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LILYFONTEIN SCHOOL General Information & Operational Guidelines The following serves as an information guide on Lilyfontein School, curriculum offerings and the operational features of our School. Internal School Policy is based on official regulatory documents relating to all applicable Educational Acts.

ABOUT LILYFONTEIN Lilyfontein School is situated 20km outside East London in the Brakfontein Area. It accommodates learners from Age 4 to Grade 12. We provide an academic programme that is balanced with a strong and competitive sporting programme. This is complemented by our unique Adventure-based programme that lays foundations for the further physical and emotional development of our students. Geographic Information Currently the Primary and High School from grade 4 to 12 is housed on private land owned by Middlecourt Trust who provide all the buildings, facilities and class equipment. Grade 0 to 3 classes are on state land. State land comprises approximately three hectares and private land approximately 35 hectares. Our Educational Philosophy The school's business is about developing the whole child and ensuring a balance between the academic, physical, cultural and spiritual spheres. This is done in a child-centred, democratic and empathic manner.


Our Vision Being a family community, having pride in our school and delighting in excellence, we strive to develop young people who are self-confident, happy and marketable within the changing society that is South Africa. Our Mission Statement To be a school where our natural environment is utilised to provide quality education based on sound Christian principles in order to contribute positively towards a changing society as pupils are prepared for life and leadership. Our Core Principles Fairness, Integrity, Respect, Excellence and Service. Our Core Values These values underpin our Principles:  To ensure a caring and respectful environment at school.  To operate within a value system to create an infrastructure that is conducive to good learning experiences where the positive self-image of learners and educators is paramount. These values are Christian based values like honesty, integrity, hard work, self-respect, respect for fellow people and recognition of others' belief systems.  To ensure a safe learning environment through upholding the values of self-discipline, respect for property and personal possessions and recognition and acknowledgment of our school rules and regulations.  To develop a healthy attitude to life through providing a balanced programme where sport and adventure-based activities enable a healthy lifestyle.  The nature and rigours of our Outdoor and Adventure-based curriculum demand a high level of self-discipline, mental and physical fitness. Consequently, we regard these as fundamental values.  To expose our learners to a variety of cultural activities that will enrich their lives.  To maintain a strong pastoral opportunity for our learners through leadership training and community Interact projects.  To encourage a positive and constructive ethos amongst all staff members. 3

Our Norms In order that the core principles and supporting values are lived out in the school context, we have a few fundamental behavioural norms. These norms ensure that learning happens in an educationally sound and safe environment for all people on the Lilyfontein campus and are based on the following policies:  A Constitution  A Code of Conduct  Disciplinary Code  School Rules  Hostel Rules and Regulations  Disciplinary Procedures  Code of Participation of students  Parental involvement Details of these norms are available in the Code of Conduct booklet which is handed to all new parents during the admission process. Principles of our Code of Conduct Rights - It is the right of every pupil to:  experience quality education that will enable him/her to learn and grow as an individual.  be happy and to enjoy a positive learning experience at school.  have a pleasant, safe and healthy environment.  be in a school well regarded by the community.  be safe and free from threat. Responsibilities - It is reasonable to expect that Lilyfontein pupils will:  respect the person, right and property of others.  show courtesy.  behave in a way which reflects well on the school.  be honest and loyal and act with integrity.  strive for self-discipline and excellence.  respect and adhere to the Lilyfontein School rules.  be committed to the school curriculum; academic, physical, pastoral and cultural. 4

Ethos and Character of the School  Refers to the constitution of the School Governing Body.  Lilyfontein School is a Christian-based, English medium school espousing the above values, norms and principles, accommodating learners from Age 4 to Grade 12.  It is incumbent upon every member of staff and student to act properly, decently and with propriety.  SGB and Middlecourt Trust have resolved in policy that provision will be made for 2 classes per grade as the full complement of the school.  Class population is determined by the School Governing Body and set as standing policy.  The school wishes to reinforce the idea of nation building, transformation and equal opportunity. Middlecourt Trust Middlecourt Trust owns all the land and facilities on the 35ha section of the school. Middlecourt’s object, as stated in the Trust Deed, is to provide the infrastructure for a high standard of education to Lilyfontein School. Middlecourt Trust is managed by a Board of Trustees. Expectations As part of the philosophy of developing the whole person, it is expected that students also participate in the physical and cultural programmes offered at school to complement the academic programme.


LILYFONTEIN IDENTITY School Colours : Khaki, Navy, Orange and White. The School Badge: Book:

Tradition of open book (unlimited learning), learning happens in many ways. It holds the store of knowledge, skills and wisdom, characteristics of which are emphasised within the learning ethos.


The Lynx is the guardian of the book of learning. The Lynx is a symbol of sharpness, alertness, being smart and tenacious and also a unique animal in our area.


Used as a feature on various items.


Servamus “to Serve”. This underpins the Adventure Leadership aspect of our curriculum. “Once you have learnt to serve, you will learn to be a leader.”

ADMISSION POLICY  Preference will be given to applicants living in the broader feeder area of the school.  The age of the applicant must conform to the accepted norm of a particular standard.  The Applicant will be taught in English, therefore a measurable competency in English ought to be evident.  Applicants to supply relevant documentation, ID, unabridged birth certificate, immunisation card, recent report, proof of address and a recent ID sized photograph. 6

 Parents and applicants must familiarise themselves with and conform to the school Code of Conduct, dress code, extra mural and adventure policies.  We are a fee paying school and therefore payment of fees is obligatory in line with the SA Schools' Act.  The Christian-based ethos, as decided by the parent body, is to be respected by parents and applicants of Lilyfontein School.  All admissions will operate on a waiting list system (Department of Education regulations).  Parents and learners are expected to sign a form to acknowledge and agree to comply with the norms of Lilyfontein.  As we offer an Adventure-based and Eco-focus we require parents to sign an Indemnity Document to enable your child to participate in the activities.

SCHOOL HOURS Grade 0 - R Grade 1 (Term 1 & 2) Grade 1 (Term 3 & 4) Grade 2 - 3 Grade 4 – 6 Grade 7 – 12

: : : : : :

7:30 - 12:00 7:30 - 12:30 7:30 - 13:00 7:30 - 13:10 7:30 – 14:10 7:30 – 14:10

A warning bell is rung at 07:30 to allow learners time to line up at their classes by 07:32. Every Day School Routine

 07:20 – Staff meeting each day for a 10 minute contact time.  School starts at 07:30 for students. Any student who is late needs to report to the front office.  07:30 – 07:40 : Class teachers period where the following are dealt with: absenteeism, money matters, dress check etc.  Periods for Grades 4 – 12 are 50 minutes long with two 20 minute breaks.  Friday’s periods are shortened, starting immediately at 07:30 and ending at 13:00. This is to accommodate staff meeting and development time from 13h15. 7

 Assemblies are on Fridays. Primary (Grades 1 – 7) at 07:45 and High (Grades 8 – 12) at 09:10.  Extra murals are conducted after school and vary according to grade. o Grade 1 – 3 13:20 - 14:10 o Grade 4 – 12 14:20 - 16:00  Some sporting disciplines may continue after 16:00. Punctuality

 In order to avoid disruptions to the learning environment, punctuality is critical.  Learners that are late must report to reception before going to class. Regular Attendance

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It is vital to maintaining good school performance. Healthy students must be encouraged to attend school daily. It is incumbent on the parent to ensure that their children attend school. In serious cases of illness (flu/other infectious conditions etc.), learners should be kept at home until fully recovered. A note explaining the absence is required to be filed. After two days’ absence, a medical certificate must be produced on returning to school. Absence for an examination or control test requires a medical certificate. Students absent for more than 25% of school days may not, by law, be promoted to the next grade.

Aftercare Facility (Pre-Primary) Hours

The aftercare is open daily from 12:00-17:00 except on the last day of the term.  Children should be fetched by 17:00 daily. A penalty fine of R20 will be charged if children are collected after 17:15. Upon the second occurrence the parents will receive a written notification of the unacceptability of the situation and be requested to ensure it does not re-occur. Upon a third occurrence within the same school year, the parents will be required to remove their child/children from aftercare.  Parents must notify us if a child is not attending. 8

 Parents must inform the school if children are to be fetched by anyone other than the parents. No child/children will be released without prior parental consent. Programme: 12:00 - 12:45 Controlled free play outside 12:45 - 13:00 Toilet routine, wash hands and take out lunch 13:00 - 13:30 Lunchtime 13:30 - 14:00 Play outside 14:00 - 15:00 Sleep time or quiet play (drawing, play dough, reading) for those children who are awake 15:00 - 15:05 Toilet routine, wash hands 15:05 - 15:30 Snack time 15:30 - 16:00 Games and free play 16:00 - 17:00 Quiet inside time, drawing and story Food

The Aftercare Centre does not provide food. Parents are welcome to provide the child with his/her own lunch. Payment and Notice period

 Aftercare fees are available on request.  All fees are to be paid in cash at the beginning of each term.  One month's notice must be given, in writing, if you intend removing your child from the centre. Rules

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No stones, sticks and any other potentially dangerous items are allowed. No swearing will be tolerated. No dangerous games e.g. open gates, stingers, etc. No playing outside the aftercare premises. No climbing over fences. No toys to be brought to aftercare.


Aftercare Facility (Foundation Phase) Hours

Monday - Thursday Friday

12:30 (13:00) - 16:00 12:30 (13:00) - 14:30


Option 1 - Homework supervision Option 2 - Aftercare only (no homework supervision)

UNIFORMS Foundation Phase & Intermediate Phase (Grade 1 – Grade 6) every day. Senior and FET (Grade 7-12) Monday – Thursday:  Navy or Khaki branded golf shirt  Navy quantec branded shorts  Navy branded tracksuit  Navy branded rain jacket. This does not replace the tracksuit or blazer. It may only be worn on cold, wet, inclement days or adventure days.  Short white school socks with navy and orange stripe  Track shoes must be predominantly white with navy trim or “All terrain” track shoes (with very light grey, but still predominantly white). No lumo, dark grey or black track shoes or laces are allowed  Navy blue or black school bag. No branded bags to be used. School branded kit bags are available from Kingons (82 Queen Street, Cambridge, Eastern Cape, Tel: 043 726 3213) Shirts have been designed to be left untucked for temperature purposes. Senior Phase and FET (Grade 7 – Grade 12) Formal Uniform This formal uniform is worn on Friday (assemblies) or other special events as instructed. BOYS:


Official school blazer, white school shirt with pocket badge, grey longs, plain black belt, grey socks and regulation black school shoes. A tie in winter


Official school blazer, navy gym, white shirt, white socks (not secret socks). Winter – Navy stockings (tights – Cameo 44 Decitex) and a tie

Sport Uniform (all grades) Phys Ed and certain sport practices: Khaki T shirt, navy quantec shorts and adventure shoes or white with navy trim track shoes. The multi-purpose vest may be worn Matches Rugby: Navy Judron shorts, rugby shirt, rugby socks and predominantly white with navy trim track shoes Cricket:

A White golf shirt with logo, white with navy trim track shoes with:  A teams: white shorts and rugby socks  B teams navy quantec shorts and school socks  U15 - 1st team: white longs


White with navy trim track shoes and hockey socks with:  Grade 1 - 3: White golf shirt with navy quantec shorts  Grade 4 -12: Girls’ sports uniform  1st team: 1st team outfit White with navy trim track shoes with:  Grade 1 – 3: Boys and girls - Multi-purpose vest, navy quantec shorts and hockey socks  Grade 4 – 12: Girls – girls’ hockey outfit Boys - Multi-purpose vest, navy quantec shorts and hockey socks st  1 team: 1st team hockey top and skorts


Boys’ Tennis: Girls’ Tennis: Athletics:

A white golf shirt with logo, navy quantec shorts and white with navy trim track shoes Girls’ sports uniform White with navy trim track shoes with multi purpose athletics vest and navy quantec shorts 11


Black bathing costume for boys and girls with a visually bright swimming cap.


Khaki T-shirt/sports vest, navy quantec shorts and “All terrain” track shoes. If school shoes are used for adventure please ensure that they are cleaned for school.

 Short white school socks with navy and orange stripe to be worn for all sports that do not have official socks.  Matches have specific dress according to sporting code.  The white golf shirt may NOT be worn to school. The student must change into it after school.  The multi-purpose athletics vest may be worn for external sporting events eg Surfers, Tomato Trot etc. Other clothing: Matric jackets, Adventure tops, Sport / Tour jackets may only be worn on days allowed by the School Management Team or to specific sport matches or practices. Hats, Caps & Sunscreens

Learners should wear either of the official school hats on outdoor outings or athletic meetings.  Navy blue school cap  White wide brimmed 'cricket style' hat Sun screens should be used for any outdoor activities. Hair Girls:

Hair must be tied up if it touches the collar. It must be neat and complement the school uniform.  Hair must be clear of the eyes.  No fashion styles, perms, synthetic plaits, mousse or gel.  Natural colour only.  No more than two pony tails.  Only navy ribbons, bobbles, alice bands, scrunchies, etc. 12


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No fashion hairstyles, natural colour only. No gel or mousse. Hair must be brushed/combed. Hair must be above eyebrows and ear and not touch the collar. Cleanly shaven.

Jewellery Girls with pierced ears may wear one small stud per ear, in the first hole of the lobe only. Boys are not permitted to wear earrings, rings or studs in any part of their body. No other body piercings permitted for either boys or girls. Girls may not wear any other jewellery. No lumo coloured watches or other watches that do not look appropriate with the uniform should not be worn. House Each learner will belong to a house:  Navy  Orange The house system is in place to encourage team spirit and a healthy competitive atmosphere.

LANGUAGE POLICY The language policy of the school shall, according to the SA Schools Act, be determined by the Governing Body in consultation with the parent community and be referred to the MEC. English is the medium of instruction and is taught at first language level in all grades. Afrikaans is taught as a subject on the second language level. Pupils are required to take this language at this level in all grades. English and Afrikaans are taught as part of the Language, Literacy and Communication Learning Area, with greater notional time given to English as the primary language. 13

CURRICULUM General Education and Training: GET (Grade 0- 9)  Curriculum Assessment Policy Statements (CAPS). Further Education & Training: FET (Grade 10 – 12) National Senior Certificate (NSC) is the National Qualifications Framework qualification at completion of Grade 12  Duration 3 years – Grades 10, 11 & 12  Entrance requirement is a Grade 9 school report reflecting the required promotion standards for Grade 9 Subject Offerings at Lilyfontein

Compulsory Subjects (Fundamental component)  English (Language of learning and teaching at Lilyfontein)  Afrikaans (FET Additional Language level)  Mathematics or Mathematical Literacy  Life Orientation Group B Subjects (Elective component)  Physical Science   Life Science   Geography   Accounting 

Tourism Computer Application Technology Business Studies Hospitality

All combinations will allow learners to obtain admission to bachelor’s degree courses. Extra-mural Curriculum The aim of the extramural programme is the education of the whole child. Each learner is therefore encouraged to participate in some activity. Emphasis is placed on participation, sportsmanship, manners, self-control, a positive competitive spirit, sound application of skills and a will to perform better.


Sport happens at different times for different age groups, but ends by 16:00 on Mondays, Tuesdays, Wednesdays and Thursdays, except if games/fixtures are being played. Cricket matches may go on to 17:30 – parents must fetch their children after matches. Physical

All students enrolling at Lilyfontein will be expected to participate in the extracurricular programme. One sport per term. Cultural

Drama, music, steel band, marimbas, individual singing and choir. Lilyfontein Adventure-based Programmes This unique aspect of Lilyfontein is termed our Phys-Ad programme: Phys (physical development through) Ad (the Adventure Programme). This combines Physical Education with Adventure activities. The programme is designed to complement our ethos of educating the whole child. Rationale:

The intended purpose of the Lilyfontein School's Phys-Ad programme is to address the relevant content and skills of the Life Orientation CAPS curriculum. Learners from grades 1 to 12 are given the opportunity for guided experience, to develop a range of additional skills that serve as valuable life skills. The Phys-Ad programme experience encompasses a holistic approach to learning in that it is designed to address the three elements of a balanced education, namely: intellectual and meta-cognitive thinking, inductive and deductive reasoning The structural: physical, physiological, anatomical, neuro-biological and biochemical The emotional: psychological, spiritual, mental, self-esteem, regulating emotions The cognitive:

None of the three elements exists on its own and therefore interact continuously for optimum learning. It follows then that these three elements of learning need to be in balance and operate in synergy. Any balanced education programme needs to 15

incorporate opportunity for the development in all three elements. This we do through structured, incremental and self challenging learning experiences where safety is paramount and the learners are closely monitored. Each activity is solidly de-briefed by experienced staff, providing opportunities for self reflection, self evaluation and self correction. The learners that pass through this integrated adventure programme are able to think, investigate, solve problems, cope with anxiety and make sense of information or situations for themselves. They are self motivated and are able to work in teams to harness each person’s strengths towards a common goal. These are skills that serve our learners long after they leave the school. Programme Content: Activities vary from year to year and the location chosen. The following are some of the activities included in the experience. Grade 1 to 3: General but basic adventure activities to build skills in a variety of disciplines.

 Grade 1:

 Grade 2:

 Grade 3.

Individual challenges (climbing wall, paddling, hiking), orienteering, group dynamics, introduction of basic map skills. Optional Camp: Camp Bushbaby More in-depth individual challenges (climbing wall, paddling, hiking), orienteering, group dynamics, build on basic map skills. Optional Camp: Camp Bushbaby Sleep over, camp crafts, camp cooking, night hikes, climbing wall, group dynamics, orienteering with map, road safety. Camp: 1 night sleepover

Grade 4 to 7: Incremental application of general skills moving towards a focus on specific skills with greater skills challenges. Using the skill of Self-reflection as a functional tool to cope with personal or group issues.

 Grade 4:


Farm camp, budgeting, shopping, farm experiences, conservation, horse riding, team building, individual challenges, fishing. (Selfreflection, grace and courtesy, listening and leadership) Camp: Farming and Fishing (3 days)

 Grade 5:

 Grade 6:

 Grade 7:

Group dynamics, team building activities, communication skills, concept of independence and inter-dependence, snorkelling, orienteering, solitude, raft building, beach studies, self care, health and fitness. (Self-reflection, grace and courtesy, listening and leadership) Camp: Beach studies (4 days) A series of physical and mental challenges with a cycling focus. Cycle care, fixing punctures, safe riding habits, kloofing, road safety, responsibility, fitness, self-care and health. (Self-reflection, listening and leadership skills and social etiquette) Camp: Cycling (4 days) A series of physical and mental challenges with a paddling focus. Introduction to leadership, senior role in primary school, paddling, orienteering, individual challenges and group challenges. (Self-reflection, safety in paddling) Camp: Paddling (4 days)

Grade 8 to 12: Focus on specific skills per grade with an emphasis on achieving a particular goal. Practising the skill of self-reflection as a functional tool to cope with personal or group issues.

 Grade 8:

 Grade 9:

 Grade 10:

Group dynamics, formal dinner, self challenges and abseiling (Madonna and Child 35m) to focus on self development, leadership, communication and trust. Hiking to develop Selfreflection. Camp: Hobbiton (5 days) Hiking used to challenge intra-personal (self-planning, selforganisation, self-evaluation, self-talk, self-checking, selfencouragement) and inter-personal skills (language to encourage and motivate, making a point in a group, supporting each other, recognising the signs of dejection/demotivation). Environmental awareness. (Self-reflection, mental, emotional and physical fitness) Camp: Amatola 80 km Hike (5 days) Survival experience. Survival, canoeing and 95m abseil. Working together to complete a series of activities designed to encourage intra and interpersonal skills application and consequently growth through specific debriefing techniques. This 17

 Grade 11:

 Grade 12:

also includes budgeting, decision making and prioritizing. Abseil and conservation. (Self-reflection) Camp: Gubu Dam (4 days) Put into practice the leadership skills developed during the adventure programme by facilitating a camp for under-privileged children. (Self-reflection). Camp: Under-privileged Children’s Camp (2 days) Excursions: Karoo Excursion, Nieu Bethesda and climb to the top of the Compassberg Mountain (2nd highest freestanding peak in South Africa). Geared specifically to the vocational aspect of adventure. (Selfreflection)

Extra –Curricular Adventure Activities A set of extra-curricular adventure activities is also offered as part of the Extra-Mural Programme. These are based on age group abilities:  Camp Bush Pig optional for Grades 4-7  Adventure Race (U13 – open)  Outdoor Pursuits - Otter swim (Grade 7-12), Horse trail riding, Marathon run, mile swim etc.  Orange River Excursion (Grade 9-12) Stationery and Books There are different stationery and text book requirements for each grade which are updated annually. Book lists and stationery lists are included with reports at the end of each year. New learners will have these sent to them. These may be purchased at our stockists. All books are to be covered neatly and with plastic. Grade 1 – 3 books are covered at school. Homework Policy & Procedure  There is always homework. If your child regularly tells you that there is no homework, alarm bells should ring.  All learners have homework and time must be spent working on the day's work.  Catch up work is the responsibility of the learner who was absent. 18

 Parents need to be part of the homework routine at home by creating suitable times and a suitable place. Please monitor TV, cell phone and computer game usage. o Grades 1 – 7: Parents are interactive – Listen to reading spelling, numeracy. o Grades 8 – 9: Parents required to check and ask for assignment instructions, etc. o Grades 10 & 11: Parents required to ask to see evidence of work and provide extra tuition when necessary. o Grade 12: Responsibility shifts to the learner.  Grade 8 - 12 require a parent signature on the informal test file every Friday. Homework Diaries

Learners in Grades 1 – 7 must be assisted by teachers to manage diaries. In Grades 8 – 12, learners maintain their own diaries, as this is regarded as an important life skill. Parent Tip Make sure that you have the telephone number of a reliable child who is in your child's class (It may be yours). This may help as a homework / project check!! Examinations and Tests A standardised testing programme happens each Thursday for High School from 7:40 – 8:30. This programme will be given to parents at the beginning of each term. This programme together with the different forms of assessment for all learning areas, forms the bulk of the Continuous Assessment (CASS) for the year. Grade 1 - 3 all CASS – no examinations Grade 4 - 6 CASS is 75% and examinations 25% Grade 7 - 9 CASS is 60% and examinations 40% for promotion purposes Grade 10 - 12 CASS is 25% and examinations 75% School attendance after examinations is compulsory.


STUDENT LEADERSHIP DOMAIN This falls into the Pastoral Department of the school. Representative Council of Learners (RCL):

Learners in Grade 8 – 12 elect representatives for their class. These representatives then form a committee that forms part of the student representation for the school. Senior Leaders:

Consists of the Head and Deputy Leader with a group of leaders. They represent the leaders of the Senior students (Grade 8 – 12) and have responsibilities they need to carry out. Junior Leaders:

Consists of Grade 7 learners (Junior Head and Deputy). They perform functions and responsibilities for the primary domain.

AWARD SYSTEMS Prize Givings Prize givings are held for each section of the school. Foundation Phase: Grades 1 – 3 Senior Phase: Grades 4 – 7 High School: Grades 8 – 12 Primary School Merit Award System

Merits are awarded each term according to the following rules:  Category 1: 3 Positive/Negative Symbols = 1 Merit/Demerit  Category 2: Instant Merit/Demerit  Category 3: Instant 5 day suspension pending suspension or return on probation 20

 6 merits  3 demerits:  3 detentions:

Certificate and a special treat Friday detention Saturday Headmaster's detention, parent meeting, pupil placed on probation  Breaking of probation: 5 day suspension Merits - Category 1 – Positive symbol

Good Behaviour Neat Work Good Work Good Manners Helpfulness Follows Instructions Positive Attitude

Good use of diary Responsibility Stationery & kit marked Task well executed Determination & perseverance Improved attitude

Merits – Category 2 – Instant merit

Each student awarded a merit receives 2 extra house points. Duties well executed Conscientiousness Diligence Positive attitude towards peers Exceptional helpfulness Excellent work Exceptional co-operation Exceptional responsibility Consistent good example Demerit - Category 1 – warning symbol

Kit at home or unmarked Disobedience Diary, test, messages not signed Incorrect Uniform - no letter (warning) Teasing Does not settle/disruptive Books left at home

Reply slip not returned Late for school/lines Untidy work Corrections not done Eating in class Visible underwear Whistling in class

Demerit - Category 2 – instant demerit

Homework not done Defacing/damaging property Unruly behaviour Chewing Gum

Rudeness/crudeness Disrespect/Back chatting Swearing Cheating/copying 21

Cellphone use during school Assignment not handed in

Incorrect Uniform

Demerit – Category 3 - Suspension

Alcohol and substance abuse Serious bodily harm


High School Lynx Award

The Lynx Performance Award is an incentive point system in which all High School learners are able to participate. Their level of achievement depends on their level of self-motivation and effort. Learners keep a record of points awarded according to set criteria and in this way build a performance profile. Points are earned for academic, sport, adventure, cultural, service activities and general points are awarded for behaviour and dress. Service activities include: Umpiring/refereeing Attending matches/supporter Cricket scoring Attending functions Helping at camps Organising juice, etc. Duties at events Assisting with mundane tasks Each term certificates are awarded to those learners that achieve each of the Bronze, Silver, Gold and Platinum levels. Prestige Awards

Prestige Awards can be for academic, sporting, cultural and pastoral achievement. They take the form of a specific colour scroll to be worn on the school blazer. Team award scroll only Colours scroll and half white braiding Honours honours badge with full white braiding Outdoor Pursuits Awards

This is a voluntary system in which a series of challenges is offered to the learners. Each learner applies to the Outdoor Pursuits committee for the opportunity to engage in one of the activities of their choice. The application will be considered with the understanding that once committed the student needs to see the activity through to its end. On the strength of the learner's competence and compliance with all the 22

set requirements, they will be awarded the Pursuits Badge to wear on their tracksuits. Levels of achievement in outdoor pursuits may be recognised for inclusion in the Prestige Awards. Disciplinary System (Grade 8-12) Lilyfontein High School has a clear discipline policy which is designed to be positive and developmental. The emphasis is on the learners developing a strong sense of self-discipline. Self-discipline is paramount to meaningful learning. The Codes of Conduct and Disciplinary Procedures are contained in the Code of Conduct booklet, the content of which is acknowledged by parents and students. Regulations relating to the behaviour by learners in Public School (Section 9(3) of the SA Schools Act 1996) form the basis of the following procedures:  Regulations for Serious misconduct as described in Provincial Gazette Vol. 6 No. 415 paragraph 2 are applied when applicable and in accordance with the due process measures as prescribed.  Internal disciplinary procedures. These are applied according to the school policy regarding school discipline. Corrective measures, community service and Behaviour Adjustment Time System (BATS) are sanctions. Corrective Measures

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Demerit point system used. Demerit counts will be announced in lines at Friday's assembly. Learners will be issued with the DT slips to be signed by parents and returned. Disciplinary steps will be taken against students who do not return slips. Official detention will take place on Fridays or Saturdays. Refusal to attend detention without a valid reason and a phone call from the parents, will result in a disciplinary procedure : community serving during breaks and repeat of detention issued.  There are two candidates for detention: Those who do not meet: o Academic standards due to slackness and o Behavioural standards.


Community Service Services will include: Cleaning floors/windows/rooms, scrubbing, sweeping, carrying, packing, re-packing, picking up, digging, raking, clearing, weeding, gathering, fetching, watering, planting, washing, cleaning/washing and polishing the buses, trimming grass edges. Behaviour Adjustment Time System (BATS) BATS is used for all defiance type behaviours which have caused teaching and learning disruptions in class or on the sports field.

DRUG POLICY Lilyfontein School has a Drug Policy within the Code of Conduct. The aim of Lilyfontein School is that its pupils are drug-free and that the school is a “drug-free zone”. This is achieved by :  educating the learners so that they do not resort to experimentation with drugs with the subsequent possible addiction;  equipping learners with the necessary life skills so they do not to fall prey to temptation; and  having measures in place which should act as a deterrent. Measures must be in place so that clear and unambiguous procedures can be followed whenever drug use or abuse is discovered in the school. Drugs are currently a social reality and we need to help these young people resist. Drug usage disallows a person the opportunity to learn as all drugs damage the cognitive capability of the user. Lilyfontein School maintains a zero tolerance for drugs at school. Possession or use of drugs at school or school functions or which reflects negatively upon the school will lead to a disciplinary hearing which will probably lead to expulsion.


SCHOOL MANAGEMENT AND GOVERNANCE Governance: Lilyfontein School will be governed by a body known as a School Governing Body (SGB) which will consist of 12 elected members: the principal, 7 parents, 2 educators, 1 non –educator staff member and 2 High School learners. Each representative will hold a portfolio that will serve the needs of the school. Examples include: Finance, Buildings, Hostel, Transport, Fundraising, Corporate fundraising, Sport etc The following SGB committees are essential to the running of the school: SGB Executive Committee: This committee meets once a week and consists of the Principal, Chairperson of the SGB, Chairperson of the Finance Committee, SGB Secretary and relevant portfolio holders. Finance Committee: This committee meets once a week and works in conjunction with the Bursar and Principal to control the everyday running expenses of the school. The committee will consist of Principal, SGB Treasurer, SGB Chairperson and stakeholders. The Finance Committee is responsible for:  Planning, setting and approval of annual budget and presenting it to the parent body for ratification.  Control of expenditure against the budget  Dealing with ad hoc finance decisions e.g. debt  Ensuring an annual audit is performed. Discipline Committee: When necessary, this committee comprises of senior members of the executive and others as required by the nature of the hearing. Hostel Committee: This committee is responsible for the administration of the hostel.


Transport committee: This committee runs the business of our vast transport organisation which is offered to the learners of Lilyfontein. Building Committee: This committee is responsible for maintaining existing buildings and ensuring that planning for the future is done. Selection Panel: This panel is responsible for the selection of professional staff. Safety & Security Committee: This committee is responsible for ensuring adherence to all relevant Safety and Security regulations as they relate to the school. Management: The school is managed by the School Management Team (SMT) together with the Primary and High Leadership Teams (LT). The SMT is responsible for the daily running of the school within the organisational domains of academic, pastoral, cultural, sport, adventure and administration. Each of these domains has a staff member coordinating a specific committee that ensures correct procedure in each domain. The SMT and SGB interact regularly and meet every week as an executive to manage daily affairs of the school.

PARENT INVOLVEMENT Parent Teachers Association (PTA) The Governing Body established the PTA with the following objectives:  to promote and facilitate the exchange of views and the maintenance of relationships and harmony between parents of learners attending the school and educators at the school.  to assist the Governing Body as may be required by it in all matters which may be of benefit to the school and the learners and their education generally.  generally to promote the interests of the parents and educators in the involvement in the general life and interests of the school and the learners. 26


All parents or legal guardians and their spouses of learners at the school, and all educators on the staff and their spouses, can be members of the PTA. Organisation of the PTA

The PTA is run by a committee that is elected from its members at the general meeting held within the first term of the year. Function of the PTA Committee

The PTA is responsible for:  The raising of funds for the benefit of the school subject to consultation with the Governing Body fund-raiser. Such funds to be subject to the administration and control of the treasurer of the Governing Body.  Arranging and holding functions for members to promote and facilitate a creative relationship and harmony between parents of learners attending the school and educators at the school.  Fulfilling a support function with regard to the educators of the school. Parents’ involvement in their child's education is critical to a positive learning experience for children. Parent backup at home allows children clarity of their boundaries. School is not home. The school context is a group situation where rules, routine and respect are paramount values to ensure a safe and positive learning experience for each child. Indemnity form All parents are required to acknowledge the school’s indemnity and to sign and return a copy for school records. Each activity will still require a signed consent shortly before the event. Failing to sign this consent form unfortunately means the child will not be able to participate on the day. They will have to attend school and be placed in another class for the duration of the event. Medical conditions Parents are required to ensure that the school is aware of any medical conditions, e.g. allergies, etc and that the school has all medical details. If a child is ill, depressed or traumatised, please communicate this to the school immediately!


Daily support for your Child's Education  Learners require a well-organised, well-lit and interruption free venue in which to do their homework  Be interested in your child’s efforts.  Be part of an attitude that will ensure a positive approach to schooling. Please do not run educators down in front of the child; this serves no purpose and is counterproductive.  Misunderstandings can be sorted out through a visit to school and an appointment with the educator, grade head or head of the Primary (Grades R7) or High School (Grades 8-12) sector.  Educators at Lilyfontein certainly go the extra mile. They deserve to be allowed the opportunity to apply their trade with respect and support from the learners and parents.  Stay involved in your child’s education up to Grade 12 and even beyond.  Attend meetings so that you can have your say in an informed manner.  Rather than resort to “car park talk” make an appointment to see an SMT or SGB member to find a constructive solution to your problem. Communication Communication between school and home is very important.  Every Friday a newsletter is sent home via email or, in cases where there is no email, on paper. Please read it!  The school communicates with you through notices – make sure your child gives you notices, term planners, test and exam timetables and discipline or award notices. Ask your child for the notice.  If you have a problem, make an appointment with your child's educator and discuss the issue.  The front office can be contacted on: o Tel: 043 737 4258 o Fax: 043 737 4363 o Email:  All newsletters and notices are also posted onto the school website


Academic Support & Counselling As far as is possible, the school offers an academic support programme for Primary learners. There is a counselling system for the High School learners where learners are able to discuss any problems that are affecting their learning performance.




Prospectus web version aug 2014  

Lilyfontein School Prospectus

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