numeracy Strategy
  • The National Literacy Strategy
  • The National Curriculum/QCA
  • Pre-Nursery, Nursery and Foundation Stage Planning

Medium and Short Term Planning

  • An overview of the areas of learning is for each term and circulated to parents
  • Teachers work from a medium term planning document and use this to inform short term planning.
  • Preparation and planning is done on a weekly basis and checked by the Assistant head teachers for each Key Stage.

Assessment exists to help the teacher help the child. It ensures more efficient teaching by providing evidence for closer matching of tasks to the child’s needs. It assists the children by providing them with an indication of what stage they have reached in the learning process. It helps to identify future planning and teaching strategies. It also helps us to recognise and move on from success.

Assessment for Learning

  • Is part of effective planning
  • Focuses on how children learn
  • Is central to good classroom practice
  • Is a key professional skill
  • Has an emotional impact by promoting self-esteem
  • Affects learner motivation
  • Promotes commitment to learning objectives and assessment criteria
  • Helps learners how to improve
  • Recognises progress from child’s previous best

We use these strategies to link assessment to improve teaching and learning

  • Evaluation of one week’s planning informs next week’s plan
  • Use of data from formal assessment to inform planning
  • Progress Books are used each half term to demonstrate children’s progress
  • End of term exams to foster continuous study habits amongst the children
  • Assessment tasks, e.g. end of term exams, writing, Numeracy, science results are used to inform future planning.
  • Helps learners know how to improve
  • Encourages self-assessment
  • Recognises progress from child’s previous best

Knowledge is active, experiential and communicative, and as such, the learner must be an active participant. In order to be effective learners, pupils and students should be given the opportunity to develop and use the following characteristics:

  • be aware of the learning objectives
  • be involved in setting personal goals and objectives
  • be aware of their potential potential
  • be observant
  • seek information independently
  • read in order to gain information
  • use I.T. to gain information and communicate information
  • look for patterns and deeper understanding of what is presented to them
  • pose questions and solve problems
  • communicate ideas and information through speaking
  • communicate ideas and information through writing
  • apply what has been learnt to unfamiliar situations
  • evaluate their work
  • be keen to develop themselves
  • be fully involved in the learning activities
  • be motivated to learn
  • be interested in learning
  • be able to concentrate
  • be able to co-operate with others
  • be sensitive to the needs of others
  • be able to work productively

Our Directors support the Head teacher and staff in the development of policies on teaching and learning. In particular they;

  • Support the use of appropriate teaching strategies by allocating resources effectively
  • Ensure that the school buildings are effective in supporting successful teaching and learning
  • Ensure that the staff have appropriate staff development opportunities which increase the quality of teaching and learning
  • Monitor the effectiveness of teaching and learning through a regular system of school review, both through the self-review process and also through external Inspections.

We believe that parents have a fundamental role to play in helping children to learn. We work hard to inform and support parents in how they can help further their child’s learning and confidence in school. Consultation meetings are held with the parents and the child to discuss progress and strategies for further improvement.

The school holds meetings at the beginning of the school year about the programmes their child will be following in Literacy, Numeracy, and Science and in the Foundation subjects. Information about Homework is also sent out at this time so that parents know what will be given to the children each week.

Parents receive an end of term exam report card. There is also a half yearly and end of year formal report.

Parents’ consultation evenings are held in the Michaelmas and Lent terms.

Marking Policy


  • To ensure that there is focussed and immediate feedback to children that values their work.
  • To ensure that children are clear about the positive aspects of their work and detailing the direction of future learning in the form of targets and next steps.
  • To enable the teacher to engage in the content, style and presentation of work and bring their knowledge of the pupil to the remarks they make.


  • For marking to be legitimate and useful to all involved, it needs to be done during, or as soon as possible after the completion of the work. In the case of guided reading, one to one conferences as well as group feedback will take place during the session. This can be both oral and written.
  • Teacher marking will also take place after the work has been completed. In this case the teacher will make a positive comment celebrating the child’s achievements and often provide a future target. This may need to be shared orally with the children at the beginning of the next piece of work.
  • At times with older children, individual pupils may mark their own work. This will help them assess their progress and evaluate their own learning. The children will decide as a result, whether the work is appropriate or whether they need further practice and consolidation. This will inform future targets for the children and inform teacher’s planning.
  • In recognition of outstanding effort and achievement, certificates will be awarded to members of each class during the achievement part of Friday Assembly.


  • Marking should be done using legible handwriting.
  • Work should be ticked where appropriate, and be accompanied by a positive comment and next steps. Bubbles and boxes. ( see appendix A for mark codes for your specific year group)
  • When marking children’s work, teachers will apply their judgement when choosing the detail and focus of the marking, depending on the learning objective, their knowledge of the child and the child’s personal learning targets.
  • When work is unfinished, a comment should be made to encourage completion.
  • Concepts which are persistently misunderstood by individual children, need to be recorded by the teacher and explained personally.
  • Homework can be marked by the children themselves. In this way the class can discuss and explain the answers.
  • Final pieces are not always marked, when marking or feedback has atken place during the writing process.
  • Erasers are to be used with caution. When drafting, errors are left and corrections made around them. This enables children and teachers to see where mistakes and misconceptions have been made and how they can be addressed and rectified.
  • For best work and final pieces erasers may be used.
  • Mistakes in Numeracy books are dotted to allow children to rethink their answers.

In applying these principles, we will maintain a consistency throughout the school that will support all children in their learning by focussing specifically on what children ‘can do’ and identifying clearly ‘next steps’ for their continued progress and improvement.

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

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


  • In Reception and Year 1 we mark the positive comment inside a ‘bubble’ and where appropriate provide the child with a simple target. This comes inside a box and often comes in the form of a symbol.
  • On all pieces of work it must be indicated whether the child has completed the work independently or with some assistance. OA?S indicates support and I indicates independence.

YEAR 2/3

  • In Year 2 and Year 3 work is marked according to the lesson objective. This will include a positive comment followed by a target where necessary.
  • On occasions children will mark their own work and be encouraged to evaluate what they have learned.

YEAR 4,5 & 6

  • Teachers mark children’s work with positive comments and when appropriate add a target or a question to prompt the children to reflect on their work.
  • Where a large proportion of the children have misunderstood a concept this should be planned into the shared session of the next lesson. This means that correction is not repeated in lots of books but addressed a whole class Literacy composition work is marked in greater detail than grammar or spelling exercises as we are looking particularly at the transference of skills. Agreed symbols are used to indicate where children need to make changes. These are displayed in each classroom.

Understand Your Teacher’s Marking

  • Your work shows you found this hard and need help and practice with this learning
  • Your work shows you have achieved and understood the learning
  • Well done – you have shown that you understood the learning very well and have done better than we expected

Understand Your Teacher’s Marking

  • Your work shows that you found this learning hard and need more help or practice
  • Your work shows that you have achieved and understood the learning
  • Well done – you have shown that you understand the learning very well and have done better than expected

Learn more from Teaching and Learning Assessment

Citizenship & PHSE Policy

PSHE and citizenship is central to the education entitlement of all children at Lagos Preparatory School, and, as a cross curricular dimension, permeates all aspects of life in school. It is encompassed within the teaching of several subjects, notably PE, Science and a number of the cross-curricular themes. It is an integral part of the whole curriculum but is also taught during ime tabled circle time sessions.

The way the curriculum is managed, its organization and the varying teaching styles used are central to the school’s philosophy and ethos, its aims, attitudes and values. All contribute to the personal and social development of children in school. This links in with Every Child Matters. The outcomes ‘Make a Positive Contribution’ and Stay Safe’.

Through a variety of learning experiences Lagos Preparatory School helps each child:

  • To think and act for him/herself
  • Be a team player
  • Raise self-esteem and believe in own self-worth and maintain a positive view of self.
  • Acquire personal qualities and values
  • Take his/her place in a wide range of roles in preparation for adult life
  • Develop confidence/independence
  • Value and respect him/her self and value others.
  • To develop[ social skills
  • Value and respect belongings/living things/environment

Work to develop this cross-cultural dimension may be included in class, or school based topics, for instance a project on ‘Ourselves’. This could include work in Science, English or History. A topic in Science on ‘Healthy Bodies’ could focus on food and diet, exercise, etc.

Along side National Curriculum subjects, cross-cultural themes form an integral part of the social personal development of our children. Health education considers the physical and sexual development of the child. Citizenship considers moral issues, careers, economic and industrial understanding.
In planning the curriculum, teachers at Lagos Preparatory School provide:

  • A clear, consistent framework of values in which to work, supported and agreed by all
  • Supportive relationships between teacher and child, child and child
  • A classroom climate which encourages all children to explore, and encourage a high level of interest
  • Opportunities for development outside the classroom situation through responsibilities, extra curricular activities, educational visits etc.

All staff encourage positive approaches to behavior and our behavior policy reflects this. It sets clear guidelines for both parent and child.

We provide opportunities for personal and social development through a variety of strategies:

  • Individual, peer group, collaborative group work
  • Discussion and role-play
  • Involvement in a range of problem solving activities
  • Preparation and presentation of task for different audiences
  • Positive self-assessment
  • Positive marking, with verbal or written comments.

Through our general routines, in and out of the classroom, and the way in which individuals relate to each other, children are encouraged to form their own attitudes and values.

By building positive working relationships between children and staff all members of our school family are valued as individuals. They learn to see the need for good manners, self-discipline and appropriate behavior in whatever situation they find themselves in.

Lagos Preparatory School provides opportunities for parents, the community and outside agencies to contribute to the personal and social development of its children through their active involvement in the life and philosophy of the school.

PTA Constitution Policy

This written constitution overrides and supersedes any previous version and its articles will remain in force until amended or extended by any properly convened general meeting members.

The name of the Association shall be The Lagos Preparatory School Ikoyi Parent Teacher Association (“the Association”)

The objects of the Association are to advance the education of the pupils of Lagos Preparatory School Ikoyi (“the School”) by providing and assisting in the provision of facilities for education at the school and as an ancillary thereto and in furtherance of this object the Association shall;

  • Foster improved relationships between the staff, parents and others associated with the School and thereby provide a forum for constructive dialogue between parents and teachers so that each may better understand the others concerns.


  • Promote and develop the awareness of all parents and teachers and of the local residential and business community about the school.


  • Encourage and support all attempts to improve educational and environmental standards and the children’s happiness and safety at school and therefore engage in activities that support the School and advance the education of the pupils attending it.


  • Involve parents and teachers in social activities organized by the Association.


  • Raise funds from the organization of social activities, for the provision of additional educational and recreational equipment for the benefit of the children of the School.

The Association shall be non political

The Members of the Association shall be:


  • All members of the teaching staff of the school
  • All parents and guardians of the children whose names appear on the Register of the School.

In order to best achieve the foregoing objects, an executive committee (“the Committee”) shall be formed with the responsibility for executing the decisions of the Association.

The management of the Association shall be vested in the Committee which shall be made up as follows;

  • Not more than 18 (eighteen) persons, of whom 6 (six) are elected office holders.
  • There shall be positions reserved for the 3 (three) members who shall be the teachers’ representatives on the Committee.
  • The remaining positions on the committee shall be filled by 9 (nine) members of the Association who volunteer to sit on the Committee and are willing to act as Chairmen of sub-committees that may be set up from time to time by the Committee.

The offices of the Committee to which members of the Association shall be elected annually are as follows;

  • The Chairman
  • The Vice Chairman
  • The Honorary Treasurer
  • The Secretary
  • The Social Secretary
  • PR/Marketing officer

The Committee meetings shall be held at least once a month during each term at such times and place, as the Committee shall direct. At least 7 (seven) days notice of each meeting of the Committee shall be given to all members entitled to attend and such notice shall contain the date, time and venue of the meeting as well as an Agenda to be deliberated upon.

The 12 non-office holder members of the Committee shall be required to attend Executive Committee meetings subject to the same conditions as those specified in the Constitution relating to the office holders.

8 (eight) members of the Committee shall constitute a quorum for the Committee meetings provided that number includes one of the following 4 (four) persons;

  • Chairperson or Vice-Chairman
  • Secretary
  • Treasurer
  • 1 (one) of the Teacher Representatives

The minutes of each Committee meeting shall be taken by the Secretary who shall ensure that such minutes are pasted in a minute book kept for that purpose and duly signed by the Chairman or in his/her absence the Vice Chairman or in their absence, any other member who has been elected by those present to chair the meeting.

The Secretary of the Committee shall ensure that the minutes of each meeting are sent to all members of the Committee within 14 (fourteen) days after the meeting

Proper books of account shall be kept by the Treasurer, and all approvals for expenditure by the Committee shall be in line with the Committee’s documented expenditure approval process.

The Committee shall liaise with the Board of Management with a view to holding at least one joint meeting with that body each term. The Secretary of the Committee shall take minutes of such meetings.

The Headteacher shall be a non-voting ex-officio member of the PTA and shall be entitled to attend any and all meetings of the PTA and its sub-committees.

In any matters in Committee requiring a vote, all members of the Committee may vote, with the Chairman holding a casting vote to be applied if necessary.

Each member of the Committee must have attended at least half of the meetings held in any one school year before he/she can be eligible for re-election into the Committee.

The term of office for each member of the Committee shall be for a period of 2 (two) years commencing on the date of the Annual General Meeting when he/she was elected and ending at the 2nd (second) Annual General Meeting held after his/her election if the same is not held within 2 (two) years.

At each Annual General Meeting, all Committee members who have completed a two-year term shall stand down and if eligible for re-election, may offer themselves for re-election to the Committee.

Where a vacancy has been created by the resignation of the Chairperson, Secretary or Treasurer, such position(s) shall be temporarily filled by the Vice Chairman, or other (non teacher) member of the executive committee, while the vacancies consequently created shall be filled by co-option by the Committee at a meeting called for that purpose, subject to ratification at the next properly convened general meeting.

A member of the Committee may be removed at a Special General Meeting called for that purpose but only after a petition for the removal of such member has been signed by at least 30 (thirty) members of the Association along with a request for a Special General Meeting and has been presented to the Chairman or Secretary of the Committee with reasons given for the proposed removal and such member has been given at least 14 (fourteen) days to respond to such petition.

If after 14 (fourteen) days no response has been received from the relevant Committee member or if after a response is given the petitioners do not withdraw their petition, the Committee shall call a Special General Meeting for the purpose of putting the issue of removal to vote. Any of the following shall constitute grounds for the removal of a member of the Committee:

  • Failure to attend at least 75% of the Committee meetings in a term.
  • Persistent failure to attend Open General Meetings, Special General Meetings and Annual General Meetings.
  • Chronic inability to effectively fulfil requirements of the office for which elected.
  • Fraud/Misappropriation of the Association’s funds.
  • Involvement in acts inimical to the interests of the School.


  • At any of the following meetings, a quorum necessary for the conduct of any business shall be no fewer than 20 (twenty) members of the Association and such number shall include the elected office holders of the Committee.


  • Notices of all meetings of the Association shall be given in writing to all members of the Association either by advertisement on the notice board at the School or by circular letter. Periods of notice vary with the type of meeting.

The Annual General Meeting of the Association shall be held in the month of June of each year during the Trinity term and not while the School is in recess.

At least 14 (fourteen) days notice of each Annual General Meeting shall be given to all members entitled to attend and such notice shall contain the date, time and venue of the meeting as well as an Agenda to be deliberated upon.

The Accounts of the Association as described in (v) below shall also be sent to all members entitled to attend the Annual General Meeting along with notice of the meeting.

At the Annual General Meeting, the Chairperson or in absence the Vice-Chairperson and Secretary of the Committee shall act as Chairperson and Secretary of the Annual General Meeting respectively.

At the Annual General Meeting, the Treasurer shall present the Accounts as follows;

  • A statement of income and expenditure from the commencement of the School year to a date no more than 21 (twenty-one) days to the date of the Annual General Meeting.


  • A balance sheet as at a date no more than 21 (twenty-one) days to the date of the Annual General Meeting.


  • A statement of committed and proposed expenditure for the period commencing from the date of the accounts to the end of the school year.


  • A written report on highlights of income and expenditure for the school year.


  • The Accounts shall be signed by the Treasurer and Chairperson as a recommendation for the approval of the Annual General Meeting.


  • The ordinary members of the Association shall propose, second and approve such annual accounts by simple majority.


  • A draft copy of the minutes of the last Annual General Meeting shall be posted on the notice board of the School, 14 (fourteen) days to the Annual General Meeting and remain there until the day of the meeting.


  • Election of Committee members shall take place at the Annual General Meeting in accordance with this Constitution.


  • All other matters requiring a vote shall be approved or declined by simple majority of those physically present at the Annual General Meeting.

The Committee shall call at least 2 (two) other general meetings apart from the Annual General Meeting to be known as Open General Meetings – one in each of the Michaelmas and Lent terms. The purpose of such meetings is to discuss any recurrent concerns of parents and teachers in open forum in the presence of the Head Teacher and representatives of the Board of Directors and to advise the members on plans and forthcoming events.

At least 14 (fourteen) days notice of each Open General Meeting shall be given to all members entitled to attend , and such notice shall contain the date, time and venue of the meeting as well as an Agenda to be deliberated upon.

Any matters requiring a vote shall be approved or declined by a simple majority of those physically present.

A draft copy of the minutes of the last Open General Meeting shall be posted on the Notice Board of the School 14 (fourteen) days to the Open General Meeting and remain there until the day of the meeting.

A Special General Meeting shall be convened at the request made in writing (signed by not fewer than thirty members) presented to the Chairperson or Secretary of the Committee. On receiving such a request, a Special General Meeting shall be convened as early as possible but not before a notice of 7 (seven) days has been given to all members.

At such Special General Meetings, the Chairperson and Secretary of the Committee shall act in those positions respectively, unless the majority of members attending in person at the meeting decide otherwise.

It is the responsibility of the outgoing Committee to ensure that the adequate and suitable nominations are obtained to provide for continuity of Committee membership and also allow for a healthy regular change in Committee composition.

Election on to the Committee shall take place at the Annual General Meeting, though by exception at the request made in writing (signed by not fewer than thirty members) presented to the Chairperson or Secretary of the Committee they may take place at a Special General Meeting.

The elections shall be conducted by a committee made up of 2 (two) non-committee members of the Association and 1 (one) teacher, who shall be appointed at the Annual General Meeting.

The election shall be held in 2 (two) rounds. The first round shall be to elect the office holders while the second round shall be to elect non-office holders. Any nominee for an office holder position not successful in the first round will automatically be included in the list of nominations for the non-office holder committee membership.

The method of election shall be by such method proposed to the meeting, accepted by a majority of those members present, and entitled to vote.

Invitations to nominate shall be given by the Committee to all members together with the notice for the meeting and nominations shall close 24 (twenty four) hours before the Annual General Meeting or Special General Meeting at which voting is to take place.

Nominations shall indicate the preferred position for the candidate and any person nominated to serve on the Committee shall record his/her consent by appending his/her signature on a Nomination form submitted to the Committee at least 24 (twenty four) hours before the Annual General Meeting or Special General Meeting at which voting is to take place.

A duly executed Nomination Form will include the name and signature of both the proposer and seconder both of whom must be members of the Association at the time of the Annual General Meeting or Special General Meeting at which voting is to take place.


  • The Treasurer shall keep an account of all income and expenditure and shall submit the Accounts at the Annual General Meeting.


  • The Bank Account(s) shall be in the name of the Association and withdrawals shall be made in the name of the Association on the signature of 1 (one) ‘A’ signatory and 1 (one) ‘B’ signatory.


  • There shall be 3 (three) A signatories (Chairman, Vice Chairman and Treasurer) and 3 (three) B signatories (Secretary, PR/marketing officer and the Social Secretary)


  • The Accounts of the Association shall be from time to time audited by the Auditor who shall be responsible for ensuring due process with regard to the accounts of the Association.


  • An auditor, not being a member of the Committee, shall be appointed annually at the Annual General Meeting to audit the accounts and books of the Association.

As soon as is practicable but no later than 14 (fourteen) days after the commencement of Michaelmas term, the External Auditor shall carry out an examination of the Final Accounts for the full year.

No later than 28 (twenty-eight) days after the commencement of the Michaelmas term, the External Auditor shall issue a report of the final Accounts for the school year to members of the Association.


  • No alteration of this Constitution may be made except at the Annual General Meeting or at a Special Meeting called for that purpose.


  • A draft of any proposed changes to the Constitution, or their substance, shall be forwarded to the Committee who shall deliberate upon such proposed changes and where considered appropriate shall properly notify members at the time of giving notice of any meeting capable of approving such a variation.


  • All changes can only be approved by a simple majority of those present at any Annual General Meeting or at a Special General Meeting called for that purpose and shall be binding until further notice.
Racial Equality Policy

The aim of this policy is to confirm the School’s unequivocal commitment to non- discriminatory practices and to the promotion of good relations between all members of the school community regardless of race, religion or other culturally distinctive features. The School has a duty to:

  • Challenge and eliminate discrimination.
  • Promote equality of opportunity for all.
  • Promote the development of good relations, mutual understanding and tolerance between peoples of different racial, cultural/ faith groups and traditions.

The Lagos Preparatory School community rejects unequivocally language, practices and forms of behaviour which discriminate against either individuals or groups on the basis of their race/ ethnicity, language, nationality or other religious or cultural identities. The LPS community also recognizes that, at times, everyday practices, attitudes and assumptions commonplace within the community may have the potential to make some minority groups feel excluded and/ or discriminated against: every effort will be made to eliminate such unfortunate circumstances, but it is also recognized that on some occasions it may be necessary to make separate provision for some individual or groups of pupils – eg exemption from attending some forms of whole school assembly; exemption from certain lessons.

The School will endeavour at all times to:

  • Meet the needs of all pupils, encouraging them to achieve their full potential as unique individuals – implicit in this is the assumption that each pupil will be encouraged to strive to attain the highest standards possible in intellectual, creative, physical, social, moral and spiritual spheres.


  • Create a positive, inclusive community atmosphere founded upon respect for people’s differences and a spirit of mutual tolerance, respect and understanding.


  • Prepare pupils to be citizens in today’s pluralistic, multicultural society.


  • Monitor pupil attainment, behaviour and discipline and school procedures for admissions and assessment and ensure that specific corrective action is taken if and when evidence of bias or discrimination in outcomes or procedures are identified.

The responsibilities for meeting the aims of the policy are as follows: The Directors will:

  • Ensure that the policy and its related procedures and strategies are implemented. The Head Teacher will:
    • Implement the policy and related procedures and strategies.
    • Ensure that all staff are aware of their responsibilities and are given appropriate training and support.
  • Take appropriate action in cases of racial discrimination.

All staff will:

  • Respond to racist incidents appropriately and know how to identify and challenge discriminatory language, attitudes and practices.


  • Promote good race relations and non-discriminatory practices.


  • Attend appropriate training and information opportunities when these are provided. The senior teacher will have specific responsibility for dealing, in the first instance, with reported incidents of racism or racial harassment and will record the incidents in the Racial Harassment Logbook. (kept in School Office)


  • The school will monitor all of the main areas of school life that are relevant to promoting racial equality and non-discriminatory practice including:
    • Pupil attainment, assessment and progress (Deputy Headteacher).
    • Curriculum, teaching and learning (DH)
    • Pastoral care (Key Stage leaders)
    • Staff recruitment/ development (Headteacher/ Administrator).
    • School ethos and values (all staff).
    • Pupil behaviour, discipline and exclusion (all staff)
    • Racism and racial harassment (pupils – senior teacher; staff – Headteacher).
    • Admissions and transfer procedures (Administrator).

Any racial equality issues that arise from the monitoring processes will be followed up as a matter or urgency by the person(s) responsible and will also be reported to the Senior Leadership Team via the senior teacher. They will be reported to the Directors in an annual report.

The methods, responsibilities and timescales are detailed in Annex A.

This policy will be reviewed annually by Directors.



Area Monitoring Methods Responsibility Frequency
Attainment, assessment & progress Internal and external exam results Deputy Head Teacher Annual
Reports Subject co-ordinators/class  teachers Termly/Ongoing
Curriculum, teaching & learning Heads of Department annual review of Schemes of Work Subject Co-coordinators/Deputy Head teacher Annual
Head teacher’s  summer term departmental reviews Head teacher/Deputy Head teacher Annual
Pastoral care Annual review of pastoral tutor work Key Stage Leaders Annual
Staff recruitment & development Review of operation of policies on recruitment and staff development Senior Teacher i/c of Staff Development Ongoing
School’s ethos and values  Mission Statement Head teacher/link director Annual
Pupil behaviour, discipline and exclusion Analysis of data on detentions and exclusions SLT Annual/Ongoing
Racism & racial harassment Racial Incident Book Senior teacher Ongoing
Admissions & transfer procedures Analysis of data Administrator Annual/Ongoing
Membership of PTA Agenda item for PTA Head teacher/Chair of PTA Annual


Risk Assessment Policy

The Early Years Foundation Stage at LPS requires all staff to conduct risk assessments and review them regularly.

Thorough risk assessment involves answers to such questions as the following:

  • What hazards are we faced with?
  • Who might be affected?
  • How can the risk be reduced to an acceptable level?
  • Can effective measures be implemented now?
  • If not, what contingency plans will serve us best for the being?

Before it can take place, the activity must be authorized and the form seen and signed by the Assistant Head Teacher Lower Prep or in absence, the Deputy Head teacher Business and Administration. Copies of all completed risk assessments are kept in a file in the office. Each assessment is written up on a standard proforma, for the convenience of all concerned.

School Council Policy

At Lagos Preparatory School, we acknowledge the importance of leadership within the student body. The establishment of a School Council provides an avenue for students to take on leadership and decision-making roles for and on behalf of the student body. In addition to this being a wonderful learning experience, it demonstrates to the students that they have a voice in the school and that adults value their input. One of the values of the School Council is to provide students with a model of the democratic decision-making process.

A school council is a representative body for all the students in the school. It provides students with the opportunity to become involved in the affairs of the school, working with the Senior Leadership Team and staff. It should always benefit the school and its students. The school council works with a teacher who is the link person between the students and the staff and management in the school.

Students eligible for election to the school council must be exemplary students. They must:

  • follow school and classroom rules
  • be well behaved at all times
  • always strive to do their best in class
  • demonstrate responsibility
  • take pride in the school
  • show respect for staff and other students
  • Students in Year 2 to Year 9 are eligible for election to the School Council


  • Two students per year group.
  • Head Boy and Head Girl

Elections will be held in October each year. Classes are to nominate children in their class for the position. The 3 children with the highest nominations then talk to the class on why they should be voted as class representatives. After this the class holds a secret ballot where the child with the highest votes becomes the class representative.

Meetings will be held once a week and class meetings are to be held prior to school council meetings


  • Liaising with school head and management on issues of concern to students
  • Co-operating with management and staff on the development of school rules and regulations.
  • Having a say in school policies e.g. anti-bullying policy
  • Making suggestions about school facilities
  • Extracurricular activities
  • Running a student newsletter
  • Links with other schools
  • Getting involved with the community
  • Student award ceremonies

The school council should listen to the views of the students in the school when drawing up calendar of activities.


  • It is important that there is good two way communication between the school council and students.
  • Students should be kept informed of the activities of the school council.
  • Students should be able to give their views to the council on issues being discussed through their elected class representative.
  • There should be a school council suggestion box in every classroom.
  • School council diaries are provided for class representatives to write down suggestions made by fellow students in the class.
  • Communication between school council members and Senior Leadership Team is made possible by the staff representative.

The council may decide to fundraise for its activities or for charity. The agreement of the Senior Leadership Team should be sought before planning any fundraising activities. The treasurer has responsibility for ensuring that any money raised by the council is used for the purposes for which it was collected. A financial report is provided to the council and Senior Leadership Team at the end of each school year.

The school council calendars run alongside the school calendar. The council is involved in every major activity in school. A copy of the council calendar is given out at the first meeting in the team.

The school council is dissolved when the terms of office of the members expires. This is usually at the end of the school year. Though a member of the council can be removed by:

  • The school council for stated mis-conduct as set down in the school council code of conduct.
  • The Senior Leadership Team according to the school rules and procedures.

The student council always appoints officers to run an effective council. Below are officers and their roles


  • Is the chief spokesperson
  • Calls meetings
  • Leads meetings in a fair manner making sure that all have equal say
  • Signs letters, notices that are issued by the student council
  • Liaises with Senior Leadership Team
  • Ensures that the school council is run effectively and efficiently
  • Prepares agenda for each meeting


  • Takes over the responsibility of the chairperson when he/she is not available
  • Assists chairperson in the organization of the student council
  • Accompanies the chairperson to meetings when necessary


  • Circulates agenda to all members at the start of the meeting
  • Takes minutes at meetings and writes them up
  • Ensures that everyone is aware that meetings are held


  • Manages any fund raised by the Student council with the chairperson’s assistance
  • Keeps financial records in order and reports to the school council on current financial status of the group
  • Provides the council and Senior Leadership Team with a complete financial report at the end of the school year.
  • The financial documents are counter signed by the chairperson


  • Keeps students informed about activities of the student council
  • Keeps notice board updated
  • Helps produce the student council newsletter
School Evaluation Policy

Self-evaluation has for some time been regarded as a feature of Lagos Prep. The introduction of Monitoring Evaluation and Review meetings just is one example of the school’s understanding the importance of departments ‘pro-actively’ evaluating the quality of their work. The school’s emphasis on the importance of lesson observations, and the introduction of the role of subject co-ordinators, are two examples of the school’s commitment to Quality Assurance, as are more recent samplings of work, planning files and regular pupil testing.

The school is building on the strong teaching development work of its Deputy Head by establishing rigorous self evaluation of departmental/area practices to assist in leading to improvements in Teaching and Learning, and has also formalised a system of line-management through which members of the Senior Leadership Team monitor, support and challenge the subject areas.

At a strategic whole school level, each member of the school’s leadership team and the wider senior staff team are responsible for the evaluation of relevant actions contained in the school’s improvement plan. This is carried out at the end of every term by individuals contributing to the general discussion at senior staff meetings and on an annual basis at the staff and senior staff residential conference held in the spring term. The self evaluation goes on to inform planning for the new SDP and for mid year amendments of the current SDP. This process links with the senior staff’s team twice yearly updating of the school’s SEF, which in the interim of the mid year reviews is also amended by the Headmaster.

The Self-Evaluation policy must ensure all staff are clear about what is expected of them, that the school’s established practices are developed to form a coherent process which contributes to sustained improvement. Finally, it must be rigorous enough to provide evidence which satisfies external inspection and professional association criteria, and must be embedded as a key element in a regular, on-going cycle of improvement.


  • To ensure there are systems, processes and procedures in place to give the school an accurate picture of its performance, identify strengths and areas for development and enable it to make sustainable improvements
  • To lay down clear, unambiguous expectations for all staff, so that they are sure what part they play in SSE and what is required of them
  • To ensure external and internally generated data are used to improve learning
  • To satisfy external agencies’ requirements for SSE



  • ensure this SSE policy is carried out
  • review the effectiveness of this policy on a regular basis
  • assume responsibility for areas of self-evaluation specifically designated to the Directors


  • ensure that staff fulfil the requirements of the policy
  • review the departmental folder prior to SSE interviews (as scheduled in the annual cycle) with the subject co-ordinators Line-managers should
  • monitor, challenge and support their subject areas to improve learning
  • report to the Leadership Team on their subject areas at least twice per year
  • use the line managers’ file to maintain records of meetings, discussions with subject leaders
  • assist subject leaders in meeting requirements for planning and auditing
  • advise the Head teacher about the allocation of the discretionary budget to subject areas in the Spring Term budget meeting Subject Leaders should
  • monitor, challenge and support staff in their subject areas to improve learning
  • maintain accurate records of their quality assurance work in the subject leaders’ folder
  • carry out or delegate at least the statutory minimum number of lesson observations
  • report a grading (1-4) range within their subject / department for SEF purposes
  • carry out an annual departmental or subject audit
  • write and submit an annual Action Plan, based on their subject area audit
  • interrogate internal and external data with the Deputy Head teacher formally once a year (Autumn Term)
  • use predictive data as a basis for setting, where applicable


  • ensure they receive their entitlement to at least the statutory minimum number of lesson observations per year (2)
  • take part in an annual Review of their performance with their subject leader (or designated appraiser where appropriate), or another designated member of staff
  • complete the self-review as part of their Annual Review
  • participate in subject area review meetings


  • take responsibility for acquiring and managing all relevant external and internal performance-related data
  • disseminate external and internal performance-related and predictive data to Subject Leaders
  • interrogate and interpret external and internal performance data with Subject Leaders, focusing on improving learning
  • ensure that performance related targets set by Subject Leaders in their Action Plans are valid, realistic and challenging
  • assist the Headmaster in setting whole school targets
  • take responsibility for providing data for Directors’ information


  • ensure the availability of agreed data through the network for improving teaching and learning.
Sex and Relationships Policy

Learning about their own sexual development together with an awareness of their relationships with others, helps children to lay the foundations for future relationships and associated responsibilities. Sex and relationship education (SRE) will be delivered in a sensitive and supportive manner.

Sex education is not just about reproduction and sexual health. While these issues are important, education must also take account of sexuality, gender, roles and responsibilities. Sex education is about enabling children to act responsibly in making and maintaining relationships with others and to feel good about themselves and the choices they make. It is about developing self-assertion, self-respect and respect for others. Indeed, sex education is now commonly called ‘sex and relationship education’ (SRE).

LPS has taken into account ‘DfES’ and NC Guidance recommendations from Healthy Schools Development Officer (Jan 04) and guidelines from recently published SRE materials. In the DfES document, sex education is defined as ‘learning about physical, moral and emotional development’. The guidance states, ‘it is about understanding the importance of marriage for family life, stable and loving relationships, respect, love and care. It is also about the teaching of sex, sexuality and sexual health’.

Sex and relationship education involves:

  • Providing information and knowledge
  • Challenging beliefs, stereotypes and misconceptions
  • Forming positive attitudes and values
  • Developing sexual identity
  • Promoting the skills necessary for effective communication and loving, caring and happy relationships
  • Encouraging positive behaviour

At LPS we believe these objectives can only be achieved using a developmental approach, beginning in the early years at an appropriate level and progressing through childhood and adolescence into adulthood. Sex and relationship education must be integrated into the whole curriculum, and not just ‘bolted on’ to any one stage of schooling. Sex education is part of the personal, social, health and citizenship education (PSHCE) curriculum in our school. When we inform our pupils through sex education about sexual issues, we do this with regard to morality and individual responsibility, and in a way that allows children to ask and explore moral questions. We do not use sex education as a means of promoting any form of sexual orientation.


Through the topic of ‘Ourselves’ (Science) children will:

  • learn that animals including humans, move, feed, grow, use their senses and reproduce(Early Years (EY’s) and Key Stage 1 (KS1)
  • learn names for sexual parts to be included when teaching the main external parts of humans (both OFSTED and the NHSS recommend that they do in KS1)
  • know that humans and animals can produce offspring and these grow into adults (EY’s and KS1)
  • recognise similarities and differences between themselves and others and treat others sensitively


  • Science National Curriculum Unit 4a Moving and Growing.
  • PSHCE: Coping with change and loss; Friends and enemies.

Through these units the children will:

  • learn differences between males and females
  • learn what happens during pregnancy
  • identify ways in which they have changed since they were born

Through the topic on Ourselves (Sex Education) children will learn about:

  • human reproduction
  • anatomy
  • puberty
  • relationship
  • starting a baby
  • birth of a baby
  • responsibilities of parenthood


  • Science National Curriculum Units – 5a Keeping Healthy;
  • 5b Life cycles of living things: animal reproduction, evolution, plant reproduction.

Through these Science units and PSHCE children will:

  • learn that life processes common to humans and other animals include nutrition, growth and reproduction
  • learn about the main stages of the human life cycle

In addition, the Y6 children will watch Living and Growing 3. This reassures young people about the normality of puberty and adolescence (Prog. 7 and 8). Prog. 9 considers sexual stereotyping and how sex is presented in the media. It is important that children watch these as a class. However, follow up discussion will be done in single – sex groups. This will include an additional video provided by the School Health Nurse, a separate programme for each the girls and the boys.

In Year 6 we place a particular emphasis on health education, as many children experience puberty at this age. We liaise with the Local Health Authority about suitable teaching materials to use with our children in these lessons. Teachers do their best to answer all questions with sensitivity and care. By the end of KS2, we ensure that both boys and girls know how babies are born, how children’s bodies change during puberty, what menstruation is, and how it affects women. We always teach this with due regard for the emotional development of the children.


Year 7/8
Involvement of outside agencies – As recommended the School Health Nurse will help deliver some aspects of SRE, as she will be able to deliver from a different perspective, which can only enhance the SRE. She will also run a drop – in service for the Y5/6 children following their SRE.

Teachers should encourage questions, and should answer them openly and honestly. The question asked may well be of general interest to the class; however, if it requires explicit information appropriate only to the individual, the teacher should not respond to the whole class but to the individual as appropriate. When children are looking for advice the teacher should, wherever possible, encourage them to seek advice from their own parents or guardians and, if appropriate, from the relevant health service professional.

Teachers conduct sex education lessons in a sensitive manner, and in confidence. However, if a child makes a reference to being involved (or being likely to be involved) in sexual activity, then the teacher will take the reference seriously, and deal with it as a matter of child protection. Teachers will respond in a similar way if a child indicates that they may have been a victim of abuse. They will not try to investigate, but will immediately inform the named person for child protection issues (Mrs Okoloko) about their concerns. The Deputy Headteacher (Pastoral) will then deal with the matter in consultation with health care professionals ( see also our policy on Child Protection).

While the school is aware of its legal requirements, it remains sensitive to the wishes of parents and the beliefs of the local community. The school is well aware that the primary role in children’s sex education lies with parents and carers. We therefore wish to build a positive and supporting relationship with the parents of children at our school, through mutual understanding, trust and co-operation. To promote this objective we:

  • inform parents about the school’s sex education policy and practice


  • answer any questions that parents may have about the sex education of their child


  • take seriously any issue that parents raise with teachers or directors about this policy, or about the arrangements for sex education in the school; encourage parents to be involved in reviewing the school policy, and making modifications to it as necessary


  • inform parents about the best practice known with regard to sex education, so that the teaching in school supports the key messages that parents and carers given to children at home


  • We believe that, through mutual exchange of knowledge and information, children will benefit from being given consistent messages about their changing bodies and their increasing responsibilities.


  • Parents with worries or concerns should be invited to contact the school. Experience suggests that worries expressed by parents can often be allayed by sensitive responses. They should never be ignored.

Our programme of Sex and Relationship Education is evaluated at the end of each unit by discussion within each teaching team:

  • by formative assessment during the delivery of the unit through pertinent questioning
  • by summative assessment for Key Stage 2 children at the end of the unit

Monitoring of Sex and Relationship Education is achieved through regular feedback to co-ordinator regarding the extent to which each unit’s objectives have been achieved. In the case of Science units each team is expected to complete a unit review:

  • through retaining examples of written work
  • through discussion on resources – suitability /shortages etc
  • through regular feedback from School Health Nurse
  • through feedback from parents

We acknowledge the principle underlying the effective Sex and Relationship Education is best achieved through a whole school approach, which ensures that this policy is set for the age and maturity of the pupils. This includes:

  • Involving parents and carers
  • Giving staff appropriate training and support
  • Ensuring that pupils’ views are listened to

We also acknowledge and respect parents’ rights to withdraw their child from the SRE programme. This policy has been formulated with the collaboration of the children, parents and staff of LPS.

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