Sen Policy

The staff and Directors of Lagos Preparatory School are committed to identifying and addressing the special educational needs of all its pupils within the constraints of the annual budget and resources. Assistance will be sought from outside agencies where appropriate.

We have regard to the definition of SEN stated in the ‘SEN Code of Practice’, 1:3

‘Children have SEN if they have a learning difficulty which calls for special education provision to be made for them.’

Children have a learning difficulty if they:

  • have a significantly greater difficulty in learning than the majority of children of the same age; or


  • have a disability which prevents or hinders the child from making use of educational facilities of a kind generally provided for children of the same age in school.


  • are under compulsory school age and fall within the definition at a) or b) above or would do so if special education was not made for them.’

Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught. Special educational provision means:

  • for children of two or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools, other than special schools.


  • for children under two, educational provision of any kind.



  • We believe that all practitioners are teachers of pupils with SEN and differentiate according to the needs of the children in their care.


  • Pupils with SEN are fully integrated into the life of the school and the curriculum, recognising the strengths of every individual as well as any areas for development, and ensuring all contribute to the social and cultural activities of the school.


  • We believe in equal opportunities and try to meet the physical, emotional and intellectual needs of all our children.


  • We endeavour to monitor all pupils who are not making adequate progress in the four broad areas specified in the SEN Code of Practice i.e. communication and interaction, cognition and learning, behaviour, emotional and social development, and sensory and/or physical development.


  • We believe that parent/carer involvement and support is vital to the success of the education of all of the children in our school.

Management of SEN within the school:

  • We monitor the progress of all pupils as an ongoing process. This enables early identification of any children who may require additional or different provision to be made.


  • Parents will always be kept informed of any additional or different provision being given and invited to contribute to and attend any review meetings about their child.


  • Parents are encouraged to discuss any issues and concerns with any member of staff. SENCO advice will be sought if needed.


  • Outside agencies are consulted for further advice when appropriate.

SEN within the school is co-ordinated by the SENCO (Special Educational Needs Co-ordinator).

  • Assistant Headteacher (Pastoral) – Mr Joseph Asida
  • SENCO – Mrs Kapur
  • SEN Assistant – Mrs. Akinleye
  • Mrs. Tuoyo
  • Mrs. Udoise
  • Mrs. Adesuwa
  • Mrs. Salvan
  • Ms. Odesanya
  • Ms. Mohammed


  • overseeing the day-to day operation of the SEN policy
  • co-ordinating provision for children with SEN
  • ensuring there is liaison with parents and other professionals in respect of children with SEN
  • advising and supporting other practitioners in the school
  • contributing to the CPD of the staff
  • ensuring that appropriate IEPs are in place for children at wave 3 of the graduated response
  • ensuring that relevant background and assessment information about children with SEN is collected, recorded and updated
  • liaising with external agencies
  • using the school self-review framework for monitoring SEN policy and provision in line with the five outcomes in Every Child Matters.
  • All staff is responsible for children with SEN. Liaison between all staff and those who have responsibility for SEN is ensured by written and verbal communication.
  • Multi-disciplinary/interagency co-operation is in place to ensure provision meets the needs of the children with SEN. We regularly consult and work with experts from Educational Psychology, Speech and Language Therapy when necessary.


  • The AHT with responsibility for SEN
  • Ensures that provision is made for pupils who have SEN
  • Ensures that the needs of pupils with SEN are made known to all who are likely to teach them.
  • Ensures that teachers are aware of the importance of identifying, and providing for, those children with SEN
  • Consults other schools, when necessary or desirable in the interests of co-ordinated special educational provision.
  • Ensures that a pupil with SEN joins with all pupils in the activities of the school together, so far as is reasonably practical and compatible with the child receiving the SEN provision their learning needs call for and the efficient education of the pupils with whom they are educated and the efficient use of resources
  • Report to parents on the implementation of the school’s policy for pupils with SEN
  • Have regard to the Code of Practice when carrying out its duties to pupils with SEN
  • Ensures that parents are notified of the decision of any extra provision being made for their child
  • The AHT is involved in developing and monitoring the policy. He is kept up to date and knowledgeable about the provision, deployment of funding, equipment and personnel resources.
  • The quality of SEN provision is continually monitored, evaluated and reviewed. A report on the implementation of the SEN policy is issued annually and sent to parents.
  • SEN provision is an integral part of the School Development Plan.



  • A proportion of our budget is allocated for SEN provision.
  • The provision of additional support is made as appropriate from the delegated SEN budget. And in line with the Graduated Response to Special Educational Needs.
  • We use assessment information and provision mapping to identify, provide and develop our resources to support children with SEN.


  • We are committed to the early identification and intervention of children who may have SEN.


  • The graduated response, adopted in the school, recognises that there is a continuum of needs. This is recommended in the SEN Code of Practice.


  • School Action – If a teacher identifies a child who may have SEN it may be necessary to devise an Individual Education Plan (IEP). This sets out any arrangements that are additional to and different from the usual curriculum. The teacher liaises with the SENCO and parents/carers and involves them in setting targets and strategies. These are shared with the child and reviewed each term, or as appropriate.


  • Further advice and professional support is sought and implemented as is considered necessary for the individual needs of the children.


  • School Action Plus – If adequate progress is not made after a substantial period of intervention and review, the teacher in consultation with the parents/carers and SENCO, may conclude that further support and advice is needed. In some cases, outside professionals’ i.e education psychologists, speech therapists may be involved with the child. A new IEP will be drawn up in consultation with the parents/carers.


  • The IEP is continually under review to ensure that the appropriate targets set provide success for the child and progress is made. The parents/carers and children are always involved.


  • In a very few cases it may be necessary for the school to consider, in consultation with the parents and any outside agencies involved, whether a statutory assessment may be necessary.


  • The SEN policy is subject to a regular cycle of monitoring evaluation and review.
  • The SEN policy should also be read alongside the behaviour and equal opportunities policy as they are directly linked.
  • The SENCO ensures that all appropriate records are kept and available when needed. These are always available for parents/carers to see and can be a source of invaluable information for teachers in other classes and the next school.


  • All children are entitled to a broad, balanced and relevant curriculum, including the National Curriculum. Progress is continually monitored using a range of assessments including: observations/baseline assessment/level descriptions in the National Curriculum at the end of the key stage/objectives of the Primary Framework for Maths and Literacy.


  • All information gained is used to support planning in order to aid progress.

We strive to create a sense of community and belonging for all our pupils. We have an inclusive ethos with high expectations and suitable targets, a broad and balanced curriculum for all children and systems for early identification of barriers to learning and participation.


  • The SMT (Senior Management Team)/ Directors, will on an annual basis, consider and report on the effectiveness of the work and if any amendments to the SEN Policy need to be made.


  • The broad principles and objectives set out in the policy lay the foundation for the criteria by which we evaluate the success of our policy.


  • We continually review and report on the effectiveness of the policy. This includes the numbers of children identified and their progress, the levels of parental/ carer involvement, materials and equipment used, resource allocation, liaison with other educational establishments, details of the staff’s continual professional development and our priorities for the year.


  • The SMT, SENCO, and subject co-ordinators monitor classroom practice/analyse pupil tracking data and test results/identify value added data for pupils with SEN.
  • SEN is part of our school self-evaluation arrangements and is a priority in the School Development Plan.


  • We endeavour to do our best for all children but if there are any concerns we encourage those concerned to approach the class teacher in the first instance, the SENCO, the Assistant Head teacher and a response will be made as soon as possible.
  • Parents/carers are informed about the Parent Partnership Service so that they can obtain support, advice and information if they wish.



  • We have a plan for all staff and the SENCO to be involved with further training in line with the priorities identified in the School Development Plan.


  • We have regular staff meetings where SEN issues are discussed. These are related to specific concerns relevant to the needs identified or in ensuring that staff keeps up to date with information.
  • The SENCO attends relevant training and disseminates the details to all the staff as is appropriate or individuals can access training that is necessary for their professional development.


  • There is an induction procedure for new staff into the school’s policy and procedures for SEN.

Advice and support from outside agencies is available if requested by the school.


  • The school is committed to involving parents/carers whenever it is practically possible. We include all in social events, appropriate curriculum meetings and regular parent meetings.


  • Parents/carers are invited to review meetings to discuss progress and to be involved in setting targets with appropriate intervention strategies to help the child both in school and at home.


  • The ethos of the school is very welcoming and parents are encouraged to arrange further meetings if they wish to discuss the progress of their child at any time during the school year.

Pupils participate where possible, in all the decision making processes, including setting targets and contributing to their IEPs, discussing their choices, assessment of needs and in the review procedures

We have procedures in place to ensure that transition arrangements take place with ease and are perceived in a positive light, by all our pupils. We encourage liaison between staff and ensure records contribute to the future planning for the benefit of the pupils, year on year.


Action Who is involved? What is involved? Next steps
Wave 1
Differentiation, Quality, First Teaching.Outside agency advice can be sought at any stage
The class teacher responsible for the pupils. The teacher plans for the activities to be given the pupils at the appropriate level of need for success and progress to be achieved. If, after observations in a variety of contexts and in discussion with parents/carers, a pupil is not making adequate progress, a wave 2 intervention is considered.
Wave 2 
Some additional small group intervention is provided
The class teacher is responsible for the pupils. School data shows that these pupils may be slightly underperforming. Teacher will consult with SENCO who will advise on suitable programmes to be delivered. A t TA will deliver programme in consultation with the teacher. TA and teacher plan for the intervention. Programme is implemented as part of class provision. Teacher, TA and SENCO involved with monitoring progress. If adequate progress is made, Quality First Teaching will now be appropriate. If not adequate progress made, further wave 2 support may be needed or after discussion with SENCO, TA, parents/carers, wave 3 school action may need to be considered.
Wave 3 
School Action
The teacher responsible for the child informs the SENCO of the concern and with advice obtained, writes an IEP in consultation with the parents/carers and the pupil. The IEP is implemented mainly in the class. Additional and/or different activities/resources are used to meet the needs of the pupil. Suggestions for support at home are considered with the parents/ carers. IEP is reviewed regularly. Parents may be asked to contribute towards the provision of a personal facilitator for their child. Most pupils should make progress with the additional help but if the targets and strategies implemented in the IEP mean that adequate progress is not made, further advice may be requested from SENCO and/or outside agencies.
Wave 3 
SchoolAction Plus
The SENCO usually requests advice from an external agency at this stage (if not already consulted). A new IEP is devised from the additional guidance given and the teacher involved delivers the plan of action. The IEP is implemented mainly in the class using the strategies and additional/different resources suggested. Support from home is considered. IEP is reviewed regularly. The child will usually receive some 1-1 support to work on specific areas. The majority of pupils will make progress with the further advice and intervention but if the targets and strategies do not result in adequate progress all the parties involved will seek external agency support.


  • Child works within the classroom with differentiated activity provided by the class teacher as occurs with all children


  • Child works within the classroom occasionally supported by assistant teacher and/or class assistant either individually or within a small group


  • Child is given 1 to 1 support on a regular basis following a structured timetable of support within the classroom and/or through withdrawal to suitable workspace. Programme delivered by Special Educational Needs Support Assistant Teacher
  • Child is provided with a dedicated facilitator*. This support is usually class based but may include withdrawal at times. Child is taught by a facilitator in a designated workspace outside of the classroom.

*Facilitators: may work full or part-time with a child, dependent on the needs of the child. The cost of providing a facilitator is always met by the parents. The school can organise an appropriate facilitator however, parents are welcome to source their own. For the safety of all of our children ALL facilitators must be approved by the Senior Leadership Team for their suitability prior to the commencement of their employment at Lagos Prep School. The work of a facilitator (even if provided by the parents) will be continuously assessed by school senior staff.

Staff Development Policy
  1. The teaching and professional support staff are the most important single resource that the School has. The Directors recognise this and seek to promote an environment in which all staff are valued and receive proper recognition for their work and contribution to school life.


  1. The Directors seek to offer training and support to staff, both collectively and individually, to enhance their professional development, to increase their sense of worth and to enrich the staffing resources of the School by improving performance and extending competence.


  1. The Directors further recognise the need to support all members of staff with regard to their long term career development.


  1. The implementation of this policy will take account of the priorities identified in the School Development Plan.


  1. The importance of the principle of staff development is recognised in the School Development Plan and through the appointment of a Staff Development Co- ordinator with overall responsibility for INSET needs and the Performance Management Scheme.
    1. Individual staff training needs are identified through the Staff Appraisal Scheme and the priorities established in the School Development Plan.
  2. Whole staff training needs are identified as part of the annual planning cycle by the Head Teacher and Staff Development Co-ordinator working with the Leadership Team and calling upon any appropriate evaluation report and other relevant material.


  1. The Staff Development Budget is managed by the Administrator and the Staff Development Co-ordinator.


  1. At least four days each year are designated for whole staff training. The Staff Development Co-ordinator, working to the agreed training requirements, is responsible for the arrangements. A fifth training day equivalent is devoted to after-school departmental, pastoral and other meetings.


  1. Individual staff wishing to apply for courses etc. Should directly approach the CPD co-ordinator who will then begin to assess the colleagues wishes for further training. First and foremost this will be linked to priorities contained within the school’s development plan.


  1. Additional support and training are provided for members of staff new to the School.

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

  • Standard 1 – Ethos
  • Standard 2 – Policy
  • Standard 4 – Leadership and Management
  • Standard 7 – Presence, Participation and Personal Development
  • Standard 12 – Professional Development

This policy is monitored by the Staff Development Co-ordinator working with the Head Teacher and Administrator

This policy is evaluated and reviewed annually by the Directors who will require a report from the Staff Development Co-ordinator.


  1. This Procedure applies to individual members of the Teaching Staff and the Support Staff who wish to attend courses and conferences.


  1. The approval of the Head of Department and/or Line Manager should be gained for any application to attend INSET whether during the working day, at weekends or during holidays.


  1. The applicant should complete a blue INSET form, available from the folder on the Staff Development Board in the Staff Room or from the Staff Development Co- ordinator.


  1. After completion by the applicant and signature by the HoD/ Line Manager, the form is to be passed to the Staff Development Co-ordinator. It must be accompanied by relevant documentation giving the following information: full details of the organiser and contact details, and the cost of the INSET if not free.


  1. The relevant Finance Officer will check availability (or confirm if the booking has already been made by the member of staff) upon receipt of the blue form and accompanying documentation from the Staff Development Co-ordinator.


  1. The Staff Development Co-ordinator makes a copy of the blue form for INSET records. A second copy of each application by a member of the Teaching Staff is passed to the Deputy Headmaster/ Administrative Officer for Supply Cover for advance notification of absence and the provision of cover.


  1. It is also the responsibility of all members of staff to inform the relevant Finance Officer of any change to the application, such as over-subscription, changed dates or times, substitution by another member of staff or a cancellation for personal reasons. The Finance Officer is then to inform by e-mail the Staff Development Co-ordinator and the Administrative Officer for Supply Cover if necessary. Similarly the Finance Officer is to inform applicants of any changes if so informed by INSET organisers.
  1. Any fees for INSET are usually paid by the Finance Department upon receipt of invoices. If advance payment is required the Staff Development Co-ordinator is to complete a request form for a cheque. Applicants should not fund any advance payment personally unless with the agreement of the Finance Department.
  1. For any INSET that is not free the Staff Development Co-ordinator is also to complete a BWS Order request authorising expenditure from either the Staff Development or Language College cost centres, and pass it to the relevant Finance Officer with the completed blue form and accompanying documentation.
Staff Induction Policy


  1. The School recognises the importance of providing for the induction of teachers and support staff new to LPS


  1. The induction programmes will enable New Staff to be made aware of the ethos of LPS as an international school following the English National Curriculum. The programmes will also inform New Staff of the expectations of Directors, the Senior Leadership Team and Parents.


    The School will implement this policy by carrying out the following programmes:

    1. The Induction of New Members of the Teaching Staff.
    2. The Induction of New Members of the Support Staff.


    The appropriate Line Manager and the Staff Development Co-ordinator will monitor induction.


    The Senior Leadership Team will monitor the effectiveness of this policy.


    1. The Induction of Members of the Teaching Staff New to LPS
    2. The Induction of Members of the Support Staff New to LPS


  1. The induction period should provide a level of professional support which will introduce the newly appointed member of staff to the practices and procedures of the department and the School. Lesson observations and regular meetings with the Key Stage Leader and/or the Professional Development Co-ordinator provide evidence for monthly assessments of progress and, at the end of the term, for the satisfactory completion of the induction/probationary period.


  1. The Induction Programme. In terms of support during the induction period, the programme will address issues in the following areas:
    1. Getting to know the Department/key stage – schemes of work, methods of assessment, resources etc
    2. Teaching skills – planning, classroom management, recording and reporting etc
    3. Pastoral issues – this role of the class teacher, child protection etc
    4. Professional issues – career development, training, health and safety etc


  1. Some of the above issues are also dealt with in the Staff Handbook, which the newly appointed teacher will receive during an initial visit so, unless the need arises, it may not be necessary to discuss them as a part of the formal induction programme.


  1. The Initial Visit. The aims of the visit are to:
    1. Meet the key stage staff.
    2. Meet other staff in the School and develop an understanding of their roles.
    3. Become familiar with the geography of the School.
    4. Meet with the Professional Development Co-ordinator to discuss the induction programme and assessment procedure.
    5. Receive the staff handbook.


  1. Support during the Induction Programme. Professional support will come from the PDC and the relevant Key Stage Leader, both of whom will meet with the newly appointed teacher on a regular basis.


  1. In liaison with the Key Stage Leader the PDC will be responsible for the induction of new staff in both a formal and informal manner, including:
    1. Organising the initial visit.
    2. Liaising with the KS Leader/Subject Co-ordinator in departmental induction.
    3. Providing opportunities for external INSET in consultation with the Staff Development Co-ordinator.
    4. Providing informal help and advice.
    5. Implementing the formal induction programme.


  1. The KS Leader will be responsible for the induction of new staff into the relevant department and, in liaison with the PDC, will undertake the following:
    1. Introduction of departmental schemes of work and procedures.
    2. School and departmental disciplinary arrangements.
    3. Resources available.
    4. Timetable.
    5. Lesson observations, copies of which should be made available to the PDC.
    6. School and departmental assessment arrangements.
    7. Performance management procedures


  1. It is also hoped that other Key Stage members will act as informal mentors and that all staff will be as welcoming as possible.


  1. The induction should provide new members of the Support Staff with an appropriate introduction to the practices and procedures of the School, and their work within the School, during the first three months of their contract.


    In terms of support during the induction period, the programme will address issues in the following areas:

    1. Getting to know the Line Manager and other colleagues
    2. Working conditions, contractual responsibilities, and health and safety matters
    3. Professional development procedures, including application for courses
    4. Pastoral matters, including the welfare of pupils and Child Protection criteria
    5. Understanding the School’s ethos – Mission statement; international context


    The aims of the visit are to:

    1. Meet the Line Manager less formally than during the interview.
    2. Meet other members of staff and develop an understanding of their roles.
    3. Become familiar with the geography of the School.
    4. Receive the Staff Handbook.

Professional Support will come from the Line Manager and the Staff Development Co-ordinator independently meeting the newly appointed member of the support staff on a regular basis, and liaising with each other.

  1. The Line Manager will be responsible for the induction of a new member of the support staff in both a formal and an informal manner including:
    1. Introduction to working procedures, schedules of work and lines of communication.
    2. Use, availability and security of resources.
    3. Disciplinary arrangements for pupils.
    4. Appraisal procedures following the induction period.


  1. The Staff Development Co-ordinator will be responsible for:
    1. Providing information and opportunities for Inset during the School’s Staff Development Programme and at other times and places.
    2. Providing other information and advice.


  1. It is also expected that other members of staff will act as informal mentors and be as welcoming as possible.
Swimming & Water Safety Policy

The staff and Directors of Lagos Preparatory School are committed to the needs of every student to have a wholesome and diversify learning experience in our school. We have also incorporated the ECM and SEN standard in our swimming and water safety policy, we believe that everychild matter, and we respond to student with special education needs. To be able to achieve this, we have in place our own swimming pool ,qualified and experience swimming coaches that are able to respond to the needs of the children. It is our policy that our pupil and student enjoy and achieve our swimming objectives, in order to be healthy and safe, so that they can make a positive contribution to our school, and acheive economy well being for themselves and the nation.

Swimming, is the art of self-support or self-movement, using arms or legs, in or on the water, usually for sport or recreation. Because human beings do not swim instinctively, it must be learnt. human beings have developed a variety of strokes and body movements that propel them through water with speed and power. They are the basis for the evolution of competitive swimming as a sport. swimming had become known not only as a means of survival or saving lives in emergencies, but as a valuable tool in physical therapy for children with special education need and as the most beneficial form of general exercise. No other form of exercise uses so many muscles in the body so fully At Lagos Preparatory School we recommend that children learn to swim when they are as young as possible, because they will learn more easily and quickly than adults. We use flotation devices to assist the learning process and helping swimmers overcome any fear of water. Water safety entails the capability of the school to ensure that it pupils and swimmer are safe, and have the ability to stay safe during the swimming programme.

Our current swimming pool was design for temperary use pending when the permanent School swimming pool will be available.The pool is design with safety and learning features in mind we have a meduim size swimming pool with an all round water deph of 4.5 feet, 16ft wide and 32ft long This pool design cater for beginners and advance swimmer. The deph of the pool allow the children to explore and learn swimming technique very fast because the fear of drowning is remove from the mind of the children and they are able to concentrate on learn the basic strokes in swimming.also due to the shallow nature of the pool a non swimmer will be able to carry out rescue operation in case of emergencyThe roles and responsibilities of the swimming teahers at the pool In Lagos Preparatory School, Safety and supervision is a collective responsibility of and the teachers. At the pool side, the swimming teachers are in charge of the safety and conduct of all the swimmers.

The teachers are responsible for discipline whilst travelling to and fro the swimming pool and in the changing rooms.Adequate supervision of changing, use of toilets, showers, footbaths are provided by the school Teachers should ensure that: Pupils are ‘fit to swim’ i.e. that pupils with cuts, skin or ear infections do not swim. Pupils’ should wear the recommended school swimming wear. Swimmer with long hair must wear a swimming cap.Jewellery is removed – including ear studs.

NB wrist bangles/discs worn for medical, religious or cultural reasons should be retained only if covered by a wristband.No sweets or gum are allowed.Pupils are familiar with behaviour at the pool which promotes safety.There must be a teacher or at the poolside even when the swimming teacher provide all the teaching.The swimming teacher must not enter the water if there is no supervising adult on the poolside.The teacher are able to see all pupils throughout the lesson. The bottom of the pool should be clearly visible any problems of glare or light reflected from the water surface should be satisfactorily overcome.The swimming teacher are informed of pupils who need special consideration e.g. SEN, medical conditions, behavioural difficulties, those who are particularly nervous. NB Pupils with Epilepsy should be provided with a poolside ‘spotter’ as well as a ‘buddy’ in the water.Ensure the appropriate use of goggles in swimming lessons

In Lagos Preparatory School, swimming is part of our curriculum our swimming plan is divided into yearly, termly and weekly plan with assessment and and weekly evaluation of swimmer learning progress. we have provision for KS1,KS2, KS3, advance and competative swimmers. We teaching the four basic stroke in swimming which include the front crawl, the breaststroke , the butterfly, the backstroke, the diving techniques and the racing skills for competative swimmer. Pupils are allowed to learn at their own pace. They are encourage to participate in all the activities to increase their confidence and interaction with the other pupils.

At Lagos Preparatory School, we have sufficient, qualified and experince swimming teachers and assistant teachers to provide for a class of 24 swimmersMaximum 1:8 for non swimmers, increasing to 1:20 for improved and competent swimmers.Teaching group sizes are reduced or staffing increased as the age, intelligence, experience, disability or environment requires in order to provide safe teaching at all times.We give special attention to Special Education Needs (SEN), and children with medical conditions currently within the group to be taught, as this affects the ratios.The final decision rests with the swimming teacher, having carried out a detailed risk assessment to justify any difference in ratio.Teacher and assistant must count the number of pupils in their own group in and out of the pool, and walk around the perimeter of the pool to ensure that there are no pupils still in the water.

This group of swimmers are the best and the fastest swimmer in the school.they are able to swim a minimum of 50m in their specific stroke they represent the school in swimming competition. This include swimmers that are able to swim at least 3 different strokes and can swim a minimum of 25m. They are taught stamina and stroke coordination

In this group the swimmer are taught thebutterfly ,the backstroke and the advance swimmingtechniques This include all the age group that can not swim.They are taught the front crawl, breaststroke, floating techniques and diving skills.

The required rescue equipment are easily accessible around the poolside and in a satisfactory condition.We have rescuing pole that can be use for rescue operation by a non swimmer.

We practice emergency procedures at least once per term and the pupils understand the response required of them.

The responsibility for pupils involved in swimming remains at all times with the swimming coaches and teachers for the safe delivery of the activity. It is necessary for coaches and teachers to enjoy good working relationship, with good communication and also to understand that the teacher has the responsibility for monitoring the progress of the pupils regardless of who directs the session. At Lagos Preparatory School, we have a well equiped sick bay and qualified Nurses to attend to emergency situation in the event of an accident.

The School swimming pool manager is responsible for the maintenance of the pool.He must ensure that the facilities are safe and present no risk to the health of the swimmers. This applies equally when the school use swimming pools belonging to other schools, or when the pool is used for fun day and other activities.

  • Emergency Action Plan (EAP)
  • Actions to be taken in the event of a foreseeable emergency, for example:
  • Overcrowding
  • Disorderly behaviour.
  • Lack of water
  • clarity
  • Outbreak of fire(or sounding of the alarm to evacuate the building
  • Bomb threat
  • Lighting failure
  • Structural failure
  • Emission of toxic gases
  • Serious injury to a bather
  • Discovery of a casualty in the water

The procedure should make it clear, if it becomes necessary, how to clear the water or evacuate the building. To ensure the effectiveness of emergency procedures, management should ensure:
All the staff are adequately trained in such procedures. Notices are displayed to advise the general public of the arrangements

Exit doors, signs, fire-fighting equipment and break-glass call points where provided, should be checked regularly to ensure they are kept free from obstruction.All fire exit doors should be operable without the aid of a key at all times the premises are occupied. In the event of any of the above listed situation everybody including the staff should assemble at the fire assemble point at the gate side.

Security Policy

Security Policy

At Lagos Preparatory School we take the security of our children very seriously. This policy identifies the key elements of the school’s security management system and the ways in which we seek to improve the security of our pupils, staff, governors and other adults and children who may be affected by school activities.

LPS School staff and pupils are a key resource and it is essential that risks to their security are properly controlled through an effective security management system and commitment at all levels.


  • Enabling strategic leadership to promote a collaborative and coordinated response to risk management
  • Identifying improvements in security culture and accountability across the school.
  • Implementing ongoing improvements in the effectiveness of security measures and controls, monitoring and reviewing security measures.
  • Ensuring that staff are consulted and informed about security and receive appropriate training where required whether new or existing.
  • Informing parents and pupils of the security policy and encouraging them to help to ensure that it is effective.


The Governing Body: – The Governing Body will ensure a security policy is in place and is monitored and reviewed annually. – The Governing Body will ensure that staff are aware of and adhere to school security and participate in training where appropriate.

The Headteacher: Has overall responsibility for the day to day security of the School and for ensuring such things as:

  • All staff appreciating the importance of security and understand the School’s policy/procedures and their own responsibilities.
  • Staff training needs are kept under review and training arranged as and when necessary.
  • New staff are informed of the School’s security policy/procedure.
  • Parents and pupils are informed of the security policy/procedure and encouraged to help ensure that LPS has a safe school culture.
  • Regular reports will be made to the Governing Body, via the Health & Safety Board Committee.
  • Advice will be sought from the police and other security agencies where necessary.

The School Business Manager will:

  • Maintain the security systems and equipment.
  • Carry out regular routine security checks.
  • Maintain a record of all security checks.
  • Record security lapses, bring these promptly to the attention of the Headteacher, and review security procedures as and when required.
  • Raise awareness of security issues.

Staff: Whatever the arrangements for delegating certain functions, there is a clear message that good security involves everyone in the School.

Staff should be aware of and conform to operational procedures that affect security eg.

  • Key control procedures
  • Visitor monitoring
  • School Gate monitoring
  • New employees will be informed of this during their induction training.
  • All staff will be issued with ID badges and will display these whilst on the premises.

Pupils: – Must report any persons on site that are not familiar to them and are not wearing either the official school ID badge or a visitor ID badge. Students should not approach any stranger who is not wearing a badge but report all strangers immediately to the nearest member of staff. Signs and assemblies/meetings will regularly remind them of their role.

Securing the School Grounds

The School is a private place. Any person who is not included in the following categories, and enters without permission, is a trespasser and may be asked to leave:

  1. a) Members of staff – unless suspended for health or disciplinary reasons
  2. b) Registered pupils – unless excluded for disciplinary reasons
  3. c) Parents or guardians responsible for a student at the School – unless prevented for legal reasons.
  4. d) Others – Governors, suppliers, contractors and authorised users of the premises for ‘out of hours’ activities.


Visitor Access Control

The School operates a simple workable access control system at the School Gates and therefore:

  • Considers everyone who is not a member of staff or student as an intruder until they have gone through the visitor reception procedure.
  • Provides visitors with a holding area until they can be dealt with, usually by contacting the school’s Reception to ascertain that a visit is expected by school personnel.
  • Identifies legitimate visitors and monitors:
  1. a) Their arrival and reason for their visit by requiring them to sign in and complete the safeguarding documentation.
  2. b) Movement around the School and
  3. c) Departure time
  4. d) All visitors will be given an ID badge, which they will wear as long as they are on site.


Daily Security Procedure at LPS

  • We have 8 Security guards from Prudential Guards on duty throughout the day. 7 of the 8 have been with the school for many years and are well known to parents and children. Two armed guards are on duty during the night. All of our guards have completed  background checks which we have processed with our UK consultants.
  • Most children arrive by car in the morning – stop at the entrance to the Foyer and the car door opened by either, Security, Admin Team or member of the SLT.
  • The SLT & all EYFS teachers are all present in the School Foyer between 7.30am -8.00am each morning. Gates open at 7.30am and are closed promptly at 8.00am when no cars are allowed into the School Compound until 7.30am the following morning. No cars are allowed into the Compound in the afternoon pickup – Parents/Carers arrive on foot to collect their children from the School Foyer apart from EYFS children who are collected from their classrooms.
  • No parent/carer is allowed anywhere in the school, except the School Foyer, either at pick up or drop off, again with the exception of the EYFS corridor.
  • Every child is issued with a Security Tag at the beginning of each Term. Parents/Carers must present this Tag to LPS Security prior to escorting the child through the School Gates at the end of the day. In the event of there not being a security tag (left at home/in another car…), Parents/Carers must report to Reception with the child. Only 3 members of Staff are authorized to allow Security to let the child out of the compound without a Tag – The Business Manager, The Administration Manager, The School Receptionist, once parents have been identified because they are actually in Reception or they have been contacted by phone to ascertain their approval.
  • Parents/Carers are excellent at remembering tags because they know they have to go through a rigorous process involving the mentioned 3 personnel to get the children past the gates if the tag is not available.


This policy should be read in conjunction with The LPS Risk Assessment Policy 

Parent Communication Policy

Parent Communication Policy


At Lagos Preparatory School we recognise the importance of clear and effective communications with all stakeholders (pupils and parents, governors and outside agencies), and we are committed to being open and accessible for all who have an interest in the school. At all times and through all channels it is expected that communication will be proactive and respectful, modeling before children the mutually supportive efforts of home and school to further a child’s learning and development. This policy addresses the main ways in which the school ensures effective two-way communication between home and school.


Aims of the policy:

  • To continuously improve the quality of service given to LPS pupils by ensuring that effective communication and consultation takes place between the school and parents.
  • To improve the quality of service by ensuring robust processes for consultation between the school and parents are fully communicated and understood.
  • To ensure all LPS staff appreciate and deliver the school’s expectations for prompt, timely and effective communication with Parents, as detailed in this Policy.



Communication between the school and parents operates in the following ways:-


New Parents

  • Any written admissions enquiry to LPS is responded to on the day it is received by the Business Manager, when the parent is thanked for their interest in the school and an initial meeting arranged. Parents arriving at Reception to enquire about Admission to the School will usually be met by the Business Manager so that the initial meeting can take place immediately.
  • New Parents are given a full School Tour by the Business Manager and wherever possible meet appropriate Key Stage Leaders and the Headmaster. The Business Manager explains the Admissions process school and Assessment dates are agreed. Parents are given an Admissions Pack (Registration and Medical Forms, Use of Images and Pick Up Information Data Form) and a ‘Welcome Pack’ which includes:
    • School Prospectus
    • Milestones Book – History of the School
    • A Guide to Starting at LPS
    • Parent Agreement document
    • Curriculum Jigsaws
    • School Calendar
    • Term Events Calendar
    • Hot Lunch Menu
    • Extra Curricular Club Programme
  • New Parents are given the Business Manager’s card and the Business Manager maintains contact with Parents throughout the Admissions and Assessment process, answering all parent queries as they occur and working with the Bursary department to ensure invoices are sent to new Parents.
  • New Children and Parents are met by the Business Manager on their first day at school when Pick Up and Hot Lunch tags are issued.
  • Parents who join LPS in the Michaelmas Term are invited to a New Parents’ Cocktail event which takes place on the second Friday evening of the Michaelmas Term. The event gives new parents the opportunity to meet teachers, the Senior Leadership Team, Link Directors, members of the PTA and each other.


Whole School Communication

At LPS we recognise that effective communication is critical, as not only are our parents exceptionally busy but also frequently travel and need to delegate the day to day care of their children to domestic staff. It is essential therefore that information about whole school activities is communicated early, clearly and that a variety of channels (letters, emails, SMS texts and the School Newsletter) are used to remind parents as an event approaches:


The School Calendar – Is completed for the next academic session during March each year. Care is taken to align LPS term dates to UK Independent schools and local Nigerian Senior Schools in an attempt to synchronise sibling holidays.


Term Information Packs – During the End of Term Exams Week of each term an Information pack is sent to every parent for the subsequent term. Each Term Information Pack includes:

  • Term Events Calendar
  • Curriculum Jigsaw
  • Extra-Curricular Club Programme
  • Hot Lunch Menu


Weekly LPS Newsletter– The regular LPS Diary column in the LPS Newsletter signals the dates of key events during the term and editorial reminds parents about imminent events and celebrates whole school events and individual achievements.


Letters  – Letters are sent home in bags the week before an event or activity takes place and an SMS text is sent the day before to remind parents. For many events Posters are also displayed in the School Foyer.


The School Office – The Administration team receive calls, texts and visits from parents to check the details of whole school events and it is essential that the full support team, spearheaded by the School Receptionist are fully briefed on all events and activities and have spare communication copies to hand over to parents.


The School Website – The LPS website is extensive and provides information on school policies, resources and educational links to help children learn and support parents with the education of their children. The Website is updated weekly with editorial from the School Newsletter and bi-weekly with children’s test results.


Annual Written Report from the Trustees – At the start of each academic year, Parents receive a written report from LPS Trustees highlighting the year’s achievements and outlining plans for the current academic session. The report features pupils’ achievements (SATS results, Secondary Schools our pupils have gained admission to, testimonials from alumni, music awards, sporting achievements, art & design achievements), School Calendar Events & Activities, Development and Enhancement of School Facilities and Resources, PTA activity and contribution to the School Facilities. The report will introduce new staff and communicate information about any departing staff. Plans for the current academic session will focus on the key elements of the School Development Plan, which integrates OFSTED recommendations.


The Home/School Diary – Children in all classes have a Home/School Diary and this is the prime daily communication between school and home. This enables parents and carers to record a wide range of information that they wish to share regularly with the Teacher. Teachers use the Home/School Diary to record homework assignments, and as a regular channel for communication with parents and carers. Teachers are required to record all instances of unacceptable behaviour as well as homework or classroom assignments which have not been satisfactorily completed in the Home/School Diary. In the event of a third entry written by a Teacher in the Diary, the Director of Learning is advised and will write to Parents to request a meeting at School. Our EYFS pupils have a special Home/School Diary tailored to the needs and information required by Parents of younger children.


The School’s Homework Schedule is pasted inside every Home/School Diary, so Parents and pupils can clearly see which subject homework assignments are planned for each night.


Children’s Academic Progress

At LPS we have developed a comprehensive range of strategies for communicating information to parents about what their child is learning and the progress they are making with their studies.


What is my child learning?


The British National Curriculum – Parents who wish to inform themselves at a detailed level, about the unit of study their children are undertaking in each subject at any time are directed to the British National Curriculum which gives highly specific information. Copies of the British National Curriculum Document (200 pages) are located in the Staff Room and at Reception. An electronic copy is available on the School Website and parents are reminded in the Newsletter every half-term that this very detailed information is available to them. Teachers, naturally, have the subject and year group sections of the curriculum appropriate to them.


Curriculum Jigsaws – For many parents the Curriculum Jigsaws which are sent out as part of each term’s Information Pack provide an appropriate level of insight into the key topics their children will be studying in every subject during the term. For our EYFS pupils, a 3 page document is sent to parents before each term begins, detailing the specific work which will be covered in each of the seven zones of learning.


Termly Parent Meetings – All teachers are available to meet parents on the Wednesday and Thursday afternoon of the first week of each term. The objective of this initiative is to bring the Curriculum Jigsaws to life, with subject teachers giving further information to parents about the term’s unit of study including the resources which will be used. It is an opportunity for parents to receive more detailed information about the specific aspects of a topic their children will be learning and to find out what they can do to support classroom learning at home.


Headmaster’s Workshops – The Headmaster runs a series of Workshops, including Attainment Tracking and the Bi-Weekly Testing Programme as well as the LPS & Beyond Programme. These events are communicated throughout the term in the LPS Newsletter.


Text Books and Work Books – Are sent home in children’s bags each week as part of homework or revision assignments. This provides parents with the opportunity to see on a weekly basis the work children are completing in all of their lessons.


EYFS Weekly Topic Communication – In our Early Years Key Stage, a detailed Weekly communication sheet is pasted in Children’s Home School Diaries every Friday so that Parents have the opportunity to talk to children about the topic they will be learning about when they return to school each Monday. The EYFS Weekly communication sheet details the key things children will be learning about in each of the seven zones of learning.


Talk to Me About – This is further reinforced by Talk to Me About Communication Posters which are located outside each of our EYFS Classrooms. These Posters communicate the work children are doing in class that week and Parents are encouraged to talk to their children about this work in order to reinforce classroom learning at home.


What Progress is my Child Making?


Written Reports – A written report with a grade for each subject (the key for the grading system is included on the report) together with comments from each subject teacher and the Headmaster, is sent to parents three times a year on the final day of each term.


Parent Conferences – A Parent Conference is scheduled towards the end of each term and is designed to provide further, qualitative, feedback to supplement the end of term Written Report. The school allocates these 3 full days to underscore the importance of giving Parents detailed feedback about their child’s learning progress, to communicate key targets and to explain how Parents can support classroom learning at home. As Parent Conferences are scheduled for a full day, Parents have the opportunity to meet with all of their child’s subject teachers.


Bi-Weekly Test Results – At LPS we operate a Bi-Weekly Testing programme which provides quantitative analysis of a child’s attainment and progress at several points during each half-term. The results of each test are loaded onto the school website and Parents have unique access codes to view their child’s progress. In this way, Parents can track their child’s performance and any surprises in end of term Reports can be avoided. The Headmaster, personally inputs every child’s bi-weekly test scores and will, in conjunction with the Director of Learning intervene when an unexpected result or trend emerges. Parents are contacted to attend a meeting with the Headmaster, Director of Learning and relevant teaching staff ( For example: Key Stage Leader, Subject Teacher, Class Form Tutor) and in some instances the Head of Pastoral Care. The meeting is designed to formulate an action plan which can be used in School and Home to accelerate learning in the cause for concern subject or topic.


Work Book Targets and Developmental Marking – Parents also have the opportunity to view their child’s current targets in their Exercise books which come home each week. Targets are communicated after each significant piece of work on an LPS Developmental Marking Insert card which identifies what the pupil has done well, what needs to be improved and next steps.


Open Door Policy

At LPS we pride ourselves on the accessibility of our Senior Leadership Team and our Teachers and we enthusiastically encourage Parents to come in to discuss issues or concerns, or update us on home issues. The Senior Leadership Team and all EYFS teachers are located in the School Foyer every morning between 7.30am- 8.00am and are available to all Parents to answer any questions, listen to feedback and many issues or points of clarification or information which Parents wish to communicate can be dealt with instantly.


If a Parent’s question or concern requires a more formal response, the Business Manger coordinates a suitable time for the parent and appropriate members of staff to meet. This meeting will usually occur on the same day. At LPS we try to ensure all members of staff are available to meet with a Parent in order that an action plan can immediately be put in place and that a subsequent meeting is not needed to establish the action plan. The same process is enacted for any Parent who emails, texts, phones or calls into Reception to request a meeting.


We prefer parents not to drop in before school to see Primary and Secondary School Teachers, as this is both an important time of preparation and a time for settling children into morning classroom routines. Parents wishing to see these teachers can contact the School at any time or meet with the SLT team in the School Foyer at drop off to arrange a meeting after school. Teachers are all available after school for short, informal interaction or by appointment for more formal meetings.

Parents can also use the Home/School Diary to arrange a meeting directly with a Class Teacher. Teachers all have LPS emails, which are checked daily and can be contacted via the School Office email and telephone lines. Many teachers provide parents with their personal email addresses and phone numbers, however the school does not insist on this as regrettably parents have abused this access in previous years.


Proactive Parent Involvement

At LPS we actively encourage Parent involvement in a wide range of School Activities and regularly communicate opportunities for Parents to interact and support whole school initiatives.


PTA – The school was founded by Parents, so inevitably, the PTA has always been at the heart of LPS life. The PTA runs two major fundraising events each year and holds a Parent Appreciation Party at the end of each academic year. The PTA Exco meets at least twice a month and holds termly general meetings for all parents. The PTA provides Parents with a further channel to feedback any issues or concerns which are in turn are communicated to the Senior Leadership Team to address.


Reading Parents –  We are fortunate in having a large number of parents who devote forty minutes each Wednesday morning to support our Big Read sessions in different year groups.


School Assemblies – We celebrate the achievements of our Workers of the Week every Monday during Assembly. Parents of children who have won an award are telephoned on the Friday of the previous week and invited to attend the Monday Assembly.


Parents in the Work Place – Parents are instrumental in helping us extend the curriculum by bringing their professional skills into the classroom. For example, a number of our parents who are dentists help us during EYFS dental hygiene topic week and a wide range of parents come into school during the EYFS “The Jobs People Do” week. Parents also kindly invite groups of our KS3 children into their work place as part of the children’s Business Studies course.


Parental Consultation – Parents are often consulted on an informal and formal basis about key issues in the school. For example, the launch of the Hot Lunch Service, the development of the Children’s Reading Garden.


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