IBSB School Policies

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Table of Contents Admissions Policy…………………………………………………………………………………………………………………………………………3 Visitor Policy…………………………………………………………………………………………………………………………………………………6 School Uniform Policy……………………………………………………………………………………………………………………………………8 Attendance Policy…………………………………………………………………………………………………………………………………………12 Primary School Behaviour for Learning Policy.……………………………………………………………………………………………16 Secondary School Behaviour for Learning Policy…………………………………………………………………………………………21 Child Safeguarding Policy.……………………………………………………………………………………………………………………………27 Anti-Bullying Policy………………………………………………………………………………………………………………………………………36 Equal Opportunities Policy……………………………………………………………………………………………………………………………43 School Complaints Policy………………………………………………………………………………………………………………………………47 English as an Additional Language (EAL) Policy ………………………………………………………………………………………… 51 Earthquake Risk Policy…………………………………………………………………………………………………………………………………56 Fire Risk Policy …………………………………………………………………………………………………………………………………………… 60 First Aid Policy………………………………………………………………………………………………………………………………………………65 Medical Policy……………………………………………………………………………………………………………………………………………… 69 Primary School Homework Policy…………………………………………………………………………………………………………………78 Secondary School Examination Policy………………………………………………………………………………………………………… 81 Secondary School Graduation Policy……………………………………………………………………………………………………………88 Secondary School Homework Policy & Guidelines……………………………………………………………………………………… 89 Communication with Parents and Pupils Policy………………………………………………………………………………………… 92 Drug & Alcohol Policy……………………………………………………………………………………………………………………………………97 Staff Duty Policy…………………………………………………………………………………………………………………………………………102 E-safety Policy……………………………………………………………………………………………………………………………………………106 School Exclusion Policy………………………………………………………………………………………………………………………………124 Lockdown Policy……………………………………………………………………………………………………………………………………… 134 The Prevent Duty Policy…………………………………………………………………………………………………………………………… 142 Health & Safety Policy……………………………………………………………………………………………………………………………… 146 Spiritual, Moral, Social and Cultural Policy (SMSC) ………………………………………………………………………………… 154

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Admissions Policy Purpose The purpose of this is to provide a clear guideline with the stages and requirements for pupil admission into IBSB.

Overview IBSB operates on an open admissions system, accepting children into the school throughout the year. All applications for admission are given equal status by the school and no child is excluded on the basis of nationality, culture, religious beliefs.

The admission process includes the following steps: 1. Meeting with the Head of Admissions – parents will receive general information about the school and a Parent Information Pack. A brief tour of the school campus can also be arranged at this time if requested during which the Parent/s should have the opportunity to meet with the Head of Primary/Secondary.

2. Online Apply Form – parents are asked to fill in the online apply form 3. Schoolbase – new prospect profile is raised in Schoolbase in Prospective area. All documents received are uploaded in checklist area.

4. A trial day in school for pupils may be offered if requested by the parents. During this trial day in school, pupils will complete the standard admission assessments.

5. Admission Assessment will be set in English (with an additional English Proficiency Test), Mathematics across the school, with the addition of Science in the Secondary School – in order to establish the general entry level of a student. Although students are placed into year groups according to their age on September 1st, in exceptional circumstances academic level may be used in order to ensure the best possible placement. In these cases the SLT will have the final say.

6. An interview with the Student Counsellor (Educational Psychologist) will be scheduled to establish a psychological profile of the child and to detect any possible Special Educational Needs.

7. School reports - all paperwork shall be submitted along with previous academic reports (Three required- if possible) and any other useful information regarding the student (from previous schools) will be required. This includes records in regard to any Special Educational Needs or Medical issues for their children.

8. References from the previous school will be sought, where possible, before an official offer is made.

9. Documents review - once all paperwork has been received and processed, the SLT will analyse each individual case (check all the documents) and will give the final approval.

10. Checks - IBSB will check that the parent applying for admission has paid all outstanding fees at the current international school, if in Romania, before offering the student a place at IBSB. 11. Payment - parents pay the required deposit- at this time your child will be offered a confirmed place at IBSB. 12. Information sharing - following the processing of a new admission, the Heads of School will be supplied with all the relevant information. The Head of Primary and Secondary will in turn inform the staff as required prior to the first day of the respective student.

13. Registration – once pupil is registered, all documents and file is done, and payment confirmed, the status of the student is moved from Prospective to Enrolled.

14. Orientation Day – prior to school starting, the Admissions Team organises a day to present to the new families the campus, the school team, the teachers.

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Minimum Level of English Requirement Parents must understand before enrolling their children that IBSB is an International British School offering the entire English learning experience from Nursery to Year 13. It is not part of the ethos of this school to act solely as English Language Centre. The school will provide additional English support within the normal curriculum to help students to integrate quickly into the programme. In some situations, however, parents may also need to organise additional English lessons outside school hours, especially if the student is entering the secondary school with a low level of English.

Owing to the fact that all exams, with the exception of MFL subjects, are in English, it is necessary for students to have attained a minimum level of English at the start of both IGCSE and A Level Programmes.

EYFS –Year 8: No minimum level of English required Years 9: Intermediate Level- 40+ EPT Score/Intermediate Level Writing Skills Years 10-11: Upper-Intermediate Level- 55+ EPT Score/ Pre-advanced Level Writing Skills Years 12-13: Pre-advanced Level- 70+ EPT Score/Advanced Level Writing Skills (As required) Any student in years 9-12 who does not have the minimum level of English required for admission will be required to pay an additional EAL support supplement of up to 2000 euros.

Special Educational Needs IBSB seeks to meet the needs of all its pupils. Where specific needs are identified, the school’s SEN Coordinator and Student Counsellor will work with the class teacher and parents to provide an Individual Educational Plan (IEP). This will contain objectives appropriate to the individual child and progress will be monitored closely.

In some exceptional cases, parents may be asked to provide one-to-one special educational needs support in the form of an additional assistant with fees for these services to be paid privately by the pupil’s family.

In situations where IBSB does not have the resources or programmes in place to support students with serious learning disabilities or physical challenges, the school reserves the right to refuse admission where the student’s needs cannot be met adequately by the school.

Payment Parents will be required to pay the registration fee and all the necessary fee payments on time; failure to do so will result in the loss of their place.

Trial Period Each child will be admitted into the school on a six week trial period, during which time their ability and behaviour will be assessed to ensure we are able to supply their educational needs adequately.

At the end of this trial period a meeting with the head of Primary/Secondary will be arranged to review the initial period of integration, with feedback offered as appropriate.

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Re-enrolment Policy Preference will be given to current students re-enrolling. Once the re-enrolment period has passed (February), places will be offered to new admissions.

Order of Priority 1.

2.

3.

4.

5.

Children of international teachers at IBSB Brothers and sisters of students currently enrolled at IBSB Brothers and sisters of students previously enrolled at IBSB In order of students on the waiting list In order of students applying

Related Policies Equal Opportunities Policy Behaviour for Learning Policy Exclusion Policy

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Visitors’ Policy Purpose The purpose of this policy is to provide a clear procedure for the admittance of external visitors to the school which is understood by all staff, parents, and visitors. This procedure complies with UK DfE child safeguarding guidelines and standards.

Overview The ultimate aim of this policy is to ensure International British School of Bucharest pupils can learn and enjoy extra-curricular experiences in a safe environment.

Staff are required to be familiar with the school’s Child Safeguarding Policy (included in the Staff Handbook and one the server) in relation to: preventing unsuitable people from working with children and young persons in the education service.

This policy applies to all visitors invited to the school.

Where and to whom the policy applies The school is deemed to have control and responsibility for its pupils anywhere on the school site, during normal school hours, during after school activities, and during school-organised (and supervised) off-site activities.

The policy applies to: • All teaching and non-teaching staff employed by the school • All external visitors entering the school site during the school day or for after school activities (including peripatetic tutors, sports coaches, and topic related visitors e.g. authors, journalists) • All governors of the school • All parents (particularly parent helpers) • All pupils • Education personnel (County Advisors, Inspectors) • Building & Maintenance Contractors

Protocol and Procedures Visitors Invited to the School • Before a visitor is invited to the school the Executive Director/Headteacher should be informed, with a clear explanation as to the relevance and purpose of the visit and intended date and time for the visit. Permission must be granted by the Head Teacher or Executive Director before a visitor is invited into school.

• When inviting visitors to the school, they should be asked to bring formal identification with them at the time of their visit and be informed of the procedure for visitors as set out below: o All visitors must enter by the main entrance o The Gate Guard will contact reception to ask if they have permission to enter o If permission is given, all visitors must fill out the Visitors Record Book upon entry stating the purpose of their visit and who has invited them. They should be ready to produce formal identification International British School of Bucharest © All Rights Reserved 2018| 6

Entry time should be recorded by the gate guard Visitors will be given a Visitor Identification Badge, which must be worn and visible at all times o Visitors will then be escorted to their point of contact OR their point of contact will be asked to come to parent/visitor waiting area to receive the visitor. The contact will then be responsible for them while they are on site.

On departing the school, visitors should leave via the main gate signing out with the time recorded by the gate guard, returning their visitor badge prior to exiting. o o

•

Unknown/Uninvited Visitors to the School • Any visitor to the school site who is not wearing an identity badge should be challenged politely to enquire who they are and their business on the school site • The procedures for invited visitors then apply • In the event that the visitor refuses to comply, they should be asked to leave the site immediately and the Executive Director/Headteacher or Deputy Headteacher (or Site Manager) should be informed promptly • The Executive Director/Headteacher or Deputy Headteacher (or Site Manager if neither is available) will consider the situation and decide if it is necessary to inform the police • If an unknown/uninvited visitor becomes abusive or aggressive, they will be asked to leave the site immediately and warned that if they fail to leave the school grounds, police assistance will be called for

Dissemination This policy is publicised to all in the school community through the school website and to staff via the Staff Handbook and server.

Monitoring and Evaluation The suitability of all visitors invited into school to work with the children will be assessed at the end of their visit and a decision made as to whether they may be invited back to the school in future.

Related Policies Curriculum Policy PSHE Policy Work Experience Policy Health and Safety Policy Community Action Service Policy

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School Uniform Policy Purpose The purpose of this policy is to ensure that students, parents, and teachers are aware of the school uniform and the procedures relating to noncompliance.

Overview A school uniform is an integral part of the IBSB Programme and plays a valuable role in contributing to the ethos of a school and setting an appropriate tone.

School leadership has opted to adopt a school uniform in the belief that a school uniform can help to instil pride, support positive behaviour and discipline, encourage identity with, and support for, school ethos, ensure pupils of all races and backgrounds feel welcome, protect children from social pressures to dress in a particular way, and nurture cohesion and promote good relations between different groups of pupils.

IBSB has a school uniform/dress code, which is communicated to the public through the school website, the Student Handbook, and the Parent Handbook.

The IBSB school uniform, for students in Years 1-11, is available for purchase from the school office and should be acquired prior to starting school.

The School Uniform/Dress Code Early Years Children in the Early Years groups are expected to wear the school’s uniform or the school’s recommended colours. Children must be in the school’s colours of dark blue trousers and skirts / dresses, with white and light blue collared shirts during the day. When they are having their Physical Education classes, children are required to come from home dressed in the school’s PE Kit. Please, note, school shoes / trainers should be black or navy blue; We also recommend that every child in the EYFS should have at least a change of clothes, in the colours recommended by the school, as well as indoor shoes.

All students in Years 1-11 Are required to wear either a white (girls) or light-blue shirt (boys) with the school logo, which should be buttoned-up and tucked-in at all times.

Dark Blue long trousers, dresses, skirts and shorts may be worn only. Dresses, skirts and shorts must be knee-length. Jeans of any kind may not be worn.

Only the IBSB school fleece may be worn inside over the school uniform.

In cool weather, students are permitted to wear a jacket outside.

There should be no oversized clothing. Torn or radically altered clothing is not permitted.

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Clothing with lettering or drawings may not be worn other than the school logo.

Students in Years 12 & 13 Must be dressed tidy - casual at all times, with a collared shirt with buttons and a tie for the boys (no bright colours: pastel colours, white, or dark colours) and dark trousers or skirt (knee length), or knee length dress.

All clothing must be kept clean and tidy in appearance and be worn in the appropriate manner.

Shoes Students in Early Years and Year 1 to Year 6 are required to wear plain black / dark coloured shoes or trainers. Year 7 to Year 11 are required to wear plain black leather shoes.

In winter, when there is snow or ice on the ground, students are permitted to wear warmer black boots.

At no time are students permitted to wear any colour other than black shoes. In Year 7 to Year 11 trainers or sports shoes with logos on the side are not permitted to be worn.

PE Uniform The School has an official PE kit, which should be worn for PE lessons. Students in the Primary School are permitted to wear their PE uniform for the whole day on the days they have PE. Trainers may be used for PE lessons by all pupils in school. However, students in the Secondary School are not permitted to wear their PE kit during normal school lessons.

Headwear Hats are not to be worn at school, with the exception of IBSB baseball caps, which may be worn only during PE lessons and break-time outside, and winter hats outside during the winter months.

Hair Haircuts or hair styles which draw undue attention to the wearer are not permitted. Multicoloured or unnatural coloured hair is not allowed.

Boys are required to keep their hair off their collar.

Girls are required to keep their hair off their face at all times.

Cosmetics Students in Key Stages 1-4 are not permitted to wear any make-up or nail polish.

Students in Key Stage 5 are not permitted to use excessive make-up. Nail polish must be French (not coloured) for health and safety reasons. Coloured nail polish is not permitted.

Jewellery and other non-essential apparel The only items of jewellery permitted to be worn at school are a single set of stud or clasp earrings (girls only) and a simple chain necklace with a single pendant. Martisor wrist bands and pendants are permitted to be worn from March 1st-8th.

No other items of jewellery are permitted, including bracelets or wrist bands.

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Tattoos Tattoos are to be covered at all times.

Sunglasses Sunglasses are not to be worn indoors.

Headphones Headphones are only permitted to be used at IBSB in the following lessons: • ICT Lessons- Using ICT headsets for specific ICT activities • Key Stage 5 Art Lessons- when students are working independently • MFL Lessons- when doing independent MFL listening activities • Music Lessons - when working independently At no time should the volume from headphones be loud enough to be heard by another student in the class.

School Uniform Checks by Staff The School Uniform will be checked by staff and management at morning line-up, by Form Tutors during morning and afternoon registration, and by class teachers during subject lessons.

Ensuring that students are in the correct uniform is the responsibility of all staff at all times.

Sanctions Students out of uniform should be asked to remove any non-uniform items of clothing or jewellery being worn, or to remove make—up as required.

Where this is an isolated case, removed items may remain with the students with a verbal warning issued only.

In situations where there are repeat occurrences, the item of clothing should be confiscated and returned at the end of the day. Items of jewellery may be collected and returned and the end of the half term, or by parents at the end of the school day if they are considered to be of importance. In all situations where an item of clothing of jewellery is confiscated, parents should be informed by email before the end of the school day.

Any students without the correct uniform, who do not have the correct uniform at school, should be sent to the school office.

Students out of uniform, sent to the school office will be required: To purchase the correct uniform from the school uniform shop before returning to class To have the correct uniform delivered to school before returning to class To remove nail polish or make-up as required To spend the day in internal suspension in the study room in CODECS with work assigned.

Electronic Devices Mobile phones, iPods, and PDAs are allowed in the Secondary School only. These devices may only be used in class at the discretion of the teacher. These devices may also only be used in International British School of Bucharest © All Rights Reserved 2018| 10

accordance with the IBSB School Computer Use and Internet Use Policies. Students in the Primary School are not permitted to bring these devices to school.

Key Stage 3-5 students are permitted to bring laptops/notepads to school at their own risk.

These devices may only be used in class at the discretion of the teacher. These devices may also only be used in accordance with the IBSB School Computer Use and Internet Use Policies.

Students are solely responsible for ensuring the safety all electronic devices brought to school.

Other Students are required to bring a school bag, pencil case, and Student Planner (Secondary only) to school each day. If Student Planners are lost, the student will be required to pay for an immediate replacement.

The possession of skateboards / skates / roller blades / scooters and their use is prohibited at school.

Students are permitted to ride bikes to school providing they have returned the Parent Permission Form.

Bikes should be stored and locked in the bike rack behind the Secondary School building.

Related Polices Behaviour for Learning Policy Cycling Policy Admissions Policy Computer, Personal Computer, Mobile Phone, & Internet Use Policy

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Attendance Policy Purpose The purpose of this policy is to ensure that all students, parents, and teachers are aware of the times and procedures relating to school attendance.

Overview The school week runs Monday to Friday, with the day starting at 8.30am for all students across the school, and finishing at 4.00pm Monday-Thursday, and 3.00pm on Friday. Absences from lessons should only occur for medical reasons or a family emergency, or when the school has been given prior notice in writing with good cause. All other absences will be entered into the register as an unauthorized absence.

School Schedule Primary School Registration

Classes end

Secondary School Clubs

Registration

Classes end

Monday Tuesday

3.00-4.00pm 3.50pm

Wednesday

8.30am

3.00pm

(Optional)

8.30am

Thursday Friday

3.00pm

Students are allowed in the school grounds from 8.00am onward, when there is a teacher on duty on the playground. Attendance in the 8.30am morning line up and morning registration is compulsory for all students.

AM and PM Registration – Primary School In the Primary School registration time is between 8.30-9.00am and 12.35-12.40pm.

AM and PM Registration – Secondary School In the Secondary School registration time will take place from 8.30 -8:40am and in the first lesson after lunch at 1.45pm. All students are expected to be in lessons at the start of the lesson in time for lesson registration.

In both the Primary and Secondary Schools, students not present at the registration time are marked absent in the register. Primary School Paper Copy Registers must be in the office before International British School of Bucharest © All Rights Reserved 2018| 12

9.00am. The Office email staff the daily absence sheet and put a copy of the list in the staff room. The Office also keeps a record of these sheets.

Arriving to School Late Students who arrive late after the 8:30am line up and morning registration will be recorded in the registers as a late with an `L`, or ‘0’ if they do not arrive at all.

Primary students who arrive after morning registration (8:40am) are required to go to the office to sign in, where they will be issued with a late slip. This slip should be given to the class teacher on arrival at their lesson; acceptance into the lesson is conditional on this. The main entrance door will be locked from 8.30am onward, requiring staff to admit students arriving late.

Y7-11 Secondary students who arrive after morning registration (8:40am) are required to go to the office to sign in, where they will be issued with a late slip. This slip should be given to the class teacher on arrival at their lesson; acceptance into the lesson is conditional on this. The main entrance door will be locked from 8.30am onward, requiring staff to admit students arriving late.

Y12-13 CODECS students who arrive after morning registration (8:40am) are required to go to the CODECS office to sign in, where they will be issued with a late slip. This slip should be given to the class teacher on arrival at their lesson; acceptance into the lesson is conditional on this.

The CODECS Office will send out an email at 10.30 informing all staff which students are absent.

Regular Lateness If students are regularly late (typically three days in a week), parents will be contacted to discuss a solution or subsequent action.

Schoolbase Attendance Tracking and Automatic Notifications The attendance registry is available to parents online via their Schoolbase login. Login details will be sent to parents at the start of each school year. Schoolbase is designed to automatically send an email to parents to notify them when this child is absent during morning or afternoon registration.

An email will also be sent automatically to parents whenever a student is absent from a lesson in the Secondary School.

Parents are able to login to Schoolbase at any time to see the % of attendance for the Term and for the School Year. Whenever attendance drops below 85%, an email will be sent home automatically to parents. Please be aware that students with attendance below 85% may not be automatically entered into exams for IGCSE and A Level.

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Absence from School If students are absent from school, they must bring a letter written by their parents, a note in their diaries signed by a parent, or parents must place a phone call to the Office to explain the reason for the period of absence.

Two consecutive unexplained absences will be followed up by the Office with a phone call home.

In the Sixth Form, any unexplained absence will be followed up by a phone call from the CODECS office on a daily basis.

Ongoing absence problems will result in a meeting with parents to address the issue and to discuss a solution.

If parents wish for their child to be absent from school for a period of time, then they must ask the school for permission, either the Head of the School or the Executive Director.

The class teacher or the Form Tutor has the responsibility of keeping a track of the daily register of attendance. Any concerns should be shared with the Head of Primary/Secondary before talking to parents. It is important that parents should be kept informed as to their children’s attendance and punctuality.

Secondary Study Periods Students in the Sixth have study periods in their timetable. They are required to use these study periods effectively to review material covered in lessons, to complete homework set, and to do additional reading. There is a Year 12 Study Room and a separate Year 13 Study room, with a study desk available for every student. A timetable will be placed on the wall at the end of Week 1 and study periods will be monitored by staff. Any student absent from a study period will receive a lunchtime detention, with parents informed. Repeated absence the study room will result in suspension and be followed by a parent meeting.

Students who have a good study record in Term 1 will be offered the chance to arrive at school for their first lesson in Term 2, and to leave school after their last lesson, if they wish, with their parent’s written consent.

School Egress At the end of the day in the Primary School it is the responsibility of the class teacher or the teacher in charge of an afternoon activity to ensure the children go with one of the designated Recipients. The school has a record of those authorised to collect Primary School children and children must never be allowed to go without anyone without prior written authority. Parents and other Recipients may gather on the playground in preparation for meeting their children and may then enter the school after the students have left the building if they wish to see a teacher.

Private cars are not allowed on the school grounds during school hours. School buses are permitted to enter the camps at selected times to drop off and pick up students. Special care International British School of Bucharest © All Rights Reserved 2018| 14

should be taken by staff (teaching and ancillary) on duty to ensure that students are kept away from school buses.

In the Secondary School the students who are not travelling on school buses or are not collected by parents must have permission from parents to leave school by themselves. There must be a list with the name of these students in the office and available for the teachers on duty.

Attendance Policy for External Exams The Attendance Policy for sitting formal examinations in IBSB is in place in order to highlight the importance of attendance to all lessons and the link between this and success in exams.

A successful pass achieved in any Cambridge or Edexcel exam is closely related to maintaining a very good attendance record in the lessons. Success in exams also requires hard work in class and at home, but attendance to all lessons is the first step in the right direction. In the Secondary School all subject teachers are required to complete daily lesson registration on SchoolBase.

If a student has attendance BELOW 85% without good cause (health or serious family problems) then that student will not be eligible to sit the exam. The entry for any CIE or Edexcel exam at IGCSE, Advanced Subsidiary, or Advanced Level is conditional on the student maintaining a minimum 85% attendance record in the respective subject. Parents will be informed whenever a student drops below this level.

Any teacher with concerns about low attendance will inform the SLT prior to the exam entries.

The SLT will analyse the overall academic performance and progress of the respective student before the final decision regarding the exam entry is made.

Waiting List and Late Entry Students with poor attendance (below 85%) and a poor academic record (low scores in internal assessment) will not be entered for external exams in the first stage of exam entries, being February of every academic year. In such cases, parents will be informed by letter, stating the reasons why the respective student will not entered, with a solution offered by the school. The student will be placed on a waiting list and if by the final deadline of entries (April of every academic year) the student proves 100% attendance and improvement of academic performance, which could lead to real opportunity of passing the exam, the student will be entered paying the relevant late entry fee. Parents will be informed of the fact that late entry applies.

Attendance on Educational Visits At IBSB we strongly believe that in addition to academic performance, students benefit from a holistic education intended to help them become good citizens able to succeed in life after school. For this reason we encourage all our students to participate in extracurricular activities.

However, academic performance must take priority, and where school attendance is below 85% and/or academic performance is poor or below expectations, the school reserves the right not to allow students to attend Educational Visits.

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Primary School Behaviour for Learning Policy Purpose Our aim is to establish the highest possible standards of behaviour at IBSB. This is important so that the school is always a warm, caring, friendly and happy place where learning can flourish.

Pupils’ behaviour around the school should be impeccable; every lesson should be characterised by its focus on learning, free from distractions. Every pupil and every member of staff should be able to feel relaxed and happy, confident that their working environment is one where people are kind, courteous and respectful at all times.

We have very high expectations of our pupils and a belief that every pupil is capable of meeting them. The rules are there because we need them to help us make sure learning can happen in the best possible conditions. Everyone has to follow the rules so that the systems work and everyone benefits.

Our Behaviour for Learning system is based on the principle that, once pupils know the rules and the consequences, they can make the right choices for themselves and for others. When children thrive at school and at home, it is usually because the boundaries are very clear and there are clear consequences if they stray beyond them. Clear boundaries and discipline are completely compatible with a caring and happy atmosphere full of humour and love.

The purpose of this policy is to provide clear guidelines for staff, pupils and parents to ensure an environment is provided in school where all can work together with the common purpose of helping everyone feel happy, safe and secure.

Overview This document is a statement of the principles and strategies for managing pupil behaviour at IBSB. It was reviewed through a process of consultation with staff.

This policy follows a positive approach to encouraging good pupil behaviour: • It recognises that the vast majority of our pupils are well behaved • It works actively to re-enforce and reward this good behaviour • It recognises the impact poor behaviour has on learning and teaching • It provides a clear guide for applying consistent sanctions for poor behaviour Every effort will be made by all members of staff to adopt a positive and consistent approach to managing student behaviour in our school. The Behaviour for Learning Policy offers a clear framework to support teachers and pupils in establishing a positive learning environment.

Rewards and Sanctions Rewards We operate a comprehensive rewards system, awarding achievement points and positive acknowledgements in various forms. We celebrate achievement in all its forms – including academic success, sporting success, engagement in the creative arts, and involvement in charities and the community. We do not believe it is appropriate to give rewards for good behaviour day-to-day; pupils should learn to behave well as a matter of principle, not in International British School of Bucharest © All Rights Reserved 2018| 16

response to short-term incentives. However, we will acknowledge and celebrate all pupils who display excellent behaviour throughout the year. This includes the following: • Praising good behaviour and good work, including emails to parents and well done notes.

• Awarding house points for good behaviour and positive contributions to lessons and school • Inspire to Achieve Certificates given out to celebrate good work in class weekly and in a 4 week rotation in the Friday assembly (KS1; Lower KS2; Upper KS2; Specialists’ subjects) supported by display on central board and website and email to parents.

• Award Star of the Week to the pupils most deserving in a weekly celebration assembly.

• Systems in class (for example, Class Dojo) to celebrate achievements and behaviour.

Sanctions/Disciplinary Procedures To make the system easy for everyone to understand, we have introduced a set of consequences for disruption of learning within the classroom called C1, C2, C3 and C4 and a B8 (Basic 8) for basic behaviour expectations at all times within school. These are described below: B8: A break time detention is issued as an immediate consequence if a pupil fails to follow the Basic 8 behaviour expectations of the school. This detention will be issued for the following day. B8s should be emailed to the Head of Primary who will supervise the detention, record on Schoolbase and inform the parents.

C1: A first warning, firmly given. This is a signal that a pupil’s behaviour is unacceptable and is affecting learning and therefore needs to be changed. For a C1, a pupil’s name will be listed on the whiteboard (or similar visual method / verbally for PE) but if no further problems arise, no further action is taken.

C2: The second warning. This indicates that the pupil is on the edge of a significant consequence and is continuing to affect the learning taking place in the lesson and must comply with the rules without fail. Again, the pupil’s name is listed, but if no further problems arise, no further action is taken.

The C1 and C2 consequences are only used during lessons and allow teaching staff to refocus pupils on learning as firmly and as quickly as possible. No further action is taken provided they return to behaviour that is consistently within the rules. At this stage teachers will reiterate the consequence of receiving a C3.

C3: A next day ‘Protecting Learning’ detention for up to 50 minutes (during lunch time). The pupil will be exited from the class for the remainder of the lesson to another agreed classroom (with work to complete, a reflection task or a book to read). The pupil will return to the following lesson, except if the pupil’s behaviour is still deemed as unacceptable by the exit room teachers. All detentions will take place the next day (wherever possible) in the Head of Primary’s office from 11:45-12:35, Monday to Friday.

All C3’s should be completed without negotiation. Teachers will inform the Head of Primary of any C3’s as soon as possible via email, the Head of Primary will log them on Schoolbase as a warning. It is the responsibility of the individual pupil to attend and to use the time productively. Pupils can continue the work from the lesson they missed, complete assignments, engage in productive study or, if they have no other work to do, they can read.

C3’s will be supervised by the Head of Primary and, as far as possible, support will be offered where pupils need help to engage with their work. Lunch will be eaten separated from the other children.

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Parents will be sent an email to inform them that a C3 detention has been issued, by the Head of Primary. This will be sent as soon as we can to give as much notice as possible, but we will assume that parents have received the message we send. If a C3 is missed a parental meeting will be called for the following day. A C3 detention takes priority over any other activity within school and the school will consider it compulsory to attend.

If pupils receive multiple C3 detentions they must all be served on consecutive days until all detentions have been completed.

C4: A full day in internal suspension under strict supervision. Pupils who repeatedly fail to follow the Behaviour for Learning Policy or the sanctions issued will be required to sit in isolation, to work in silence and to complete the work that is set. This is a very serious sanction. It signifies that the pupil has made choices that are unacceptable within our community. The isolation day gives them a chance to reflect on the choices they have made.

This sanction will also involve a parental meeting with a member of the Head of Primary, the form teacher and possibly Student Services. Pupils who misbehave during their time in the isolation room will receive a fixed term exclusion.

Parents will be contacted to inform them that a C4 detention has been issued and to arrange an immediate parental meeting. Every effort will be made to contact parents to explain why this sanction has been issued. The internal suspension shall take place for a minimum of one day the day after the sanction is given.

Exit Rooms Pupils who disrupt learning persistently or significantly will be issued a C3 and will be removed from the classroom and sent to an Exit Room. They will return to lessons the following period, if they have behaved appropriately in the Exit Room. Any pupil who is sent to an Exit Room twice in one day will receive two C3 detentions and this will trigger a parental meeting.

Exit Rooms are other classrooms; they are pre-arranged rooms agreed by the teachers. There should be very little disruption to either class.

In the Classroom Pupils • • • •

are expected to follow these simple rules in every lesson: Respond promptly to the signal for attention Follow instructions from teaching staff when given Remain on task as directed Listen when others are speaking

Teaching staff will use the C1, C2 and C3 sanctions if pupils do not follow these rules. Teaching staff will explain their signal for attention to their pupils and will make it clear what each task is as the lessons progress.

Explaining the B8 (the Basic 8 Expectations) If pupils break the following rules, they will be given an automatic B8 Detention to be served the following day. Multiple B8’s (4 or more) within a week will result in a C3 detention.

1. Be prepared for lessons: This includes the books for the lesson, homework on time, reading stage books, musical instruments, PE kit etc.

2. Wear correct uniform: pupils are expected to wear the correct uniform at all time. If a pupil is not in correct uniform they will be reminded by their form teacher on the first day, with an email sent home, a B8 detention will be given if the pupil is not wearing International British School of Bucharest © All Rights Reserved 2018| 18

3.

4.

5.

6.

7.

8.

• • • •

correct uniform on the fourth day (see Uniform Policy) or if the pupil is repeatedly out of uniform. The Head of Primary will inform the parents.

Walk on the stairs: any member of staff has the authority to enforce the rules by giving pupils an automatic B8 detention if a pupil runs or jumps on the stairs.

Use the toilets sensibly: any member of staff has the authority to enforce the rules by giving pupils an automatic B8 detention if a pupil is not using the toilet facilities sensibly.

Line up properly: Pupils at end of break should freeze following the 3 whistles and walk back to their lines without pushing or shouting in the line up on the playground.

Attend assemblies properly: Pupils are expected to enter and leave assemblies quietly and not disturb the children around them by talking or touching during assemblies.

Be respectful: Pupils are expected to behave in a respectful way to all members of the IBSB community and property. A B8 detention will be given for swearing or use of offensive language, in any language, answering back to an adult, use of threats against another, wilfully breaking school property etc. It will also be given to a child who wilfully or repeatedly ignores the English Only rule in school, or uses a language other than English to exclude others in the community.

Behave appropriately in the lunch room: Again, the consequence for breaking these rules is a B8 detention: Clear away all rubbish, plates and cutlery after using the dining room Walk to and from the lunchroom quietly on the stairs and through the corridors in the Secondary School to ensure we do not disturb lessons Using private voices without shouting in the lunchroom Following all instructions from members of staff without argument

Serious incidents or failure to cooperate will be dealt with via a C3 or C4 Isolation or Exclusions, depending on the severity or frequency of the transgression.

Please note that teachers cannot punish pupils physically. They can however physically restrain them where it’s necessary to stop a pupil injuring him or herself or someone else, damaging property, or causing serious disruption.

Procedures for pupils with persistent behaviour issues Behavioural Contract Parents invited by class teacher to attend an informal meeting If a child’s poor behaviour persists the child will be referred to the Head of Primary School.

The child will be placed on a behaviour contract after discussion with the parents. 1 or 2 targets will be agreed and the report will be signed each morning and afternoon by the class teacher and the parent each evening. This report will last for a week initially and will be reviewed on a weekly basis for up to a month.

Pupil placed on IEP for behaviour Parents informed via email by Student Services: meeting to be arranged between Student Services, class teacher, and parent Failure to improve behaviour sufficiently will lead to the child receiving an IEP with clear and agreed targets set to improve behaviour, following the meeting.

Out of School Suspension International British School of Bucharest © All Rights Reserved 2018| 19

Parents informed via letter by Head of Primary, Head of School and Executive Director: ParentHead of Primary Meeting If behaviour still does not improve or it is deemed to be detrimental to the welfare or learning of other pupils in the school, the child will suspended from school for a fixed initial period of 1-5 days after consultation with the parents. During this time the child will be given work to be completed. This work must be handed in to the class teacher when returning to school after suspension. In some occasions parents will be asked to bring the child to a meeting with the Head of Primary on the first day back from a suspension.

Exclusion/ Expulsion Parents informed via letter by Head of Primary, Head of School and Executive Director: ParentHead of Primary Meeting Ultimately, the school reserves the right permanently to exclude a child.

In all cases of persistent inappropriate behaviour there will be investigation and analysis of what is causing the behaviour. Strategies will be put in place to support both teachers and pupils in an attempt to remediate the behaviour.

International British School of Bucharest Š All Rights Reserved 2018| 20

Secondary School Behaviour for Learning Policy Purpose The following policy is intended to guide all personnel within school as to the types of behaviour which we expect to see from our children, the ways in which we will encourage and reward good behaviour and sanction misbehaviour.

Aims • •

•

•

To ensure that all children are treated consistently, with all staff in school having the same understanding of acceptable behaviour, applying the same reward system, and exercising the same sanctions for poor behaviour.

As well as keeping in mind our Vision Statement we should at all times, in relation to behaviour, be aware of the paragraph in our school philosophy statement that reads: 'We will promote a caring ethos throughout the school (between children, staff, and parents) so there is an atmosphere of mutual respect and cooperation.'

To be aware, as adults that we are powerful influences (for good and bad) upon the children in our care and this influence can be experienced by the children even when we are not conscious or aware of it. Good behaviour follows naturally when children see the need for it, when they are treated with respect, and when they see good role models in the behaviour of the adults around them.

To uphold the following rights of everyone at IBSB o the right to communicate ideas, feelings, and needs o the right to move safely around the school o the right to work and learn o the right to feel secure at all times and, if disputes occur, to have them settled positively, fairly and non-aggressively

Towards positive behaviour in children - we encourage and support the following strategies We believe that encouraging positive behaviour is more effective when there is no element of judgement. For this reason we acknowledge the educational benefits of making mistakes and learning from natural consequences.

1. The “Our Mission/Expectations” will be displayed prominently in classrooms, and referred to regularly, so that children will be quite clear as to expectations and their behaviour.

2. It must be made clear to children that the expectations are the same whether they are in the classroom or out, whether it is their teacher or any other adult within school appropriate behaviour is expected in all aspects of school life 3. Each teacher should make a concerted effort to identify students being good. We believe we can shape the behaviour of students by rewarding and praising good behaviour when it is observed.

4. If a student has a complaint, the following procedures are in place: •

If the student feels it is relevant they can inform their class Student Council Representative who will raise the concern at the next Student Council meeting International British School of Bucharest © All Rights Reserved 2018| 21

• • •

Inform their Form Tutor either verbally or in writing as to the nature of the concern Write down their concern and put it in the ‘Student Concern’ box on the ground floor of the main building where it will be picked up by a member of staff Inform the Educational Psychologist or the relevant Key Stage Coordinator

Strategies for Avoiding Power Struggles • •

• • • •

• •

Use non verbal communication; non verbal gestures to ask for silence, to ask students to start writing or non verbal gestures to ask a student to move can all achieve co operation and avoid power struggle.

Write instructions on the board instead of giving them orally, this could include for example, ‘I would like everyone to sit quietly.’ If children continue to talk, you can simply tap the board with a pen and ask the class, ‘Are we currently following this instruction.’

Describe desirable behaviour as an indirect instruction instead of directly giving orders.

For example, ‘Sitting quietly’ ‘Walking in a line’ ‘Pack up quietly’ Use curiosity questions: These are questions that encourage the students to find solutions for themselves instead of being given instructions. Examples include, ‘What do we need to do to prepare for the lesson’ instead of ‘Sit down and be quiet.’

Use discretion: When giving instructions to individual students, approach the student and whisper the instructions in the students ear. This gives them the opportunity to avoid embarrassment.

Give choices: Word your instructions in a manner that gives the child a choice without being disrespectful. An example could include, ‘I know I can’t force you to cooperate so I’m going to say, you have the choice to either leave the room when I ask you, or you can choose not to and take it up personally with the school Principal.

Make promises not warnings: A warning provokes fear and aggression, instead explain to the child what action you are going to take if they continue their behaviour. This can be delivered in a calm and respectful way.

Give the child an opportunity to contribute: Power struggle is linked to a child’s attempt to gain autonomy, therefore give the child responsibility for an area of the class, for example, put the child in charge of handing out books, or perhaps making sure the class sit in a seating arrangement.

Strategies for dealing with Attention Seeking •

• • •

•

Give only due attention: Attention seeking is when a child attempts to get attention at an undue or inappropriate time. Therefore when a child is attention seeking, ignore them. If you have to speak to them, do not give them eye contact. Then come back and give them the full attention when they are quieter. This takes some time, but will in the long term stop the negative behaviour.

Positively reinforce good behaviour: Quite simply, ignore the bad behaviour and give full acknowledgement when they are behaving positively. Use physical touch on the shoulders and talk with them when they are on task.

Strategies for dealing with a rowdy class…

Be unpredictable: Doing something unpredictable can maintain the attention of the class, this could include teaching while walking around the room or teaching from the back of the room. Teaching while standing beside a student who is likely to be talkative can be effective. Other strategies include using PowerPoint with sound effects, using related music as a lesson starter or intriguing tasks that provoke the curiosity of the student. The idea is to keep it fresh!

Fight fire with fire: an example of behaviour such as note passing could include a teacher writing a note of their own say, ‘STOP PASSING NOTES’ and then to pass the note around the class. Another example is to ignore the noise and begin teaching but to International British School of Bucharest © All Rights Reserved 2018| 22

•

•

speak very quietly so that the students will have to stop talking to hear what you are saying.

Use humour; A good sense of humour and personal stories makes a teacher interesting and also builds a relationship with the students. Making a short joke or a short funny story and then bring the conversation back onto the topic of the lesson is a good way to redirect the attention of the students.

Go with what works; any respectful dignified method of making a class quiet is worth trying again.

We do not condone the following strategies for reprimanding children •

•

•

•

•

Public humiliation: this includes, shouting at children, embarrassing punishments, unreasonable criticism, publically highlighting failures, writing names on the board, and disrespectful use of humour and sarcasm. These types of behaviour can encourage children to give up on learning or seek revenge. Long term effects can include damage to the individuals self esteem or social withdrawal.

Unrelated punishment: this may include, break time detentions for not understanding lesson material or writing lines for arriving late to class. This approach is often perceived as unfair and can create deep resentment and anger towards a teacher which can have long term effects on the child in their future.

Intimidation: this may include, continuous staring at a child for being talkative, making unreasonable threats to the child, shouting aggressively, blackmailing, or insulting the child. Children have a right to learn in an environment without fear. This type of approach invites rebellion as all human beings tend to eventually turn against authority figures that they perceive to be tyrannical.

Dismissal of rights: Teachers should expect to explain the reasons behind their requests.

If a child objects to an assigned task then the reasons for the task should be explained.

However, this is should be done at a time which is convenient to the teacher and student and it is understood that there may be times when “Please, for now, start the task and will explain the reasons soon” is necessary. The important point though, is that we, as teachers, should be required to answer these questions and students’ rights should not be dismissed out of hand.

Disrespecting the individuality of the child: this includes, telling the child what they are feeling, aggressively forcing our beliefs and values onto the child , unnecessary violation of privacy e.g. opening text messages on a student’s mobile phone, publically discussing students’ academic performance or relationships in front of other students.

Children have a great need for privacy as part of the individuation process.

Furthermore, we strongly oppose the following methods of reprimanding children •

•

Corporal Punishment: this includes, slapping, hitting, spanking or any other method of physically assaulting a child as a means to punish them. This method teaches children that physical violence is an acceptable method of handling difficult situations. Children model their behaviour on the adult figures in their lives. Discipline through violence teaches children to be violent, discipline through mutual patience and respect teaches children to be patient and respectful.

Promoting bigotry: this includes racist, sexist, or homophobic humour. This includes making statements that encourage children to support the oppression of the identities of other people. As an International school we have a duty to promote the United International British School of Bucharest © All Rights Reserved 2018| 23

•

Nations Universal Declaration of Human Rights. As children will model the adults in their lives, we must act with integrity, professionalism and with a healthy worldview.

Unhealthy relationships: this includes, offering exclusive privileges to certain students that creates an imbalance in fairness. Having personal relationships or personal friendships with a student that transcends the professional requirements of the institution. This can also include spending inappropriate time with students that compromises the teacher-student relationship. Our role as teachers is to be friendly well wishers, not friends.

Rewards and Sanctions • • • • • •

Praise the good behaviour of others or find a way to praise the individual’s good behaviour if possible.

Subject based rewards i.e. interesting activities, something chosen by the student.

Student of the week in each subject, Pastoral as well as Academic.

Postcards in each subject given out in the lessons.

Emails home to parents is greatly encouraged.

A House Point System will be used to award good behaviour and academic effort and achievement in classes student involvement in extra-curricular activities and school life. The students will collect House Points throughout the year and bronze, silver, gold, and platinum certificates will be awarded by the relevant Head of School (225 House Points = bronze, 450 = silver, 675 = gold, 900 = platinum) In addition, a diamond certificate will be awarded for the student with the most House Points at the end of the year. House Points will be awarded taking into account the following criteria: classroom contribution (1 to 3 House Points), homework (1 to 3 House Points) and test results (1 to 3 House Points). House Points will be recorded on weekly basis in the school data base for the Secondary School and on classroom wall charts for the Primary School. Teachers in the Secondary School will be required to enter student House Points and warnings in the school base system by Wednesday 4pm each week.

Secondary School Procedure 1: Verbal warning Give a verbal warning (up to 2) then give a written warning. The third warning becomes a written warning and should be recorded in the Day Book in Schoolbase.

2: Written warning The written warnings will be recorded on Schoolbase by each subject teacher. In order for student, parents and other members of staff to understand the situation, reasons for the Warning MUST be given.

• The misbehaviour must be discussed with the student during this period or at break time so that the student is fully aware of their misbehaviour.

• If a teacher believes that more than three warnings are necessary in one lesson, OR if three warnings are given in a subject during one week then the teacher should email with the details to the teachers Head of Department and a departmental detention should be given which is organised within the department and recorded in the Day Book using the departmental detention option.

3: Behaviour Committee If a student receives 3 or more departmental detentions, or three or more detentions across all subjects International British School of Bucharest © All Rights Reserved 2018| 24

• • •

•

This should be recorded on Day Book as Behaviour Committee detention An email message will be sent to the parent and with an invitation to discuss the issues concerned.

Student obliged to attend a Behaviour Committee ran by KSC, School Counsellor and Head of Secondary. This committee: • Is held weekly • Will discuss individual misbehaviour.

• Will involve an individualised “task”, related to the main “theme” of each student’s misbehaviour, to be presented to the Head of Secondary by Thursday 16:00.

Students must attend at least one session with the Student Counsellor

4: Behaviour Committee guidelines below: • • • •

•

• •

Detentions held during breaks or lunch times 1.05pm – 1:45pm and supervised by a senior member of staff on the committee.

During this time their poor behaviour may be discussed further and sanctions (listed below in Possible sanctions list) given.

If poor behaviour occurs during these detentions, they are missed or attended late then the extra detentions will be given and if necessary, further warnings.

If a student attends 3 or more behaviour committee detentions in a half term then: o Students will be placed on a Behaviour Support Card or Academic Support Card depending upon reasons for detentions and warnings, with targets set by student in collaboration with their Form Teacher, the Behaviour Committee and parents. o This sheet is to be collected by the student from their Form Teacher when they arrive in the morning at the beginning of the week/day as appropriate. Students are required to give the sheet to their teacher at the beginning of each lesson and to collect it at the end of each lesson / period. This card is the student’s responsibility. At the end of the day they should show it to their Form Teacher, Key Stage Coordinator, Head of Secondary, Deputy Head of Secondary school, Head of School as appropriate – see below, taken home and signed by parents.

At the end of the week, the Monitoring Sheet will be given to the Head of Secondary, who will keep the support card on file.

Fails or low grades will depend on individual targets, but as suggested reasons: o Not working hard enough or producing enough work in the lesson. o Misbehaviour or lack of punctuality by individual subject and form teachers. o Not completing homework. o Not collecting the sheet at the beginning of the week. o Not submitting the sheet to a teacher at the beginning of a lesson or collecting it at the end. o Not submitting the sheet to a form teacher by the morning registration of the next day they attend school. o Not keeping their sheets in their student planners.

Students will be removed from the support card if they complete 30 consecutive sessions (1 week’s lessons worth) with no fails (3’s are considered fail).

Parents will be informed and invited into school to discuss their child’s behaviour at every level. If parents do not attend these Parent Meetings, a member of the Senior Leadership Team will contact the parents, either by telephone or email (confirmation to pastoralcare@ibsb.ro on copy) with the possibility of the student being suspended at each level until such time a meeting can be arranged. It is important to note that these meetings are set up for home and school to work together for the benefit of the student.

Please note: Students who are on a support card may not be allowed to take part in any extracurricular activities or have privileges. This will be at the discretion of the Head of Secondary.

International British School of Bucharest © All Rights Reserved 2018| 25

The member of staff responsible for the Monitoring Sheet is to inform the Head of Secondary School by Thursday 4.00pm of each week how the student is progressing so the situation can be discussed in the Senior Leadership Team meeting.

5: Pupil scans These will be held on dates on the SS calendar. Staff can raise students of academic or behavioural concern, but students will enter the sanction ladder at the appropriate level for the evidence that has been recorded. Students will not be given behaviour committee detentions if there have been insufficient departmental detentions given. No report card will be given if there are no detentions given etc.

6: Internal / External Suspension If a student fails their targets on the weekly Monitoring Sheet or appears a further 3 times in one half term in the behaviour committee then they are on the point of internal or external suspension of up to one week and will move through the following staff members, in regards to who they report to: Form Teacher – Key Stage Coordinator - Head of Secondary School - Deputy Head of School – Head of school. If parents do not attend the ‘Next stage meetings’ at any level, students will be suspended until they return with their parents to discuss the concerns.

7: Student Exclusion/Expulsion If a student runs through this entire procedure twice then they are on the point of permanent exclusion.

Parent Communication At the end of the first week an email will go home to inform parents if the student has passed or failed the first week. Parents will be reminded of the sanction should the student fail the report and also of the fact that a meeting will be needed following the sanction before the next report begins.

International British School of Bucharest © All Rights Reserved 2018| 26

Child Safeguarding Policy Purpose This policy outlines school procedures in place intended to ensure the safety of pupils.

Overview This policy has been developed in accordance with the principles established by the United Nations Convention on the Rights of the Child (UNCRC) 1989; and is in line with the following UK Government and Romanian publications: • • • • • • • • • •

‘Keeping children safe in education: Statutory guidance for schools and colleges.’

September, 2016 ‘Keeping children safe in education: information for all school and college staff.’

September, 2016 Working Together to Safeguard Children, March, 2015 The Prevent Duty, June 2015 The use of social media for on-line radicalisation ( July 2015) UN Convention on the Rights of the Child Dealing with Allegations of Abuse, October 2012’ Teacher Standards July 2011 ( introduction updated June 2013) Guidance on Safe Working Practices for the Protection of Children and Staff in Education Settings 2009 Romanian law No. 272/2004 on Protection and Promotion of Childs Right 2004 (For information on Romanian Child Protection procedures and agencies www.dreptonline.ro/legislatie/legea_protectiei_copilului.php)

The school takes seriously its responsibility under section 175 of the UK Education Act 2002 to safeguard and promote the welfare of children; and to work together with other agencies to ensure adequate arrangements within our school to identify, assess, and support those children who are suffering or potentially at risk of harm.

The UN Convention on the Rights of the Child defines a 'child' as a person below the age of 18, unless the laws of a particular country set the legal age for adulthood younger. The Committee on the Rights of the Child, the monitoring body for the Convention, has encouraged States to review the age of majority if it is set below 18 and to increase the level of protection for all children under 18.

We recognise that all staff and the management team have a full and active part to play in protecting our pupils from harm, and that the child’s welfare is of paramount concern. To facilitate this, our school will provide a safe, caring, positive and stimulating environment that promotes the social, physical and moral well being of the individual child.

The aim of this policy is to: • •

support the child’s development in ways that will foster security and confidence provide an environment in which children and young people feel safe, secure, valued and respected, feel confident and know how to approach adults if they are in difficulties International British School of Bucharest © All Rights Reserved 2018| 27

• • • • • •

raise the awareness of all teaching and non-teaching staff of the need to safeguard children and of their responsibilities in identifying and reporting possible cases of abuse provide a systematic means of monitoring children known or thought to be at risk of harm, and ensure that we, the school, contribute to assessments of need and support plans for those children acknowledge the need for effective and appropriate communication between all members of staff in relation to safeguarding pupils develop a structured procedure within the school that will be followed by all members of the school community in cases of suspected abuse develop effective working relationships with other agencies involved in safeguarding children to implement a Safer Recruitment Policy to ensure that all adults within our school who have access to children have been checked as to their suitability through up to date DBS clearance for staff from the UK or equivalent clearance for staff from Romania or other countries. This clearance will be renewed at regular intervals.

Child Safeguarding Procedures Our school procedures for safeguarding children are in line with Working Together to Safeguard Children (2015), ‘Keeping children safe in education: Statutory guidance for schools and colleges.’ (2016), and the Romanian law No. 272/2004 on Protection and Promotion of Childs Right

We will ensure that: • •

• • • • • • • •

The school understands and fulfils its safeguarding responsibilities.

Our Recruitment and Contract Renewal Policy is followed, including all checks on staff suitability- Enhanced DBS checks (including the Barring List Check) for UK based teachers and equivalent checks for Romanian staff and teachers from other nations. We also carry out Prohibition Checks through COBIS, which include the standard teacher checks, EEA checks, and Prohibition checks for SLT. All members of staff must receive training by the Designated Senior Person for Child Safeguarding (Child Safeguarding Officer, CSO) in order to develop their understanding of the signs and indicators of abuse every three years.

All adults, new to our school, will be made aware of the school’s policy and procedures, the name and contact details of the Designated Senior Person.

All members of staff know how to respond to a pupil who discloses abuse and the procedure to be followed in appropriately sharing a concern of possible abuse or a disclosure of abuse.

All parents/carers are made aware of the school’s responsibilities in regard to child protection procedures through publication of the school’s Child Safeguarding Policy, and reference to it in our prospectus/brochure.

Our procedures will be annually reviewed and up-dated by the CSO in conjunction with the Senior Leadership Team.

Children’s rights will be represented by an Advocate in the school, currently the School Psychologist/Counsellor.

Adults should respect the children’s rights as they are presented in Romanian law.

In the event of a member of the staff (teaching and non-teaching) having a Child Protection concern about a pupil, he/she will immediately inform the CSO and record accurately the events giving rise to the concern. This will be kept by the Child Safeguarding Officer in a locked filing cabinet marked ‘Child Protection’. A sheet of beige paper will be placed in the student’s file in the school office to International British School of Bucharest © All Rights Reserved 2018| 28

indicate that there is a child protection concern on the child but no detail is to be included in the child’s general file.

Roles and Responsibilities We understand that our responsibility to safeguard children requires that we all appropriately share any concerns that we may have about children.

The school will ensure that staff are properly trained in order to provide a high standard of child safeguarding at IBSB. The School will ensure that sufficient staff receive Advanced Child Safeguarding Training every two years.

Staff with Advanced Child Protection Training: Name Aida Ivan Manuela Constantin Jane Broadhurst Kendall Peet Alan Cornish Orla O ’Dwyer Cornelia Tianu

Position WS CSO PS CSO SS CSO Head of School Head of Primary School Head of Primary Pastoral Care School Doctor

Date of Certification April 20 2017 April 20 2017 April 20 2017 April 20 2017 April 20 2017 April 20 2017 April 20 2017

The Child Safeguarding Officer is responsible for: • • • • • • • • • •

Ensuring that detailed and accurate written records of concerns about a child are kept even if there is no need to make an immediate referral.

Ensuring that all such records are kept confidentially and securely and are separate from pupil records, with a front sheet listing dates and brief entry to provide a chronology.

Ensuring that an indication of further record-keeping is marked on the pupil records.

A beige sheet of paper will be placed in the child’s general record to indicate that there is a child protection issue but no details are to be included in the main file.

Acting as a focal point for staff concerns and liaising with other agencies and professionals.

Ensuring that all school staff is aware of the school’s Child Safeguarding Policy and procedures, and knows how to recognise and refer any concerns.

Maintaining a record of staff who has attended the school and external child protection updates. [see Appendix 1 that staff need to sign] Keeping up to date with knowledge to enable them to fulfil their role.

Arranging suitable cover, in conjunction with the Senior Leadership Team, for planned absences by the CSO. Ensuring that the child’s child protection file is copied if the child transfers to a new institution and that this is transferred securely.

Contacting the appropriate local authorities in regard to any concern within 24 hours.

The CSOs and the Head of School meet at the start of each term and the end of Term three to review specific cases in the Child Safeguarding Folder and to discuss the Child Safeguarding Policy and procedures at IBSB. International British School of Bucharest © All Rights Reserved 2018| 29

Types of Abuse and Neglect Abuse: a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. They may be abused by an adult or adults or another child or children.

Physical abuse: a form of abuse which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child.

Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.

Emotional abuse: the persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child’s emotional development. It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child’s developmental capability as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyberbullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone.

Sexual abuse: involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.

Neglect: the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to: provide adequate food, clothing and shelter (including exclusion from home or abandonment); protect a child from physical and emotional harm or danger; ensure adequate supervision (including the use of inadequate care-givers); or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs Specific Safeguarding Issues Expert and professional organisations are best placed to provide up-to-date guidance and practical support on specific safeguarding issues. For example, NSPCC offers information for schools and colleges on the TES website and also on its own website www.nspcc.org.uk.

Schools and colleges can also access broad government guidance on the issues listed below via the www.gov.uk website: • • • •

Child sexual exploitation (CSE) – see also below Bullying including cyberbullying Domestic violence Drugs International British School of Bucharest © All Rights Reserved 2018| 30

• • • • • • • • • • • •

Fabricated or induced illness Faith abuse Female genital mutilation (FGM) – see also below Forced marriage Gangs and youth violence Gender-based violence/violence against women and girls (VAWG) Mental health Private fostering Radicalisation Sexting Teenage relationship abuse Trafficking

Further information on Child Sexual Exploitation and Female Genital Mutilation Child sexual exploitation (CSE) involves exploitative situations, contexts and relationships where young people receive something (for example food, accommodation, drugs, alcohol, gifts, money or in some cases simply affection) as a result of engaging in sexual activities.

Sexual exploitation can take many forms ranging from the seemingly ‘consensual’ relationship where sex is exchanged for affection or gifts, to serious organised crime by gangs and groups.

What marks out exploitation is an imbalance of power in the relationship. The perpetrator always holds some kind of power over the victim which increases as the exploitative relationship develops. Sexual exploitation involves varying degrees of coercion, intimidation or enticement, including unwanted pressure from peers to have sex, sexual bullying including cyberbullying and grooming. However, it also important to recognise that some young people who are being sexually exploited do not exhibit any external signs of this abuse.

Female Genital Mutilation (FGM): professionals in all agencies, and individuals and groups in relevant communities, need to be alert to the possibility of a girl being at risk of FGM, or already having suffered FGM. There is a range of potential indicators that a child or young person may be at risk of FGM, which individually may not indicate risk but if there are two or more indicators present this could signal a risk to the child or young person. Victims of FGM are likely to come from a community that is known to practise FGM. Professionals should note that girls at risk of FGM may not yet be aware of the practice or that it may be conducted on them, so sensitivity should always be shown when approaching the subject. Warning signs that FGM may be about to take place, or may have already taken place, can be found on pages 11-12 of the Multi-Agency Practice Guidelines referred to previously. Staff should activate local safeguarding procedures, using existing national and local protocols for multi-agency liaison with police and children’s social care.

Supporting Children We recognise that a child who is abused, who witnesses violence or who lives in a violent environment, or may suffer emotional abuse or neglect, may feel helpless and humiliated, may blame him/herself, and find it difficult to develop and maintain a sense of self worth.

We recognise that the school may provide the only stability in the lives of children who have been abused or who are at risk of harm.

We accept that research shows that the behaviour of a child in these circumstances may range from that which is perceived to be normal to aggressive or withdrawn.

Our school will support all pupils by:

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• • • •

•

Encouraging the development of self-esteem and resilience in every aspect of school life including through the curriculum.

Promoting a caring, safe and positive environment within the school.

Liaising and working together with all other Romanian support services and those agencies involved in the safeguarding of children.

Providing continuing support to a pupil (about whom there have been concerns) who leaves the school, by ensuring that such concerns and school medical records are forwarded under confidential cover to the Head Teacher at the pupil’s new school as a matter of urgency, a photocopy of these records should be kept in a confidential file.

Having access, or being referred, to the School Counsellor in school who will offer individual and/or family counselling.

After school tuition is being monitored daily and onsite until 6pm only while a member of SLT is present.

Information Sharing Confidentiality  We recognise that all matters relating to child protection are confidential.  The Head of School or Child Protection Officer will disclose personal information about a pupil to other members of staff on a need to know basis only.  All staff must be aware that they have a professional responsibility to share information with other agencies in order to safeguard children.  All staff must be aware that they cannot promise a child to keep secrets which might compromise the child’s safety or well-being or that of another.  All staff should not disclose any information on a child to a third party, including pupil’s driver, unless there is written authorisation by the parent or guardian of the pupil.

Estranged Parents • Unless there is a legal document limiting access to a pupil by one parent, or special circumstances deemed to put the pupil at risk by the school professionals, the school will endeavour to inform both parents on the progress and welfare of the pupil and information on the school.

• Confidential information about a pupil will not be disclosed to only one of the parents, especially when there is an impending legal process.

Informing the appropriate authorities and agencies •

Where is has been discovered that a student is in danger or risk of being abused or neglected, the student counsellor will contact the local welfare authorities within 24 hours to assist as appropriate under the direct advisement from the Head of School.

1. Directia Generala de Asistentia Sociala si Protectia Copilului- Sector 2, Bucuresti: www.social4.ro Email: social@social2.ro; Tel: (021) 252.22.02 2. Federatia Organizatiilor Neguvernamentale Pentru Copii (FONPC): www.fonpc.ro Tel: (021) 314 6611

•

Where a staff member or any person involved in offering the IBSB Curriculum has been found to be in breach of Child Safeguarding Standards, the school will inform the following as appropriate within one month of the person leaving IBSB: 1. Local Police 2. Disclosure and Barring Service: www.gov.uk/disclosure-barring-servicecheck/contact-disclosure-and-barring-service ispatch@dbs.gsi.gov.uk 3. Directia Generala de Asistentia Sociala si Protectia Copilului- Sector 2, International British School of Bucharest © All Rights Reserved 2018| 32

•

Bucuresti: www.social4.ro Email: social@social2.ro; Tel: (021) 252.22.02 4. Federatia Organizatiilor Neguvernamentale Pentru Copii (FONPC): www.fonpc.ro Tel: (021) 314 6611 Where the CSO has good cause for concern in regard to a student withdrawn from IBSB, the CSO will contact the CSO at the relevant international school in Romania to share the relevant information in regard to the agreement formed between the schools within the International Schools Association set up within Romania.

Supporting Staff We recognise that staff working in the school who have become involved with a child who has suffered harm, or appears to be likely to suffer harm may find the situation stressful and upsetting.

We will support such staff by providing an opportunity to talk through their anxieties with the Child Safeguarding Officer and to seek further support.

In order to limit complaints against staff, advice on the boundaries of appropriate behaviour can be found in the document Guidance on Safe Working Practices for the Protection of Children and Staff in Education Settings.

Allegations against staff All school staff should take care not to place themselves in a vulnerable position with a child.

It is always advisable for interviews or work with individual children or parents to be conducted in view of other adults.

All staff should be aware of the school’s Staff Code of Conduct Policy.

We understand that a pupil may make an allegation against a member of staff. If such an allegation is made, the member of staff receiving the allegation will immediately inform the Head of School or the most senior teacher if the Head of School is not present.

If the allegation made to a member of staff concerns the Head of School, the person receiving the allegation will immediately inform the Executive Director without informing the Head of School first.

Suspension of the member of staff against whom an allegation has been made needs careful consideration. Any disciplinary investigation should be carried out once the child protection investigation has been completed.

If the investigation shows that the particular member of staff is considered a danger for the children, we will inform the NCTL. Whistleblowing • All staff should be aware of their duty to raise concerns about the attitude or actions of colleagues. Concerns should be raised directly with the Head of School, the Executive Director, or the Child Safeguarding Officer.

Prevention We recognise that the school plays a significant part in the prevention of harm to our pupils by providing pupils with effective lines of communication with trusted adults, supportive friends and an ethos of protection.

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The school community will therefore: • Establish and maintain an ethos, which is understood by all staff, which enables children to feel secure and encourages them to talk knowing that they will be listened to.

• Ensure that all children know there is an adult in the school whom they can approach if they are worried or in difficulty.

• Provide, across the curriculum, opportunities that equip children with the skills they need to stay safe from harm and to know to whom they should turn for help.

Physical Intervention/Positive Handling • Our policy on physical intervention/positive handling by staff is set out separately, as part of our Behaviour Policy. It complies with DfES Guidance -The Use of Reasonable Force, July 2013 ( reviewed July 2015). This guidance states that staff must only ever use physical intervention as a last resort, e.g. when a child is endangering him/herself or others and that, at all times it must be the minimal force necessary to prevent injury to another person.

• Such events should be recorded and signed by a witness.

• We understand that physical intervention, of a nature that causes injury or distress to a child, may be considered under Child Protection or disciplinary procedures.

Anti-bullying Policy • Our policy on the prevention and management of bullying and cyber-bullying is set out in a separate document and acknowledges that to allow or condone bullying may lead to consideration under Child Protection procedures.

Child Protection in the Curriculum • The delivery of the curriculum in general will take into account the needs of all children. The curriculum will include materials and activities, mainly within Personal, Social and Health Education which are designed to help children to be less vulnerable to abuse, without in any way implying that the responsibility for Child Protection lies with the child. The aim will be to raise awareness of Child Protection issues and equip children with the skills needed to keep them safe.

Health & Safety • Our Health & Safety Policy, set out in a separate document, reflects the consideration we give to the protection of our children both physically within the school environment and when away from the school on educational visits.

Policy Review The Child Safeguarding Officer(s) is responsible for ensuring the annual review of this policy in accordance with changes in UK and Romanian law.

The Board will meet once a year to review the IBSB Child Safeguarding Policy and to make recommendations in line with current law and safe practice.

This policy requires that any found deficiencies or weaknesses in Child Safeguarding arrangements are remedied without delay.

Related Policies Whole School Health and Safety Policy PS/SS Curriculum Policy Whole School Anti-bullying Policy Whole School First Aid Policy International British School of Bucharest © All Rights Reserved 2018| 34

Whole School Medical Policy Staff Internal Regulations Staff Code of Conduct Policy Whole School Positive Handling Policy Staff Safer Recruitment and Contract Renewal Policy Staff Recruitment of Ex-Offenders Policy Staff Performance Review and Capability Policy

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Anti-Bullying Policy Purpose IBSB aims to establish a positive school culture in which all members of the community feel safe and confident, and treat each other with respect and courtesy, particularly with regard to individual differences. To this end, the school treats bullying in all its forms very seriously and has a policy and systems in place to ensure that all students are aware that bullying is unacceptable, are aware of the consequences of bullying, are actively dissuaded from bullying, and that staff and students together are continually alert to signs of bullying and will proactively intervene and take action whenever there is any indication that an instance of bullying may be taking place.

Overview This policy should be read and understood in the context of our Behaviour for Learning Policy, our Equal Opportunities Policy, and our approach to PSHE/ Life Skills (Personal, Social, Health, Care and Education).

This policy has been developed in concordance with the DfE documents on Anti-Bullying: “Preventing and tackling bullying” and “Supporting children and young people who are bullied” - March 2014 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/288444/prev enting_and_tackling_bullying_march14.pdf https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/292505/sup porting_bullied_children_advice.pdf The Independent School Standards Regulations 2014 provide that the proprietor of an independent school is required to ensure that an effective anti-bullying strategy is drawn up and implemented.

Under the Children Act 1989 a bullying incident should be addressed as a Child Safeguarding concern when there is ‘reasonable cause to suspect that a child is suffering, or is likely to suffer, significant harm’. Where this is the case, the school staff should report their concerns to the Head of School and Child Safeguarding Officer. The support of external services may be accessed to tackle any underlying issues which have contributed to a child engaging in bullying.

Even where safeguarding is not considered to be an issue, schools may need to draw on a range of external services to support the pupil who is experiencing bullying, or to tackle any underlying issue which has contributed to a child engaging in bullying.

Although bullying in itself is not a specific criminal offence, it is important to bear in mind that some types of harassment or threatening behaviour – or communications – could be a criminal offence. If school staff feel that an offence may have been committed they should inform the Head of School who could seek assistance from the police.

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Statement of Intent We are committed to providing a caring, friendly, and safe environment for all of our pupils so they can learn in a relaxed and secure atmosphere. Bullying of any kind is unacceptable at our school. If bullying does occur, all pupils should be able to tell and know that incidents will be dealt with promptly and effectively. We are a TELLING school. This means that anyone who knows that bullying is happening is expected to tell the staff.

We respect difference and welcome diversity in our children, young people and in society in general, and believe our school should be inclusive.

We believe that students have the right to feel safe, secure, and valued and that creating a safe environment and dealing with bullying is everyone’s responsibility.

We discuss bullying within the School’s PSHE/ Life Skills programme, actively support a range of positive strategies to deal with bullying, and actively challenge the use of humiliation, fear, ridicule and other similar approaches in an effort to reduce bullying.

What Is Bullying?

Bullying is behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally, which can cause psychological damage. Bullying can take many forms (for instance, cyber-bullying via text messages or the internet), and is often motivated by prejudice against particular groups, for example on grounds of race, religion, gender, sexual orientation, or because a child is adopted or has caring responsibilities. It might be motivated by actual differences between children, or perceived differences. Stopping violence and ensuring immediate physical safety is obviously a school’s first priority but emotional bullying can be more damaging than physical.

Many experts say that bullying involves an imbalance of power between the perpetrator and the victim. This could involve perpetrators of bullying having control over the relationship which makes it difficult for those they bully to defend themselves. The imbalance of power can manifest itself in several ways. It may be physical, psychological (knowing what upsets someone), derive from an intellectual imbalance, or by having access to the support of a group, or the capacity to socially isolate. It can result in the intimidation of a person or persons through the threat of violence or by isolating them either physically or online.

Bullying is use of aggression with the intention of hurting another person. Bullying results in pain and distress to the victim.

Bullying can be: • • • • • • • •

Emotional – being unfriendly, excluding, tormenting (eg hiding books, threatening gestures) Physical – pushing, kicking, hitting, punching or any use of violence Non-verbal communication – unkind looks and expressions, hand gestures Racist – racial taunts, graffiti, gestures Sexual – unwanted physical contact or sexually abusive comments Homophobic – because of, or focusing on the issue of sexuality Verbal name-calling – sarcasm, spreading rumours, teasing Cyber – all areas of internet, such as email and internet chat room misuse, mobile threats by text messaging and calls, misuse of associated technology, ie camera and video facilities International British School of Bucharest © All Rights Reserved 2018| 37

•

Prejudice – based bullying related to special educational need, sexual orientation, sex, race, religion and belief, social deprivation, gender reassignment or disability

Why is it Important to Respond to Bullying?

Bullying hurts. No one deserves to be a victim of bullying. Everybody has the right to be treated with respect. Pupils who are bullying need to understand that bullying is wrong and unacceptable in any form and need to learn different ways of behaving.

IBSB has a responsibility to respond promptly and effectively to issues of bullying.

Objectives of this Policy Our policy is to be implemented whenever the school is responsible for the conduct and welfare of children and young people. The senior leadership team and all staff are responsible for its implementation.

We aim to: • • • • • • •

enable students to understand clearly what constitutes bullying and to understand that bullying, whatever its form, will not be tolerated by the school community enable parents to feel confident that bullying incidents will be firmly dealt with by the school create a safe environment and promote a non-aggressive ethos in the school raise staff awareness of the presence of different types of bullying, and an awareness of groups of students who are bullied disproportionately establish guidelines for action where bullying is evident develop a range of effective strategies for pupils to learn about moral and social issues ensure students are able to explain how we expect them to behave

Possible Signs and Symptoms of Bullying A child may indicate by signs or behaviour that he or she is being bullied. Adults should be aware of these possible signs and that they should investigate if a child: • • • • • • • • • • • • • • • • •

is frightened of walking to or from school doesn't want to go on the school / public bus begs to be driven to school changes their usual routine is unwilling to go to school (school phobic) begins to truant becomes withdrawn anxious, or lacking in confidence starts stammering attempts or threatens suicide or runs away cries themselves to sleep at night or has nightmares feels ill in the morning begins to do poorly in school work comes home with clothes torn or books damaged has possessions which are damaged or " go missing" asks for money or starts stealing money (to pay bully) has dinner or other monies continually "lost" has unexplained cuts or bruises International British School of Bucharest © All Rights Reserved 2018| 38

• • • • • • • •

comes home starving (money / lunch has been stolen) becomes aggressive, disruptive or unreasonable is bullying other children or siblings stops eating is frightened to say what's wrong gives improbable excuses for any of the above is afraid to use the internet or mobile phone is nervous & jumpy when a cyber message is received

These signs and behaviours could indicate other problems, but bullying should be considered a possibility and should be investigated

Our procedures Training for staff is an important aspect of our work to prevent and tackle bullying, including the different types of bullying. At IBSB, staff receive relevant training and understand the importance of this policy.

We all understand that bullying can occur in any school and that we have a responsibility to be vigilant for incidents especially at times and in places where it is more likely to occur. We ensure that the physical layout of our buildings and our safety mechanisms such as CCTV all help to discourage and reduce the risk of bullying.

We aim to ensure staff feel confident to consistently tackle all forms of bullying and that students are empowered to say “NO” to bullying.

If a member of staff suspects that bullying is taking place, or a disclosure is made to them about an incident of bullying, they should always consult a senior member of staff. Under the guidance of a senior staff member, an age appropriate investigation should take place.

Separate meetings, at which all conversations should be recorded in writing, should be arranged with those involved to establish their version of events and assure them that the situation will be dealt with sensitively, but firmly, and fully. Parents of both parties are always kept fully informed about how the bullying is being stopped.

Bullying behaviour will normally be addressed through the provision of counselling for all parties involved. A proven allegation of serious bullying will result in suspension or exclusion with the possible involvement of the police authorities. Following the incident, a senior staff member oversees the monitoring of the situation, liaising directly with the relevant advisor/class teacher to check that further bullying is not occurring.

Parents are asked to keep the school and staff informed of any concerns, and encourage their child to report any incidents immediately to an appropriate staff member. The Head of School will ensure that the incident and any action taken are formally recorded in the behaviour/incident log.

The immediate priority is to stop the bullying so instances will be dealt with without delay.

IBSB takes the standpoint that most pupils involved in bullying do not intend to inflict significant harm. As a first recourse those who bully will be counselled by pastoral staff: an appeal will be made to ‘better nature’ and a commitment to correct the behaviour will be elicited. The bully should apologise to the victim.

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In serious or persistent cases of bullying parents should be informed and may be asked to come in to a meeting to discuss the problem, and if necessary and appropriate, police will be consulted. All attempts will be made to help the bully or bullies change their behaviour.

Incidents of bullying will be recorded by relevant pastoral staff in the incident book placed on the server.

This will enable patterns to be identified, and keeping records of bullying incidents will also enable the school to: • • • • •

manage individual cases effectively monitor and evaluate the effectiveness of strategies identify possible areas in the school where bullying is more likely to take place and improve monitoring as required celebrate the anti-bullying work of the school respond effectively and swiftly to concerns from parents

Sanctions for bullying are intended to hold pupils who bully to account for their behaviour and to ensure that they face up to the harm that they have caused and learn from it. They also provide an opportunity for the pupil to put right the harm they have caused. Sanctions available are detailed in the school’s

Behaviour Policy Ultimately, bullies will not be tolerated at this school and permanent exclusion will be used if, at the Head of School’s discretion, it is considered appropriate and that the relevant procedures have been followed accordingly. The Head of School must discuss serious cases that lead to suspension and exclusion with the SLT and the Executive Director.

Preventative Strategies As a successful school, we create an environment that prevents bullying from being a serious problem in the first place.

We talk with pupils through the curriculum about issues of difference and use dedicated project time and events such as special assemblies.

We cover the issue of bullying within the school PSHE/ Life Skills programme, ensuring that students understand what types of behaviour can be defined and identified as bullying, why bullying is unacceptable, ensure that students understand that IBSB has a “No Tolerance Approach’ to bullying, and what the consequences of bullying are at IBSB for the student/s involved in bullying.

We have established a mentoring system in which the older students, including Senior School Prefects, work to provide a safe inclusive learning culture for our younger children, We proactively gather intelligence about issues between pupils which might provoke conflict and develop strategies to prevent bullying occurring in the first place. This is done through the staff and student mentoring system, through staff reporting signs of potential bullying observed in class or on duty, and through regular termly questionnaires given to students, which include a section on bullying.

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We have also set up an anti-bullying box in both the primary and secondary school, where students can leave a message to say that they are being bullied or that they know someone who is being bullied.

We are aware that schools which excel at tackling bullying have created an ethos of good behaviour where pupils treat one another and the school staff with respect because they know this is the right way to behave. Values of respect for staff and other pupils, an understanding of the value of education, and a clear understanding of how our actions affect others permeate the whole school environment. We reinforce these messages by the behaviour and attitudes of our staff who set a good example.

Successful Intervention Strategies We apply disciplinary measures to pupils who bully in order to show clearly that their behaviour is wrong. In accordance with our behaviour policy, we apply sanctions fairly, consistently and reasonably, taking account of any special educational needs or disabilities that pupils may have and taking into account the needs of vulnerable pupils.

We also consider carefully the motivating factors which may have affected the bullying behaviour and whether it indicates any concerns for the safety of the perpetrator. Where this is the case, the child engaging in the bullying behaviour may need support themselves.

We involve parents to ensure that they are clear that the school does not tolerate bullying and that they are aware of the procedures to follow if they believe that their child is being bullied.

At IBSB, we make sure that our parents feel confident that we will take any complaint about bullying seriously and resolve the issue in a way which protects the child.

We involve pupils so they understand our approach towards bullying and so they are clear in the part they have to play to prevent bullying, including when they find themselves as bystanders.

We regularly evaluate our approach and ensure that our policy and practice is up to date.

We make sure that the consequences of bullying reflect the seriousness of the incident so that others see that bullying is unacceptable.

We teach children that using any prejudice based language is unacceptable.

We work with the wider community such as the police and children’s services where bullying is particularly serious or persistent and where a criminal offence may have been committed.

We make it easy for pupils to report bullying either directly to a staff member, to a senior student mentor, or through the student drop box positioned inside the entrance of both the Primary and Secondary School buildings so that they feel assured that they will be listened to and incidents acted upon.

Monitoring & Evaluation We regularly report to our senior leadership team on the views of our pupils, and in particular, the incidences of bullying in school including which types are prevalent so that we can continuously improve our practices.

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Frequently Asked Questions Q: Should we prioritise tackling some types of bullying over others?

A: Immediate physical safety obviously comes first. All bullying, whatever the motivation or method, is unacceptable and should not be tolerated. Some issues will be more familiar to schools than others and this guidance points to other specialist organisations for further information about how to tackle specific types of bullying.

Q: Should I discipline pupils for bullying outside the school?

A: Yes. If an incident of bullying outside the school premises is reported to the school, it is important that it is investigated and appropriate action is taken. This will send a strong signal to pupils that bullying will not be tolerated and perpetrators will be held to account.

Q: How do schools deal with parents with particular religious beliefs – respond to prejudice based bullying?

A: As a school we should always uphold the values of tolerance, non-discrimination, and respect towards others and condemn all forms of bullying, religious or otherwise.

Q: How can we involve parents more in our anti-bullying work?

A: It is important to talk to parents about their anti-bullying policy and make it available to them and prospective parents as part of our behaviour policy. We should ensure that parents know what measures are being taken to prevent bullying, as well as how incidents are responded to, and may also encourage positive messages about good behaviour and respect for others at home.

Q: Should I record incidents of bullying?

A: Staff should develop a consistent approach to monitoring bullying incidents in school and evaluating whether our approach is effective. Incidents should be recorded in the incident log on the server so that we can monitor incident numbers and identify where bullying is recurring between the same pupils.

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Equal Opportunities Policy Purpose The purpose of this policy is to ensure that protocol and procedures are in place to ensure equal opportunities are available to all staff and pupils irrespective of their age, gender, nationality, ethnic background or academic ability.

Overview IBSB is committed to providing equality of opportunity to all children and staff at our school, irrespective of their age, gender, nationality, ethnic background or academic ability.

We recognise our responsibility to ensure positive attitudes to diversity and difference – not only so that every child is included and not disadvantaged, but also so that they learn from the earliest age to value diversity in others and grow up making a positive contribution to society.

We understand the importance of providing a challenging and enjoyable programme of learning and development and we undertake to make reasonable adjustments to enable all to participate in our programme of learning, where all are valued and supported.

We are committed to avoiding all forms of discrimination. This applies to all pupils, parents, and staff members and includes inappropriate discrimination on the grounds of: gender: age; religion or belief; physical ability or disability; learning ability, other special educational needs or academic or sporting ability; race (including colour, nationality, ethnicity, family, cultural or linguistic background); marital status and civil partnership; sex; sexual orientation; trade union membership; part-time and fixed-term working; gender reassignment; pregnancy and maternity. These factors are taken into account in the care of our community members so that care is sensitive to different needs.

We seek to ensure that the individual needs of all our pupils are met and pupils are included, valued, and supported, and that reasonable adjustments are made for them.

We undertake to work with the school community, with parents, and with other relevant agencies as required to ensure that any form of discriminatory behaviour is treated seriously and action is taken to prevent any repetition.

This policy statement and the effectiveness of our inclusive practices at IBSB are reviewed annually by the SLT. This policy statement should be read in conjunction with school's policies on Behaviour and Discipline, Anti-bullying, Admissions, and the PSHE schemes of work designed in accordance with the new National Curriculum Framework, Sept 11, 2013. Staff are also covered by IBSB’s Equal Opportunities Procedures, found later in this document

Procedure for Pupils IBSB seeks to implement this policy statement effectively through the following actions: • Provision of our policy statement for equal opportunities to all pupils, staff and parents, including those of prospective pupils.

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• Working with outside agencies such as educational psychologists, occupational therapists,

• • •

•

•

•

• • •

and family/pupil medical practitioners to support the endeavour of the school in serving the needs of all pupils, parents, and staff.

Discussing, where appropriate, equal opportunities and the special needs of individuals at staff meetings.

Delivering the message of equal opportunities within PSHE, the wider curriculum and through the extra-curricular programme.

Dedicating whole school and class assemblies, and form time and 'circle time' to the importance of kindness, care and unconditional respect for members of the school and the wider community, and on promoting and valuing diversity and differences.

Meeting the individual needs of pupils, as detailed by parents and by the pupil's previous setting, through teachers, teaching assistants, and outside agencies working together with the pupil and the pupil's parents.

Monitoring the needs of all pupils as they progress through the school, through discussion at meetings, and written information circulated confidentially, relating to specific support for learning or emotional, social, mental, physical or other difficulties.

Discussing, reviewing, monitoring and evaluating at staff meetings, pastoral care meetings, and leadership meetings, the effectiveness of inclusive practices which enable all pupils, parents and staff to access and enjoy school life.

Ensuring that the Personal, Social, Health, Educational Programme includes discussion of Equal Opportunities.

Ensuring school documents demonstrate a commitment to Equal Opportunities and avoid inappropriate discrimination of all forms.

Making appropriate provision or exemption, where feasible and desirable, for pupils with special dietary, dress or religious observance requirements or needs because of religious or cultural backgrounds.

Student Admissions The school admits pupils no matter their gender, race, religion, academic potential, disability or special educational needs, provided that there are good and practical prospects of meeting their needs without unduly prejudicing the education and welfare of other pupils. Where there is evidence of drug or alcohol use, and a history of serious behavioural issues that would lead to suspension or exclusion in accordance with the IBSB Behavioural Policy, IBSB reserves the right not to admit the student in question. [See Admissions Policy] Additional Early Years Foundation Stage (EYFS) procedure: The Special Educational Needs Coordinator is responsible to ensure that 'arrangements are in place for reviewing, monitoring and evaluating the effectiveness of inclusive practices that promote and value diversity and difference; how inappropriate attitudes and practices will be challenged; and how the provision will encourage children to value and respect others' (EYFS Statutory Framework: 3.66).

• Following the graduated approach as described in the SEND Code of Practice, 2011, starting with classroom support which is additional to, or different from, the support which was previously in place. The Early Years Action/School Action process begins when it is necessary for the SENDCO to give additional support, advice or assessment. Early Years Action Plus/School Action Plus begins when external agencies are called in to give professional expertise, advice and support.

• Challenging inappropriate attitudes and practices by using role play in drama and circle time, by speaking with those involved and by the graduated approach of form teacher, SEN Coordinator, EYFS Coordinator, Head of the Primary School, and SLT becoming involved as necessary with pupils, parents, and staff. Pupils are made fully aware of the school's Behaviour Policy and sanctions system.

• Including the Special Needs Coordinator and other relevant staff, in discussing pupil needs and progress in staff meetings and weekly pastoral care meetings. On such occasions the International British School of Bucharest © All Rights Reserved 2018| 44

strategy for each individual child is focused around respect for the child's needs, the need for the pupil to have access to all opportunities within the school and the child's right to feel confident, happy, and valued.

• Delivering the PSHE programme through whole school assemblies and class assemblies, in circle time and form time and within the curriculum. The Music and Humanities Schemes embrace other cultures. The Science programme celebrates physical differences in the human race. Drama provides an opportunity to promote and value diversity and differences. The languages within the extra-curricular programme as well as those within the curriculum starting from Key Stage 1 promote global citizenship.

Procedure for Members of Staff To ensure the elimination and prevention of discrimination and the promotion of equality of opportunity in employment 1. Sex Discrimination Unless the job is covered by a statutory exception we will not discriminate directly or indirectly on the grounds of sex, gender assignment, sexual orientation, pregnancy, marital status, or civil partnership.

• In the arrangements made for deciding who should be offered a job • In any terms of employment, including pay • By refusing or omitting to offer a person employment • In the way we afford access to opportunities for promotion, transfer or training • In the manner in which employment is offered or in affording access to any benefits, facilities or services • By victimising an individual for a complaint made in good faith about sex, gender assignment, sexual orientation or pregnancy discrimination or for giving evidence about such a complaint • In connection with redundancy or termination of employment however caused or by treating an employee unfavourably in any other way.

2. Race Discrimination Our equal opportunity policy statement aims to ensure that: • No job applicant or employee receives less favourable treatment than another on racial grounds • No applicant or employee is placed at a disadvantage by requirements or conditions which have a disproportionately adverse effect on his/her racial group and which cannot be shown to be justifiable on other than racial grounds • Where appropriate and where permissible under the Race Relations Act employees of an under-represented racial group are given training and encouragement to achieve equal opportunity within the organisation.

We will not: • Discriminate in recruitment, promotion, transfer or training, nor in the arrangements made for recruitment and in the ways of affording access to opportunities for promotion, transfer or training • Discriminate on racial grounds in connection with dismissal, redundancy or any other termination of employment or other detriment to an employee • Discriminate on racial grounds in appraisals of employee performance or in the operation of grievance disputes and disciplinary procedures • Discriminate on racial grounds in affording terms of employment and providing benefits, facilities and services for employees • Victimise individuals who have made allegations or complaints of racial discrimination or provided information about such discrimination.

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3. Disability Discrimination In connection with dealings in relation to persons with a disability within the meaning of the Disability Discrimination Act 1995 we will: • Not discriminate against disabled people or those who have been disabled • Make any reasonable adjustments of our employment arrangements or premises which place disabled people at a substantial disadvantage compared with non-disabled people • Not treat a disabled employee or disabled job applicant less favourably for a reason relating to the disability than others to whom that reason does not apply unless the reason is material to the particular circumstances and substantial • Not knowingly help another to discriminate unlawfully against a disabled employee • Not discriminate against a disabled person in the arrangements made for determining who should be offered employment or by refusing to offer, or deliberately not offering, employment • Not discriminate against a disabled person whom we employ in terms of the employment we offer him/her; in the opportunities, which we afford him/her for promotion, a transfer, training or receiving any other benefit; by refusing to afford him/her or deliberately not affording him/her any such opportunity; by dismissing him/her or subjecting him/her to any other detriment • Not discriminate against an employee who becomes disabled or has a disability that worsens.

4. Religion IBSB is not designated as a school adhering to any particular religious faith or order. Unless the job is covered by a statutory exception we will not discriminate directly or indirectly on religious grounds: • In the arrangements made for deciding who should be offered a job • In any terms of employment, including pay • By refusing or omitting to offer a person employment • In the way we afford access to opportunities for promotion, transfer or training • In the manner in which employment is offered or in affording access to any benefits, facilities or services • By victimising an individual for a complaint made in good faith about discrimination on religious grounds or for giving evidence about such a complaint • In connection with redundancy or termination of employment however caused or by treating an employee unfavourably in any other way.

5. Age Discrimination In connection with any dealing in relation to age, as described in the Employment Equality (Age) Regulations which came into effect on the 1st October 2006, we will not discriminate: • In the arrangements made for deciding who should be offered a job • In any terms of employment, including pay • By refusing or omitting to offer a person employment • In the way we afford access to opportunities for promotion, transfer or training • By victimising an individual for a complaint made in good faith about discrimination on the grounds of age or for giving evidence about such a complaint • In connection with redundancy or termination of employment however caused.

• Maintaining a common contractual retirement age for all staff of 65 (see separate Retirement Policy for details).

This policy, though not required by Romanian law to abide by the UK Equality Act (2010), being a British School located in Romania and operating in accordance with Romanian law and legislation, does take the principles of this act into consideration.

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School Complaints Procedure Purpose The purpose of this policy is to provide clear policy and procedure for formal complaints to be made to the school by any member of the IBSB community to ensure that complaints are dealt with both professionally and efficiently.

Overview At IBSB we believe that parent feedback is important. For this reason we encourage our parents to raise their concerns directly with the appropriate teacher, or a member of the Senior Leadership Team, if required.

We will always take concerns raised seriously, carry out a thorough investigation if needed, and reply to the parent or parents raising the concern within an acceptable period of time.

Parents should raise concerns or complaints with members of staff either in person, or in writing by email. We advise that for all email correspondence relating to concerns raised that slt@ibsb.ro are CCed in. All concerns raised will be logged in the Parent Complaint File for future reference.

We ask that and concerns raised or complaints made relate directly to a child of the parent making the complaint, and should be about matters relating to health and safety, student support and academic progress, or staff professionalism.

Formal Complaints Stage 1 First stage complaints are made to the class/subject teacher by email, CCing in slt@ibsb.ro.

Feedback (satisfactory solution) should be provided in writing within 24 hours. The relevant Head of School will log the complaint in the Parent Complaint Log, and discuss the complaint made with the relevant staff before a reply is sent to the person making the complaint.

Stage 2 If you have raised a concern with a class/subject teacher and you feel that the feedback is not satisfactory, please contact the Head of Primary/Secondary School directly as appropriate.

Again, feedback should be given within 24 hours. The Head of School and Executive Director will be made aware of the complaint and the feedback.

Stage 3 If your concern has been raised with the Head of Primary/Secondary and you feel that the feedback is not satisfactory, please contact the Head of School (Deputy Head if Head of School is not available). Feedback should be given within 24 hours. The Executive Director will be made aware of the complaint and the feedback.

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If you raised your concern with the Head of School or Deputy Head and you feel that the feedback is not satisfactory, please contact the Executive Director who is the representative of the Board. At this stage, your concern will be made available to the School Board.

All formal complaints should be made in writing (by email) to the appropriate person. All verbal and written complained will be logged by the school SLT and appropriate feedback offered within 24 hours. Formal meetings should be agreed between the parent and the member of staff in order to better clarify the issue. The member of staff should ensure that the relevant line manager or Head of Primary/Secondary School is in attendance if necessary.

Stage 5 Where the complainants are not satisfied by the response made to the complaint resulting from Stage 4 a hearing shall be arranged before a panel appointed on behalf of the school proprietor.

Stage 1 – Formal Complaint to the class/subject teacher • • • •

The class/subject teacher should acknowledge your complaint and inform the relevant Head of School in writing. The Head of PS/SS will record the complaint in writing An opportunity to meet and discuss the complaint should be given to the parent. In this case the meeting will be recorded and the log sent to the relevant Head of School.

Satisfactory feedback and a solution should be sent in 24 hours. The Relevant Head of School will be informed about the feedback and any possible follow up.

You should also be advised that if you are not satisfied with the response and wish to take the matter further, you can do so by writing to the relevant Head of School – PS or SS.

Stage 2 – Complaint to the line manager (Head of Primary/Secondary School) • • • • • •

The Head of PS/SS should acknowledge your complaint in writing. In some cases the Head will have already been involved in looking at the matter; in others it will be his/her first involvement.

The Head of PS/SS should consider providing an opportunity to meet with you to supplement any information previously provided.

If the complaint is against a member of staff, the Head of PS/SS should talk to the staff member against whom the complaint has been made.

If necessary, the Head of PS/SS should interview witnesses and take statements from those involved.

The Head of PS/SS will update the Parent Complaint Log and should include an explanation of the decision taken and the reasons for it. Where appropriate, it should include what action the school will take to resolve the complaint.

You should also be advised that if you are not satisfied with the response and wish to take the matter further, you can do so, by writing to the Head of School (or in said absence the Deputy Head.

Stage 3 – Complaint to the Head of School / Deputy Head • • •

The Head should acknowledge your complaint in writing. In some cases the Head will have already been involved in looking at the matter; in others it will be his/her first involvement.

The Head should consider providing an opportunity to meet with you to supplement any information previously provided.

If the complaint is against a member of staff the Head should talk to the staff member against whom the complaint has been made.

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• • •

If necessary, the Head should interview witnesses and take statements from those involved.

The Head will update the Parent Complaint Log and should include an explanation of the decision taken and the reasons for it. Where appropriate, it should include what action the school will take to resolve the complaint.

You should also be advised that if you are not satisfied with the response and wish to take the matter further, you can do so, by writing to the Executive Director.

Stage 4 – Complaint to the Executive Director If the complaint is wholly or mainly about the School Heads the Executive Director should consider the complaint in accordance with the procedure described below. However, before following the steps below, the Executive Director will invite the Head to respond to the complaint within 3 school days. The Executive Director will send a copy of the Head’s response to the complainant and the parent will be asked to indicate within 5 school days of receipt of the response whether s/he is satisfied with the response. If the parent is not satisfied with the response the procedure below will commence as described.

Consideration by the Executive Director •

•

• • • • •

•

If the complainant decides to take the matter further, the Executive director should write to the parent to acknowledge the complaint within 3 school days of receipt of the complaint. A copy of the acknowledgement and the complaints form should be sent to the School Head.

Investigating the complaint – If the complaint has been investigated at other stages, the result of the investigation must be made available to the Executive Director by the School Head. However, where the complaint is against the Head and the complaint is referred to last stage, the Executive Director must decide whether and how the complaint should be investigated.

The Executive Director should reconsider the issues raised in the original complaint and not confine himself to consideration of procedural issues The parent should be invited to have a meeting. The date and time of the meeting should be convenient to the parent within reason.

The Head should also be invited to prepare a written report in response to the complaint.

All relevant correspondence regarding the complaint should be discussed.

The aim of the meeting should be to resolve the complaint and achieve reconciliation between the school and the complainant. However, at the end of the meeting the Executive Director will need to issue a finding in writing either upholding or not upholding the complaint or upholding some parts and not others.

Stage 4 should be completed in 15 school days. However, it is recognised that this timetable is likely to prove impossible for complaints which are complex.

A written, confidential record will be kept in the form of the Parent Complaint Log for all stages of complaints considered by the SLT and the Executive Director.

Stage 5 - Panel Hearing • • •

Where the complainants are not satisfied by the response made to the complaint resulting from Stage 4 a hearing shall be arranged before a panel appointed on behalf of the school proprietor.

The panel will be made up of at least three people who were not directly involved in the complaint, one of whom will be independent from the running of the school Parents involved will be invited to attend such panel hearings, and may be accompanied if they wish International British School of Bucharest © All Rights Reserved 2018| 49

•

The panel will provide a copy of their findings and recommendations for the complainant, proprietor, head teacher and person(s) complained about (where relevant)

Complaints raised at the School Office •

In the case of any complaints raised by phone or by email in the school office, the office personnel will direct the parent towards the relevant class/subject teacher, Head of PS/SS or Head of School according to the degree of complaint. In addition, the office personnel will inform the relevant Head of PS/SS, Head of School and Executive Director in writing (email) about the concern raised.

Informal Complaints This form of complaint can be raised verbally by parents directly to the class/subject teacher (Eg: End of the day when pick up the child). This stage should be completed speedily with appropriate detail. The member of staff dealing with the concern should make sure that you are clear as to what action (if any) or monitoring of the situation has been agreed. The relevant teacher will ensure that the Head of PS/SS will be informed in writing about the complaint and the feedback (be email).

In case of informal complaint with no satisfactory feedback, you are encouraged to consider making a formal complaint following the steps and stages of a formal complaint.

In total 26 complaints were made in the academic year 2016-17. All complaints were resolved within Stages 1-3.

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English as an Additional Language Policy Overview IBSB is an international school with students enrolling from a number of countries. Many of the students attending the school speak English as an additional language and as such some do not have the English language skills necessary to cope with the demands of the English National Curriculum and mainstream lessons taught entirely in English. For this reason, students entering IBSB need to first be assessed to determine if there is a need for additional English lessons, and for IGCSE and A Level, whether they have the level of English needed to cope with the demands of the curriculum. Where a need has been identified, students will be provided with support, as outlined in this policy, to enable them to have every opportunity to successfully integrate into school life and their mainstream classes.

Departmental Aims • • • • • • • • • • •

To assess students applying to study at IBSB in order to accurately determine their level of English proficiency To determine if additional English lessons are needed to enable them to become a part of student life at IBSB To determine if additional English lessons are needed to enable them to access the curriculum To determine if additional English lessons are needed to enable a student to meet the school’s pupil achievement expectations To place students in need of additional English lessons in an appropriate EAL class Where a language need has been identified, to design a program to cater to that individual need To develop basic interpersonal communicative skills (BICS) To develop cognitive academic language proficiency (CALP) To teach in such a way as to motivate students to learn To provide a positive, supportive, learning environment To provide the basis for greater vocational opportunities and recreational fulfilment.

Objectives •

• • • •

To ensure that we are able to supply the level of support needed for students, with the resources available, to make sufficient progress in their studies and to succeed academically within the IBSB curriculum. It must be noted that IBSB is not a language school and is only able to offer a maximum of five lessons of EAL per week To set in place a curriculum that caters to the different levels of English proficiency in each year group To have teachers hand in support plans at the start of each term for each group To ensure that planning takes into account the 12 strands of literacy for years Foundation through Year 6 To ensure that planning caters to the four skills (reading, writing, speaking, and listening) and is differentiated International British School of Bucharest © All Rights Reserved 2018| 51

• • • • • •

• • • • • • • •

To ensure that English grammar is covered properly, including the 12 tenses, syntax, and textual cohesion To teach appropriate meta language in order to better facilitate learning To undertake teacher observation to ensure the quality of teaching at least once per term To have teachers carry out at least one peer observation per year and complete an observation feedback form To ensure that EAL teachers provide regular feedback to the class teacher (Years 1-6) and Form Teachers and Subject Teachers (Years 7-13) Where resources permit, to provide the following support at each level: Elementary: up to 5 hours per week (1 hour per day) Pre-intermediate: up to 4 hours per week Intermediate/Upper intermediate: up to 2 hours per week To provide small group or 1-2-1 support where possible To support students to attain a comprehensible level of English To support Years 1 and 2 in achieving a pre-intermediate level of English proficiency To support Years 3 - 6 in achieving an intermediate level of English proficiency To support Year 7 to 9 in achieving upper-intermediate level of English proficiency To support Years 10-13 to achieve a pre-advanced level of English proficiency To provide on-going staff training in working with EAL students in mainstream classes Where teaching is deemed inadequate, teacher support and training will be available and regular evaluations carried out in order to ensure that good teaching practice is maintained.

Admissions Requirements All students applying to enrol at IBSB will be required to complete the set of admissions tests, including the IBSB English Proficiency Test, and English test for reading and writing.

IBSB offers an open enrolment policy, which means we do not exclude students based on academic ability. We assess all students before they start and work to ensure that we have a programme in place to help each student progress in accordance with their current level and individual ability.

Foundation-Year 6 There is no minimum level of English required for students entering Foundation-Year 6.

There is no discrete EAL programme in EYFS, English language skills are taught as part of the mainstream curriculum.

Years 7-8 There is no minimum level of English required for students entering Years 7 & 8.

Year 9 It is recommended that a student in Year 9 has a minimum intermediate level of English to ensure they are able to achieve some success in the Checkpoint Exams and be well placed to start the IGCSE programme.

Years 10-11 Students entering Years 10-11 will be required to have a minimum upper-intermediate level of English to ensure they have the minimum level of English required to be successful in their studies at IGCSE Level Years 12-13

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Students entering the A Level Programme in Years 12 &13 will be required to have a minimum pre-advanced level of English to ensure they have the minimum level of English required to be successful in their studies at A Level.

Where a pupil’s level of English is below the required level indicated above, pupils will be required to go onto an EAL timetable.

Staff Referral In addition to the Admissions Assessment, staff may refer a student for further EAL assessment where they feel that a student has a learning difficulty relating to their level of English. In this situation, a Student Support Referral Form should be completed and sent to the EAL Coordinator at antoaneta.ardeleanu@ibsb.ro for Primary School and raluca.barbu@ibsb.ro for Secondary School. A meeting will be arranged between the EAL Coordinator and the referring teacher and feedback offered post assessment in regard to whether additional English lessons are required in compliance with the school’s EAL Policy. In some situations, additional support may be offered in the form of creating an independent study programme with supplementary materials to be administered by the mainstream English teacher, rather than placing the student onto an EAL timetable.

Timetabling Where timetabled EAL lessons are required, they should be timetabled, if possible, during noncore subject time: English, Math, Science, and ICT. Elementary level students in the Secondary School and in Upper Primary School may be taken out of native English classes if it is considered that they will progress more in EAL classes. Elementary students should also be taken out of Humanities classes, if possible.

Wherever possible, Elementary students should also not be taken out of PE, Art, or Music, as these are subjects with minimal English language requirements.

Students below an intermediate level of English should be timetabled for EAL during MFL time, unless the student in question is already studying an MFL; in which case the student may continue with the MFL and be taken out of non-core subjects.

EAL Homework Policy Primary School:

Years 1 & 2: Years 3 & 4: Years 5& 6:

Secondary School

Years 7- 9:

No homework to be given out.

Maximum of 20 minutes per week Maximum of 30 minutes per week

Elementary maximum of 2 ½ hours per week Pre-intermediate/Intermediate maximum 1½ hours per week Upper-intermediate: maximum 1 hour per week Years 10-13: Elementary maximum of 5 hours per week Pre-intermediate/Intermediate maximum 3 hours per week Upper-intermediate: maximum 2 hours per week Primary School EAL homework to be set by EAL teacher and Maths + CC to be set by form teacher.

Where homework is not completed, parents should be informed by writing through school email, in line with school policy, with the Form Tutor, Key Stage Coordinator, Head of Pastoral Care, and SLT duly informed (should be CCed into the email)

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Differentiation We recognise the importance, in all areas of our planning and teaching, of catering for the needs of individual students, understanding that students work at different rates, in different ways, and may have different language backgrounds.

Accordingly, differentiation will be carried out by each teacher, who has the best knowledge of their class; in many cases differentiation is as simple as the choice of question aimed at a particular pupil, or extra support given to a pupil who needs it.

When using the class texts, there are a range of activities and additional resources which allow the teacher to cater to the specific needs of each student within their group. Extension tasks should always be available for students who finish tasks early, and to challenge more able students.

Teachers are responsible for utilising/creating appropriate resources for the level of each child.

Assessment & Evaluation Formal assessment There will be a general English proficiency assessment at the start of the year and at the end of each term. Where it is deemed that a student would benefit from moving up to a more challenging class, or no longer needs EAL support, consultation with the class teacher (Years 16) or with the subject teachers at Key Stages 3-5 (years 7-13) will be carried out and parents informed accordingly.

EAL is also included in the annual formal reports to parents, in addition to the English comment.

Informal assessment The mainstream English teacher or form teacher may also recommend to the EAL Coordinator that a student returns to mainstream lessons, where it is deemed that additional EAL support is no longer needed. In this situation, a meeting should be arranged between the EAL Coordinator and the mainstream English teacher / form teacher to review evidence of student progress and level, to discuss the needs of the student, and to weigh the benefits of continuing with EAL versus returning to normal classes. If a decision of taking the student off the EAL timetable is made, the EAL Coordinator will then inform the mainstream teachers of the changes to the timetable. An Exit Form will be sent home, informing the parents of the decision and the reasons supporting it.

There will be on-going informal assessment throughout the year in the form of homework, regular class quizzes (including periodic unit tests for class texts) to check the student’s knowledge of grammar and vocabulary covered, as well as general reading, writing, listening, and speaking levels. The EAL Coordinator will also perform teacher observations on a termly basis, to monitor the progress and the challenges of EAL students in mainstream lessons.

The EAL teacher should be in regular contact with the mainstream English teacher, with both staff aware of the targets of the EAL programme for that student, as well as the potential exit date for the student from the EAL programme.

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All students attending IBSB are entitled to have EAL lessons.

All students are given the same opportunities, irrespective of their abilities, gender, or race.

Teachers will plan lessons in such a way as to ensure that a sufficiently broad variety of language contexts is covered to cater to the interests of both boys and girls.

Parent Consultation Parents of students requiring additional EAL support will be notified and informed of the number of hours the student will receive EAL and what classes the student will be taken out of in order to receive EAL support.

Parents will be notified as to the minimum expected length of time EAL support is likely to be required.

Parents will also be notified in writing when a student has successfully attained the minimum level of English required for his year group, and as such will no longer be required to come off timetable to have additional English lessons. This will be done using the Exit Form.

Parents will receive a letter at the end of each term, containing the main content points studied, the progress the student has made and the areas that require extra focus. Any changes of the EAL timetable, based on the end of student’s current level of English, will also be mentioned in the letter.

Health & Safety School and classroom rules apply at all times during EAL lessons.

EAL teachers should be informed about the school rules and health and safety procedures in regard to problematic situations arising, such as fire, earthquake, or any other situation that may place students at risk.

Students should be made aware of the school rules, health and safety procedures, and classroom expectations in regard to behaviour and these should be enforced by the classroom teacher to ensure a safe, enjoyable learning environment

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Earthquake Risk Policy Purpose The purpose of this policy is to ensure the safety of all students, staff and visitors at IBSB in the event of an earthquake. This policy sets out clear guidelines for staff to follow in preparation for the possibility of an earthquake and in the event of an actual earthquake. Our priority at all times is the safety of individuals.

Overview Bucharest has in the past been close to the epicentre of a number of major earthquakes, some of which have caused much damage to buildings and great loss of life. The last major earthquake to hit the capital was the great Bucharest Earthquake of 1977 (7.3 on the Richter scale: 1,500+ people were killed, 11,500+ people were injured, and 35,000 homes were destroyed).

The current trend however has been towards smaller tremors (two or three can be felt in Bucharest throughout the year), which in theory at least reduces the risk of a major quake.

However, despite much research and speculation, nobody can predict when or where a large earthquake might occur, but there are things you can do to be ready. These can make the difference between life and death.

We have formulated this policy to help us comply with our legal obligations to staff, students and visitors under Romanian law and also the UK standards where possible. Due to its importance, this Earthquake Risk Policy forms part of our overall Health and Safety Policy.

To assist us in achieving the highest level of earthquake safety we are inspected regularly by the Romanian Fire Department to carry out regular Risk Audits on the school to ensure that all precautions are taken and all procedures followed both on the main campus and the new Sixth Form campus, located on level three and five of the CODECS Building.

Fire/Earthquake Wardens EYFS Diculescu Primary Ground Floor: Primary First Floor: Primary Second Floor: Secondary Secondary Secondary Secondary Secondary

Basement: Ground Floor: First Floor Second Floor: Third Floor:

Main Campus Office Finance Office Library: Examination Room:

Primary Warden

Secondary Warden

Irina Ruse

Lorena

Theresa Cormican Alina Radu Luiza Diaconovici

Madalina Soare Odeta Acxenie Madalina Vlad

Angel Militaru Cristina Marascu Bohdan Pantella Mihaela Senzaconi Aurora Stroescu Flori Georgescu Ana Maria Stere Veronica Pintilie Ciprian Tiplea

Matthew Tansley Andrea Carmen James Hudson Loredana Iliescu Diana Lia

Iulia Boboc Elena Iluita Aida Ivan Person on duty for exams

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Sixth Form Campus: Level 3 Level 5

Johanna Croci Ioana Dumitrescu

Blessy Savu Ciprian Tiplea

There shall be a meeting with all fire wardens as the start of the school year to confirm roles and responsibilities.

Staff Duty of Care All staff have a duty to take reasonable steps to ensure that they do not place themselves or others at risk or harm.

All staff are expected to cooperate fully with any procedures that may be introduced as a measure to protect the safety and well-being of staff, students, and visitors.

Communication All staff will be kept informed by their line manager or respective Head of School of any relevant changes to earthquake safety procedures or earthquake risk assessments.

If staff have any concerns regarding earthquake safety within the school, they should inform the Head of School directly.

Procedures The following procedures are in place to ensure high standards of fire safety.

• Earthquake risk assessments have been undertaken and are reviewed regularly.

However, other reviews will occur if there are changes that will impact on them. These may include alterations to the premises or new work processes. Earthquake risk assessments are carried out by the Site Manager and by the Earthquake Wardens.

•

Training will be provided to all staff during the Staff Induction on what to do in the event of an earthquake. All new staff joining the school after the induction week will be made aware of procedures relating to earthquakes.

•

All new members of staff and temporary employees will be given induction training on how to raise the alarm and the available escape routes. Regular staff will be given annual refresher training.

•

Each room has an emergency evacuation plan. Staff should be familiar with the plan and should inform all students of the procedures in regard to safe evacuation at the start of each course.

•

The earthquake evacuation procedure will be practised each term. A record will be kept by the Deputy Head of School of the date and the time taken to evacuate the buildings.

•

It is noted that there are two distinct situations where different evacuations procedures are required: firstly, when students are in class, and secondly, during break time and after school when students are out of their classes. Evacuation procedures will be practised for both scenarios.

•

All escape routes shall be clearly signed and kept free from obstructions at all times.

Escape routes shall be checked weekly by the Health and Safety Officers or their ‘responsible person’.

•

Evacuation procedures are posted prominently in every corridor next to the Fire Alarm Call Point.

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•

Alarms are checked every year by a suitable contractor and tested regularly.

•

Emergency lighting is checked annually by a suitable contractor and monthly by the Health and Safety Officer or their responsible person.

•

All visitors must be logged into the Visitors’ Log Book in the admin offices on arrival on site.

Please see the School Control Register for all records of checks, certificates and remedial works.

Emergency Evacuation Plan To try to account for occasions where members of staff designated with various functions within this Emergency Evacuation Plan are absent, deputies have been allocated to all functions. However, in the event that both members of staff designated for a specific function are absent, the Head of Primary/ Secondary/Office Manager will sweep their respective buildings or shall temporarily allocate this function to an alternative suitably trained member of staff. Each class has been equipped with clear evacuation plans and procedures.

In the event of an earthquake 1. Move away from the windows Windows can break during an earthquake and so it is important that any person near a window move away from the window 2. Protect yourself from falling objects It is possible to be injured by falling objects in the event of an earthquake.

If inside Stay within the room you are in. Shelter underneath a table if possible and/or under a safe beam within the room or a doorway.

If outside Move away from buildings and stand together.

3. Once the earthquake stops, evacuate immediately using the nearest available safe exit If a teacher is with his/her students in a classroom, he/she should take the students to the line-up area outside. If there is time and it is safe to do so, staff should switch off any electrical items. Do not stop to pick up any personal possessions. Do not stop to shut windows.

The last staff member leaving the room should ensure that the door is shut and that the Fire Safety Sign is taken from the back of the door and placed on the outside of the door to show the room has been cleared.

When exiting, ensure that stairways and access pathways are safe: it is not advisable to use exterior stairwells after an earthquake as they may have been affected by the tremor and tiles etc. may be liable still to fall off after the quake.

If children are out of the classroom when an earthquake starts, they should move away from any building immediately and calmly make their way to the designated meeting area (School football field). Pupils, staff, and visitors in the Codecs building should use the stairs (Not the elevator). Once outside the Codecs building, staff and students should make their way to the main campus for roll call.

Having exited the buildings, no-one should re-enter the building for any reason.

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In a situation where there is a missing person, the Head of School (or in their absence, the Deputy Head of School) will assess the danger of re-entering a building to search for a missing person.

4. Earthquake Wardens Earthquake Wardens should encourage everyone on their level to evacuate as soon as possible and check rooms are all empty before evacuating their level.

5. Report to the assembly point for a roll call: • •

Main campus: Football field CODECS Building Main campus football field

Students should line up in front of their class number on the wall.

The office staff will bring the class registers to check all students are present.

If you are with a visitor, ensure they accompany you. If possible, the Health and Safety Officers should bring the Visitors’ Log Book.

6. Staff responsible for taking roll calls The Form Teachers take roll and report to the Head of Primary and Secondary (or Deputy Head of School in their absence). If there are any students absent another sweep of the buildings will be carried out by the Heads of School if possible. Office staff will try to contact any missing person by phone, and will contact parents and the fire department to inform them of the situation.

Staff should take every measure to calm students and to ensure their safety.

7. Before the Fire Brigade arrives If there is a fire that results from the earthquake, which is a likely scenario, the staff who have received appropriate training, and if it is agreed that the situation does not place them at risk, can make use of the fire extinguishers located on every floor in every room to put out the fire.

If, at any time, they feel that the situation places them at any risk at all, they must not proceed but must wait for the Fire Brigade to arrive.

8. Liaising with the Fire Brigade The persons designated to liaise with the Fire Brigade on its arrival are the site manager Iulian Marin and the Deputy Head of School. The persons designated to liaise with the Fire Brigade on its arrival shall ensure they give the Fire Brigade as much information as possible regarding the evacuation and the roll call and must provide them with the Visitors’ Log Book and the names of any person not accounted for during roll call.

9. Injured persons Any person who is injured at the time of the fire should receiving care in accordance with the First Aid Policy.

10. Re-entering buildings In the event of a serious earthquake, no one shall renter any building until it has been checked by engineers to ensure it is safe for re-entry.

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Fire Risk Policy Purpose The purpose of this policy is to ensure the safety of all students, staff and visitors at IBSB in the event of a fire. This policy sets out clear guidelines for staff to follow in preparation for the possibility of a fire and in the evident of an actual fire. Our priority at all times is the safety of individuals.

Overview We have formulated this policy to help us comply with our legal obligations to staff, students and visitors under Romanian law and also the UK Fire Safety Order (2005). These include the provision of a safe place of work where fire safety risks are minimised and include the documentation or reduction of risks from dangerous substances. Due to its importance, this Fire Safety Policy forms part of our overall Health and Safety Policy.

To assist us in achieving the highest level of fire safety we are inspected regularly by the Romanian Fire Department to carry out regular Fire Risk Audits on the school to ensure that all precautions are taken and all procedures followed both on the main campus and the new Sixth Form campus, located on level three and five of the CODECS Building.

Fire Wardens Warden

Primary Warden

EYFS Diculescu Primary Ground Floor: Primary First Floor: Primary Second Floor:

Irina Ruse

Lorena

Theresa Cormican Alina Radu Luiza Diaconovici

Madalina Soare Odeta Acxenie Madalina Vlad

Secondary Secondary Secondary Secondary Secondary

Angel Militaru Cristina Marascu Bohdan Pantella Mihaela Senzaconi Aurora Stroescu

Matthew Tansley Andrea Carmen James Hudson Loredana Iliescu Diana Lia

Main Campus Office Finance Office Library: Examination Room:

Flori Georgescu Ana Maria Stere Veronica Pintilie Ciprian Tiplea

Iulia Boboc Elena Iluita Aida Ivan Person on duty

Sixth Form Campus: Level 3 Level 5

Johanna Croci Ioana Dumitrescu

Blessy Savu Ciprian Tiplea

Basement: Ground Floor: First Floor Second Floor: Third Floor:

Secondary

There shall be a meeting with all fire wardens as the start of the school year to confirm roles and responsibilities.

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Fire Safety Officer The Fire Safety Officer responsible for ensuring that the school meets local fire and safety standards is the Site Manager Iulian Marin.

The Fire Safety Officer is responsible for: • Overseeing the annual visit from the local fire safety authority, with documentation completed • Overseeing the annual service of fire extinguishers • Ensuring all fire extinguishers are securely in place as required • Ensuring staff receive adequate annual training in regard to the use of fire extinguishers • Ensuring that emergency fire safety doors are functioning effectively • Ensuring that emergency evacuation plans are placed in each room • Ensuring regular fire emergency evacuation drills are carried out on a half termly basis

Staff Duty of Care All staff have a duty to take reasonable steps to ensure that they do not place themselves or others at risk or harm.

All staff are expected to cooperate fully with any procedures that may be introduced as a measure to protect the safety and well-being of staff, students, and visitors.

Communication All staff will be kept informed by their line manager or respective Head of School of any relevant changes to fire safety procedures or fire risk assessments.

If staff have any concerns regarding fire safety within the school, they should inform the Head of School directly.

Procedures The following procedures are in place to ensure high standards of fire safety.

• Fire risk assessments have been undertaken and are reviewed regularly. However, other reviews will occur if there are changes that will impact on them. These may include alterations to the premises or new work processes. Fire risk assessments are carried out by the Site Manager and by the Fire Wardens.

• Each room has an emergency evacuation plan. Staff should be familiar with the plan and should inform all students of the procedures in regard to safe evacuation at the start of each course.

• The fire evacuation procedure will be practised each term. A record will be kept by the Deputy Head of School of the date and the time taken to evacuate the buildings.

• It is noted that there are two distinct situations where different evacuations procedures are required: firstly, when students are in class, and secondly, during break time and after school when students are out of their classes. Evacuation procedures will be practised for both scenarios.

• Training will be provided to all staff during the Staff Induction on the use of fire extinguishers.

• All new members of staff and temporary employees will be given induction training on how to raise the alarm and the available escape routes. Regular staff will be given annual refresher training.

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• All escape routes shall be clearly signed and kept free from obstructions at all times.

Escape routes shall be checked weekly by the Health and Safety Officers or their ‘responsible person’.

• Evacuation procedures are posted prominently in every corridor next to the Fire Alarm Call Point.

• All fire extinguishers are serviced and maintained annually by a suitable contractor. If any staff member notices defective or missing equipment, they must report it to the Health and Safety Officer (Head of Primary/Secondary).

• Alarms are checked every year by a suitable contractor and tested regularly.

• Emergency lighting is checked annually by a suitable contractor and monthly by the Health and Safety Officer or their responsible person.

• All visitors must be logged into the Visitors’ Log Book in the admin offices on arrival on site.

Please see the School Control Register for all records of checks, certificates and remedial works.

Emergency Evacuation Plan To try to account for occasions where members of staff designated with various functions within this Emergency Evacuation Plan are absent, deputies have been allocated to all functions. However, in the event that both members of staff designated for a specific function are absent, the Head of Primary/Secondary/Office Manager will sweep their respective buildings or shall temporarily allocate this function to an alternative suitably trained member of staff.

If you discover a fire 1. Raise the alarm immediately.

This can be done by activating the Fire Alarm Call Point. Fire Alarm Call Points are located on the ground floor of both the Primary and Secondary buildings on the left directly inside the main entrance, and can be activated by pressing hard against the button with your thumb.

The fire alarm is a continuous ring. [The earthquake practice alarm is a staccato ring].

2. If you hear the fire alarm: Leave the building immediately using the nearest available fire exit.

Report to the assembly point for a roll call.

If you are with a visitor, ensure they accompany you.

3. Evacuate immediately using the nearest available fire exit.

If a teacher is with his/her students in a classroom, he/she should take the students to the line-up area outside. Do not stop to pick up any personal possessions. Do not stop to shut windows. The last staff member leaving the room should ensure that the door is shut and that the Fire Safety Sign is taken from the back of the door and placed on the outside of the door to show the room has been cleared.

If children are out of the classroom when a fire starts they should make their way quickly and safely, by the nearest exit, to the playground where they should report to their teacher.

If students, staff or visitors are outside the buildings, they should make their way to the designated meeting area.

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Pupils, staff, and visitors in the Codecs building should use the stairs (not the elevator). Once outside the CODECS building, staff and students should make their way to the main campus for roll call.

Having exited the buildings, no-one should re-enter the building for any reason.

In a situation where there is a missing person, the Head of School (or in their absence, the Deputy Head of School) will assess the danger of re-entering a building to search for a missing person.

4. Fire Wardens– on hearing or setting off the alarm Fire Wardens should encourage everyone on their level to evacuate as soon as possible Check rooms are all empty before evacuating their level.

5. Report location of the fire if known If you were in the room with the fire, you should inform the Fire Warden and Health and Safety Officer (Heads of School) as to the location of the fire.

6. Report to the assembly point for a roll call: • •

Main campus Codecs Building

Football field Main campus football field

Students should line up in front of their class number on the wall.

The office staff will bring the class registers to check all students are present.

If you are with a visitor, ensure they accompany you. If possible, the Health and Safety Officers should bring the Visitors’ Log Book Staff responsible for taking roll calls The Form Teachers take roll and report to the Head of Primary and Secondary (or Deputy Head of School in their absence). If there are any students absent another sweep of the buildings will be carried out by the Heads of School if possible. Office staff will try to contact any missing person by phone, and will contact parents and the fire department to inform them of the situation.

7. Fire Alarm Status In the event that the fire alarm is for a genuine fire, then the designated person (Office manager Lea Cohen or office staff) must call the fire brigade as soon as possible.

In the event that the fire alarm is a false alarm, then the Fire Wardens should establish the cause before letting anyone re-enter the building.

8. Before the Fire Brigade arrives If there is a fire, the staff who have received appropriate training, and if it is agreed that the situation does not place them at risk, can make use of the fire extinguishers located on every floor in every room to put out the fire. If, at any time, they feel that the situation places them at any risk at all, they must not proceed but must wait for the Fire Brigade to arrive.

9. Liaising with the Fire Brigade The persons designated to liaise with the Fire Brigade on its arrival are the site manager Iulian Marin and the Deputy Head of School. The persons designated to liaise with the Fire Brigade on its arrival shall ensure they give the Fire Brigade as much information as possible regarding the International British School of Bucharest © All Rights Reserved 2018| 63

evacuation and the roll call and must provide them with the Visitors’ Log Book and the names of any person not accounted for during roll call.

10. Injured persons Any person who is injured at the time of the fire should receiving care in accordance with the First Aid Policy.

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First Aid Policy Purpose The purpose of the IBSB Medical First Aid Policy is to ensure that there is adequate First Aid provision for people who may become ill or are injured on campus or on an educational visit.

Overview All teaching staff shall receive basic first aid training as a part of the Induction Programme before school commences. Teaching staff will be familiarised with a current UK sanctioned First Aid Booklet and shall be familiar with its location in each classroom.

In accordance with UK law, the EYFS first aider, in addition to basic medic first aid training will also receive additional MFA training in accordance with a 12hr Paediatric First Aider course. A Paediatric First Aider must be present at all times at school or on visits where the children are five years or younger (EYFS Statutory framework).

During the school day when children are present, either a nurse or a qualified doctor is on site.

First Aiders • •

First Aiders are employees who have received MFA training from a professionally qualified person and have been assessed as being capable of administering MFA. All teaching staff and drivers will be required to maintain up-to-date MFA training (the 3 hour BASIC MEDIC FIRST AID Certification) at least every three years, by a trainer as determined by the Head of School as being suitable for training staff as nominated First Aider (see Appendix A for current list of first aiders at IBSB).

Medical First Aid Boxes A Medical First Aid Box has been positioned in selection locations around the campus: • on each level of the Primary and Secondary School • in the School Library • at the SLT entrance of the office building • in the Medic First Aid Room annexed to the office on the first level • in the school library • in each school van The location of MFA Boxes will be clearly marked on the floor plans in each class and on each level of each building.

In addition to the MFA boxes in fixed position around the campus there are also additional MFA Boxes / Bags for teachers to take on educational visits. These are stored and checked by the School Nurse.

It is the responsibility of the School Nurse to ensure that all MFA boxes are kept fully resourced. MFA Boxes should be checked each half term, with checks recorded along with any restocking required. The record sheet of these checks should be held by the site manager and the School Nurse.

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Any staff member using supplies from a MFA box should inform the Head of Primary/Secondary and the School Nurse immediately, in order to ensure that MFA are restocked after use.

The Health and Safety Officer (Head of Primary/Secondary) should ensure that all classrooms and areas used by students and staff have a MFA Manual easily accessible at all times. In general this should be located just inside the entrance to the room on the wall in a secure holder, easily visible.

First Aid Procedure • • • • • • • • •

•

For Minor First Aid injuries on campus, the student should be sent to the School Nurse, located in the Medical First Aid room, where the nurse will administer MFA. For any serious medical emergency on campus, the school nurse or doctor should be called to attend to the need for the patient until emergency support arrives.

If the School Nurse is not available, to notify a qualified First Aider that someone needs first aid assistance.

For other serious injuries, where the School Nurse is not available, to ask someone in the office to phone for urgent medical assistance.

For Minor First Aid injuries off campus, the First Aider should address the injury following standard MFA practice.

The First Aider to check the site to ensure safety.

If the injury is a suspected spinal injury, to remain with the person and to ask someone in the office to phone for urgent medical assistance.

For serious, but not life threatening injuries, such as a broken bone, to provide relief and organise for the patient to be taken to a hospital.

For all injuries, the School Nurse needs to complete a treatment log / report on School Base and email this to the office and to SLT. The Head of Primary / Secondary will complete an entry in the Accident Book in School Base. If the injury occurs whilst on a trip, the report must be completed on returning from the trip.

For all injuries requiring MFA, parents should be notified by phone at the earliest possible convenience.

First Aiders • • • •

• • • •

•

First aiders must complete an approved MFA training course.

First aiders must be readily available to give immediate help to casualties with common injuries or illnesses and those arising from specific hazards at school.

First aiders must follow the principles and practices outlined in the first aid course and manuals.

First aiders must comply with the aims of first aid: o To preserve life o To prevent the condition worsening o To promote recovery First aiders must quickly and accurately assess the situation.

First aiders must identify the disease or condition from which the casualty is suffering; but not to treat any illness or injury which is beyond their capability.

First aiders must give immediate, appropriate, and adequate treatment, bearing in mind that a casualty may have more than one injury and that some casualties will require more urgent attention than others.

First aiders must, when necessary, ensure that an ambulance or other professional medical help is called or arrange, without delay, for the transfer of a casualty (should it be required) to Hospital Accident and Emergency Unit or home, according to the seriousness of the condition.

First aiders must stay with the casualty until they are handed over to the care of a Doctor, Paramedic, the Hospital Accident Emergency Unit or other appropriate person.

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• • • • •

First aiders must not ignore accidents or illness under any circumstances, or refuse to give treatment and assistance if required to do so.

First aiders must respect the patient's confidentiality at all times, and not discuss the patient’s condition with anyone other than the Head of School or the First Aider.

First aiders must maintain the highest practicable level of cleanliness whenever treating a patient and should take precautions to avoid infection and must follow basic hygiene procedures.

First aiders should have access to single-use disposable gloves and hand washing facilities, and should take care when dealing with blood or other body fluids and disposing of dressings or equipment.

First aiders / School Nurse must maintain a record of all patients treated, no matter how trivial.

Requirements of all staff • • • • • • •

Must complete an approved MFA training course as required.

Ensure that there is a First Aid manual in their class and be familiar with the location and content of the manual and MFA boxes.

Know their own work area thoroughly, paying special attention to potential hazards and to know the correct treatment for injuries common to your area.

Promote accident prevention and safe working practice.

Be physically fit enough to move a patient.

Ensure that information / reports are accurate and completed in a timely fashion.

Complete risk assessments as required: • Departmental • Educational visits • Other

Accident Records An Accident Report Log Form must be completed in the case of an accident by the Head of Primary / Secondary following investigation and input from the Teacher/TA witness of the accident and emailed to SLT and the Office. The Head of Primary/Secondary will then update the Accident Log on School Base.

School doctor on site: Cornelia Tianu cornelia.tianu@ibsb.ro School nurse on site: Nicoleta Micu nicoleta.micu@ibsb.ro Advanced Paediatric Course (March 2017)

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Appendix A We have 11 Advanced Trained MFA staff at IBSB. The following staff completed a 12 hour Medical First Aid Paediatric Diploma: Certifying agency: www.firstaidforschools.com [OFSTED/COBIS SANCTIONED MFA PROVIDER] Certifying instructor: Kathleen Frances Sullivan

Staff Member

Date of Certification

Kendall Peet [Head of School]

26/08/2017

Theresa Cormican [Y1 Teacher]

26/08/2017

Dan Boboc [IT Technician/SS Ski Trip Coordinator] Iulia Boboc [HR Manager]

26/08/2017 26/08/2017

Johanna Croci [Humanities Coord/DofE Coord] Magda Camenidis [Primary PE Teacher] Ciprian Iacob [Secondary PE Teacher] Paul Georgescu [Primary PE Teacher] Lorena Diculescu [EYFS Teacher]

26/08/2017 26/08/2017 26/08/2017 26/08/2017 26/08/2017

Irina Ruse [Reception Teacher]

26/08/2017

Manuela Constantin [EYFS Coordinator]

26/08/2017

All other teachers at IBSB received Basic First Aid training on 25th August 2017 Drivers had their last training in Aug 2014, their next training will be Dec 2017

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Medical Policy Purpose The purpose of this medical policy is to provide clear guidelines to follow in situations relating to the medical health and safety of students both on campus and away on school trips.

Overview • • • • • • • • • • • •

This policy includes the following information: The medical procedure relating to new students joining IBSB The storage and administering of both prescription and non prescription medicine The procedure to follow when a child in the care of IBSB staff feels unwell Minor first aid accident procedure [Refer First Aid Policy] Serious Accident Procedure [Refer First Aid Policy] Suspected and Confirmed Contagious Disease Procedure The procedure for recording all student medical information Form to complete to allow IBSB staff to administer medicine to a student Accident/Incident Report Log procedure Location and contents of Medic First Aid Boxes on IBSB campus [Refer MFA Policy] Standard letters to be sent out relating to the above

1. School Attendance At the start of each academic year each student is required to bring a medical certificate confirming that the student is healthy and fit to enter the school’s community.

New staff will be required to complete a Health Declaration Form, 2014 at the time of signing their work contract confirming that they are physically well and able to work in a school environment prior to the start of the new academic year. In addition to this all staff will be required to complete a medical examination at the start of each school year, to be arranged and paid for by IBSB. New child in school • •

• •

The family completes the medical admissions form prior to admission [available on school website in Admissions section] The family presents a copy of each child’s vaccination, a note from the doctor (Appendix 7) which states that the child/ren are healthy and fit to enter the school’s community.

If the child has a medical condition they have to present a medical note signed and stamped by the child’s doctor containing the name of the illness/disease and the emergency medication needed if necessary.

The Office informs the school doctor and the teacher before the child’s first day of school.

The school doctor carries out a medical check of the child on the first day of school.

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2. Medication 2.1 Storage All medicine is to be kept in the First Aid Room in a safe and lockable cupboard. (First Aid Kits are to be kept in secure locations around the campus, with one in each level of school buildings) First Aid Boxes are to be found on every floor of the BSB buildings. Please see Appendix 2 The WS Health and Safety Officer is responsible for checking and replacing any missing items from the First Aid Boxes.

First aid kits are available for all staff to use and to give first aid for small accidents when the nurse is not available.

First Aid Boxes are available in the school’s office for teachers to take on trips off campus.

Teachers must take a First Aid Box from the office when going on a trip.

2.2 Administration of medicine No non-prescribed medication, including creams and lotions, can be administered to children by any member of BSB staff.

Prescribed medication can only be administered by the school doctor or teacher if the parent has filled out and signed a Medication Form.

The Medication Form (Appendix 1) must be filled in and signed stating what medication is to be given and when.

The office staff sends a copy of the medication form to the school’s nurse and one copy to the class teacher. The original form will be kept in children’s file in the office.

Emergency medication may be given only after a phone conversation with the parent by the Office staff/doctor. The phone call is to be confirmed in writing at the end of the day.

The Office Staff/School Nurse will administer medication in accordance to prior training from the parent and parent’s indications on the medication form.

The Office Staff/ School Nurse must wear medical gloves at all times when medication is administered.

It is the form/class/subject teacher’s responsibility to ensure that the child visits the First Aid Room at the correct time to administer the medication.

Any emergency medication (ventilators, Epipens etc) must be provided by the parents and accompanied by a letter stating exactly how and when they are to be administered and include the doctor’s prescription. Parents are also asked to come to school to instruct the nurse what to International British School of Bucharest © All Rights Reserved 2018| 70

do in certain circumstances. Emergency medication will be labelled with the child’s name on it and be kept in a lockable cupboard.

2.3 Child refusal to take medication In the case of child refusing to take the medication, the family should be advised by phone immediately by the Office Staff/school doctor and the phone call to be confirmed in writing at the end of the day’s session.

An entry should be made in the school’s accident log on the server.

3. Sickness If a child is feeling sick during class or playtime/break, the TA will take the child to see the school doctor or the Secondary teacher will send the student to visit the First Aid Room in the Office sending another student to accompany the sick child if he/she feels it is a serious matter.

The HOS/HOP/HOSec.is informed after the Office Staff/ School Nurse contacts the parents.

If a child arrives at school and appears sick, the teacher will send him/her to First Aid Room, accompanied by a TA if it is a primary school student.

The school nurse will inform HOS about the symptoms and physical state of the child and if the HOS/Executive Director feels it is appropriate, the Office Staff/ School Nurse will then they will contact the parents, so that the child can be picked up early.

The parents/student will fill the Leave Early Form at the office when they collect the child.

Should the illness be contagious or after 3 days of medical absence, the school will require a confirmation note from the child’s doctor stating he is no longer contagious and can rejoin the school (Appendix 7). The School Office is to follow up any missing medical notes.

4. Accidents [Refer First Aid Policy] 4.1 Small accidents (cuts and bruises) Cuts and bruises: All students with cuts and bruises should be taken to the school office to receive MFA treatment as required All small cuts and bruises should be cleaned with water or disinfectant by the teacher or teaching assistant. In most cases where bleeding is absent, cleaning with water will suffice.

Individually wrapped sterile plasters will be used only in case of bleeding. In this case use disinfectant on a sterile dressing to clean the wound from the centre outwards. Only apply the plaster when no more traces of dirt are visible in the wound.

Do not apply the plaster if there is a known allergy to such products; use a wrapped sterile bandage instead.

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In the case of a head injury, a call will be made by the Office Staff/School Nurse (or in her absence by the form/class/subject teacher) to inform the parents, followed by a note from the class/subject teacher sent home by Student Planner. As a concussion can reveal itself later, any serious bump to the head should be communicated to the parents, at the teacher’s judgment.

In case of small accidents the class/form teacher must inform the parents by email.

First aiders should have access to single-use disposable gloves and hand washing facilities, and should take care when dealing with blood or other body fluids and disposing of dressings or equipment.

4.2 Serious Accidents or emergency In case of serious accidents, the staff member at the scene of the accident will call for the /staff member on the MFAiders List in the staff room/nurse/doctor who will come to the place of accident and offer first aid using the nearest first aid boxes or the first aid boxes from First Aid Room.

For any serious medical emergency the school nurse or doctor should be called to attend to the need for the patient until emergency support arrives A list of first aid boxes in school and contents (Appendix 2).

Ambulance number must be labelled at the back of the first aid kits.

One member of staff present needs to inform the office immediately and the office will call the ambulance, the children’s parents to ask them to meet the ambulance at the hospital, and inform the class teacher, HOS, DHOS, HOP, and HOSec. Contacts for Ambulance (Appendix 3) A member of teaching staff will remain with a child at the hospital until the parent/ guardian arrives.

An Accident/Incident Report Log Form must be completed in the case of an accident/incident by the Teacher/TA witness of the accident/incident and emailed to SLT and the Office. The Head of Primary/Secondary will then update the Accident/Incident Log Excel Tracking File School doctor on site: Cornelia Tianu cornelia.tianu@ibsb.ro School Nurse on site: Grigore Doina office@ibsb.ro

5. Contagious health problems/diseases The local area health authority SANEPID must be informed of all contagious diseases listed in Appendix 6.

In regard to specific non serious contagious health problems or diseases, the school should follow the following procedures.

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The School doctor has to check all children at the beginning of each term for head lice The School nurse has to carry out class checks for head lice, starting with students in Preschool and working through to Y13. This check should be completed in the first week of term as the school doctor must send a health declaration form (Appendix 6) to SANEPID within 5 working days of school opening.

If a case of head lice is found in one class and the child has siblings in school, the following classes to be checked are the ones of the siblings. Random checks should also take place in others classes over the next 2 weeks.

The doctor has to inform office of any confirmed cases of head lice by email by 12.00 noon The School Office has to phone parents of children concerned to inform them of the situation and to ask them to treat their children before they return to school. Parents are asked to collect their child and to treat or give permission for nurse to treat in school.

Following the phone conversation or if the parent was not contactable, a letter will be sent home (Appendix 9) and the School Office will call again the following morning to confirm treatment was carried out and if not ask that the child be collected from school.

Office prepares letter to go home with the children concerned informing them in writing that their children have head lice asking them to treat their children before they return to school (Appendix 9).Office needs to have names by 12 noon at the latest in order for the letters to go home that day. If the office receives the name of a confirmed case after 12pm the parents will be contacted by e-mail with a hardcopy of the letter going out the following day.

Where there is a confirmed case the entire class will receive an e-mail to inform them of the situation, asking them to check their children daily (Appendix 10) The office also needs to contact the Director and Head of School to inform her/him of the confirmed case of head lice, and the class teacher/form teacher to inform them that letters and e-mails have gone out and to ask that they send the child to the school nurse on their first day back at school.

Class teacher/Form tutor asks student with head lice on returning to school to visit the school nurse for a check before their first class.

Office to remind teachers to send the children on the list straight to the First Aid Room in the morning.

School Office will contact the Form Teacher to inform them of any student/s who did not visit for their check. If the student is in school the School Office will locate the student/s and carry out a head lice check.

If the child has not been treated the parents will be contacted and asked to collect their children from school in order to take them home to treat them.

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5.2 Chicken Pox (To be actioned after a confirmed diagnosis is sent by fax/e-mail by parent) Nurse must check all pupils in a class where a chicken pox case was reported and if a child has brothers or sisters the siblings’ class should be also checked.

A Letter/leaflet informing parents of that there has been a confirmed case of chicken pox in the school is to be sent out and describing symptoms (Appendix 11) to parents of effected classes via email and via a book bag on the same day.

Children will be allowed to join the class again after they are treated and after receiving a note from the doctor stating that they are ready to return to school (Appendix 7) If the child does not present a note from the doctor when rejoining school, the child needs to be send to the First Aid Room to be checked by the school doctor in order to stay in school. The school doctor is to inform the office and the office to inform the parents that the child needs a note from the doctor saying they are well and able to return to school.

5.3 Scarlet Fever (To be actioned after a confirmed diagnosis is sent by fax/e-mail by parent) Parents of suspected scarlet fever cases will be asked to provide a medical note confirming the case.

Doctor must check all pupils in a class where a suspected scarlet fever case has been reported and if a child has brothers or sisters, the siblings’ class should be also checked.

A Letter/leaflet informing parents of the suspected scarlet fever case in the school and describing symptoms (Appendix 13) is sent to parents of affected classes via e-mail and via a book bag on the same day.

Children diagnosed with Scarlet Fever will be allowed to join the class again after they are treated and after receiving a note from the doctor that they are ready to rejoin (Appendix 7) If the child does not present a note from the doctor when rejoining school, the child needs to be sent to the First Aid Room to be check by the school doctor in order to stay in school, the school nurse informs the office and the office informs the parents that the child needs a clear note from the doctor.

Once a note is received confirming the case, a letter will be sent to whole Primary or Secondary School of infected child plus that of siblings. (Appendix 13ii) 5.4. Rubella (To be actioned after a confirmed diagnosis is sent by fax/e-mail by parent) Parents of suspected rubella cases will be asked to provide a medical note confirming the case.

Doctor must check all pupils in a class where a suspected rubella case has been reported and if a child has brothers or sisters, the siblings’ class should be also checked.

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A Letter/leaflet informing parents of the suspected rubella case in the school and describing symptoms (Appendix 13) is sent to parents of affected classes via e-mail and via a book bag on the same day.

Children diagnosed with rubella will be allowed to join the class again after they are treated and after receiving a note from the doctor that they are ready to rejoin (Appendix 7) If the child does not present a note from the doctor when rejoining school, the child needs to be sent to the First Aid Room to be check by the school doctor in order to stay in school, the school nurse informs the office and the office informs the parents that the child needs a clear note from the doctor.

Once a note is received confirming the case, a letter will be sent to whole Primary or Secondary School of infected child plus that of siblings. (Appendix 13ii) 5.5 Measles (To be actioned after a confirmed diagnosis is sent by fax/e-mail by parent) Parents of suspected measles cases will be asked to provide a medical note confirming the case.

Doctor must check all pupils in a class where a suspected measles case has been reported and if a child has brothers or sisters, the siblings’ class should be also checked.

A Letter/leaflet informing parents of the suspected measles case in the school and describing symptoms (Appendix 13) is sent to parents of affected classes via e-mail and via a book bag on the same day.

Children diagnosed with measles will be allowed to join the class again after they are treated and after receiving a note from the doctor that they are ready to rejoin (Appendix 7) If the child does not present a note from the doctor when rejoining school, the child needs to be sent to the First Aid Room to be check by the school doctor in order to stay in school, the school nurse informs the office and the office informs the parents that the child needs a clear note from the doctor.

Once a note is received confirming the case, a letter will be sent to whole Primary or Secondary School of infected child plus that of siblings. (Appendix 13ii) 5.6 Mumps (To be actioned after a confirmed diagnosis is sent by fax/e-mail by parent) Parents of suspected mumps cases will be asked to provide a medical note confirming the case.

Doctor must check all pupils in a class where a suspected mumps case has been reported and if a child has brothers or sisters, the siblings’ class should be also checked.

A Letter/leaflet informing parents of the suspected mumps case in the school and describing symptoms (Appendix 13) is sent to parents of affected classes via e-mail and via a book bag on the same day.

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Children diagnosed with mumps will be allowed to join the class again after they are treated and after receiving a note from the doctor that they are ready to rejoin (Appendix 7) If the child does not present a note from the doctor when rejoining school, the child needs to be sent to the First Aid Room to be check by the school doctor in order to stay in school, the school nurse informs the office and the office informs the parents that the child needs a clear note from the doctor.

Once a note is received confirming the case, a letter will be sent to whole Primary or Secondary School of infected child plus that of siblings. (Appendix 13ii) 5.7 Mononucleosis (To be actioned after a confirmed diagnosis is sent by fax/e-mail by parent) Parents of suspected mononucleosis cases will be asked to provide a medical note confirming the case.

Doctor must check all pupils in a class where a mononucleosis case has been reported and if a child has brothers or sisters, the siblings’ class should be also checked.

A Letter/leaflet informing parents of the suspected mononucleosis case in the school and describing symptoms (Appendix 13) is sent to parents of affected classes via e-mail and via a book bag on the same day.

Children diagnosed with mononucleosis will be allowed to join the class again after they are treated and after receiving a note from the doctor that they are ready to rejoin (Appendix 7) If the child does not present a note from the doctor when rejoining school, the child needs to be sent to the First Aid Room to be check by the school doctor in order to stay in school, the school nurse informs the office and the office informs the parents that the child needs a clear note from the doctor.

Once a note is received confirming the case, a letter will be sent to whole Primary or Secondary School of infected child plus that of siblings. (Appendix 13ii)

6. Chronic illness Parents and the child’s doctor are asked to complete a medical form (Appendix 6) for Asthma, epilepsy, and diabetes and (Appendix 6) Food allergy at the beginning of the school year.

This medical form contains child specific emergency measures of individual child’s condition.

This medical form must be signed and stamped by the child’s doctor.

The medical form will be kept in the child’s file at the office.

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7. Medical Records All children’s medical records (vaccination records, note from doctors) are to be kept with children’s file at the Office.

A Medical Log is kept by the school doctor. This contains an entry with date, hour, name, classroom, symptoms and action taken for every child that visits the First Aid Room.

An Accident/Incident Report Log Form must be completed in the case of an accident/incident by the Teacher/TA witness of the accident/incident and emailed to SLT

and the Office. The Head of Primary/Secondary will then update the Accident/Incident Log Excel Tracking File A Medical Record is kept by the doctor for each child. This contains every visit to the First Aid room of the child with: date, symptoms and action taken. (KEPT ON Schoolbase) A Medical E-mail is sent to the principal, HOS, teacher and office in case of an accident or if a child needs to leave early.

Related Policies First Aid Policy Health and Safety Policy Admissions Policy Exclusion Policy

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Primary School Homework Policy Purpose The purpose of this policy is to provide a clear guide for staff and parents regarding expectations of the Primary School relating to the work undertaken at home by all students as part of our curriculum provision.

Overview Homework is work undertaken by pupils in their own time. It is an important aspect of the children’s learning and a planned part of the curriculum. It is set by the teacher, marked by the teacher and forms part of the overall curriculum and learning opportunities experienced by each pupil.

We require our children to complete homework for a variety of reasons: • We want our pupils to see studying as part of the whole of their lives, not just school.

• We want our pupils to reinforce their learning in school by work at home.

• We want to involve parents in the education of their children.

• We want to encourage our pupils to be responsible and organised.

• We want our pupils to relate their life and experiences at home to their work at school.

Homework should be a positive experience for pupils and not detract from their family life.

There should still be time at the end of the day for children to relax, play and spend time with their family.

Setting Homework Pupils’ homework will be explained to them by their teacher and recorded on SchoolBase or sent to parents via email. It may be amplified by material via Edmodo. Deadlines for completion will always be clearly defined. Teachers will keep a record of how pupils fulfil their homework tasks as part of their record keeping.

It is our expectation that all children will complete all of their homework on time. However, no child will be punished for not completing a homework task, although a B8 detention may be given if a pupil repeatedly does not complete homework. Preferably, if a child is struggling with homework, it would be helpful if the parents inform the teacher so that it can be reviewed and the child supported. Teachers may also set optional homework, sometimes openended project-based, for children or parents who want to complete extra homework.

Guidelines: Content Teachers will set homework at a level appropriate to the age and understanding of their pupils.

Throughout the school we expect pupils to take home reading books and library books. We hope that parents will enjoy reading these books with their children. As pupils progress through the school the amount of homework will increase. Below are the minimum International British School of Bucharest © All Rights Reserved 2018| 78

expectations for each year group. Teachers may provide children with additional tasks to support their learning: • • • • •

Year 1 Year 2 Year 3 Years 4 & 5 Year 6

Reading books, spellings and mental maths As Year 1, plus one piece of Maths or English each week As above, with one piece of Maths and English each week As above, plus one item of homework each week As above plus two or three items of homework each week

Homework will be related to school work and will be differentiated to ensure it is achievable by all pupils without additional input from any adult. In most cases, EAL children will receive different English homework from their colleagues, but will receive the same mathematics homework as their colleagues, with additional support as needed. It should not be necessary for parents to teach their children in order for the homework to be achieved, but it is hoped that parents will take an interest in the tasks. These tasks will also inform parents as to the nature of the work going on in class and the achievement levels of their children.

Homework may, amongst other things, be reinforcement of objectives learned in class, it may be gathering information for using in a lesson, or it may be the completion of work unfinished in class. There should always be a purpose to homework and it is never given out as a ‘timefiller’.

Guidelines: Time Homework tasks should not take an excessive amount of time. This varies in relation to the pupil’s year group. The following are the guidelines we suggest for each year group: • • •

Years 1 & 2 Years 3, 4 & 5 Year 6

10 - 15 minutes per day 20 - 30 minutes per day 30 - 40 minutes per day

We are aware that many of our children have busy lives and many commitments after school.

Consequently, homework will be set by teachers at an agreed time each week, with a consistent deadline, to give pupils sufficient time to complete it. For example, all homework tasks are set on Wednesday with the deadline on Monday. Each class will decide its homework schedule.

Homework for Romanian natives Romanian is the mother tongue for many of our students and we think it is important that they feel confident communicating in their first language. However, we cannot cover the entire Romanian curriculum because of limited time. The Romanian Department have therefore decided to give two pieces of homework every week in order to develop (enrich) both their reading and writing skills. The homework will be set according to their age group and if it is necessary the children will be given an additional time to complete their homework task.

Homework for MFL & Romanian Non-natives The first step in learning a modern foreign language is to build up vocabulary skills and grammar rules. The children are asked to learn for each lesson the set vocabulary/grammar International British School of Bucharest © All Rights Reserved 2018| 79

rules, according to their age group. All items of homework will be based on the given vocabulary/grammar rules. Therefore the minimum expectations are: Years 1&2

Vocabulary

Years 3-6

Vocabulary/Grammar rules, plus one, maximum two items of homework each week

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Secondary School Examination Policy Purpose This purpose of this policy is to provide a clear outline for the arrangements and procedures for school staff, candidates, and parents relating to the administration and sitting of CAIE and Edexcel external examinations.

Overview The Exams Cycle has six different phases and includes every stage of the exam administration process from the preparation that takes place before the series starts to giving candidates their certificates: 1.

2.

3.

4.

5.

6.

Preparation Entries Teacher Assessment Before the exams Exam Day Results and certificates

There are two exams series a year; one in May/June (summer session) and the other in October/November (autumn session). The October/November (autumn session) is for resit examinations. No first time examinations will be accepted during this period, without special circumstances being accepted by the Head of Secondary for exemption.

Preparation The final exam timetable for the school administrative zone published for each examination series on the CAIE and Edexcel websites will be made available to teaching staff, students, and parents at the earliest possible date to help all parties to best prepare for the series ahead, prioritising and managing workloads.

The school must be informed by the necessary dates, as outlined in the exam centre guides, of any special access arrangements that need to be made in regard to student entries.

It always takes some time to gather all the information needed to make examination entries and therefore requires working closely with both subject teachers and heads of departments to ensure that candidates are entered for the right examinations. Subject teachers are required to fill in a specially formatted “Final Entry Submission Form” before the internal deadline set by the Exam Officer around mid-February for the summer examination session and by midSeptember for the resit session in the autumn

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Examination Entries Candidates are entered for CAIE examinations and must submit any amendments before the deadline avoiding any late entry fees. After entries are submitted by the Examination Officer, the status of these entries are confirmed by the issue of a “Statement of entry”. The Statement of entry” is a document produced for each candidate that shows their details and entry options.

Students must check their statements and return them to the Examination Officer indicating if the “Statement of entry” is correct, or if any corrections are required.

The Examination Officer will decide suitable internal deadlines to allow time for entries to be made and checked. This will depend upon the session and the number of predicted candidates that will be sitting the examinations that session.

It is the responsibility of the Examination Officer to inform all staff and parents of the deadlines for regular and late entries well in advance by email.

The Heads of Department of each subject area are ultimately responsible for deciding the entries of the students in the allocated time following consultations between teachers, candidates and parents. The ultimate decision regarding the entries of certain students [e.g. not prepared/ready or with attendance issues] belongs to the Head of Secondary.

The decision regarding the entering for an examination of a fast tracked student must be done in consultation with the Head of Secondary. The ultimate decision regarding an early entry for any student belongs to the Head of Secondary [See section on early entry for examinations] The Cambridge ICE and AICE are group awards which require the candidate to study specific subjects and the entry procedure is slightly different.

Any decisions regarding withdrawals must be made in consultation between the Head of Secondary, Subject Teacher/HOD and parents.

Final decisions regarding withdrawals rest with the Head of Secondary.

Early entry for examinations – See also Curriculum Policy From September 2018, students will not be allowed to take AS levels when they are in Y11. In Mathematics, students who wish to take their IGCSE Maths examination at the end of Y10 will then study IGCSE Additional Mathematics in Y11 as preparation for A Levels. Students wishing to study A Level Further Mathematics will be able to take this concurrently with A Level Mathematics whilst in Y12 and 13.

In MFL, students will be able to sit IGCSE examinations early, but this will take place in the summer examination session in Y10. There will be no first time examinations taken in the November examination session. Students who take IGCSE early will then start an A Level bridging programme in Y11 which will involve them studying AS level content. They will have 3 lessons a week only. No AS examinations will be taken in Y11.

IGCSE English 2nd Language will be taken by non-native English speakers at the end of Y10. IGCSE English Language and Literature will be studied concurrently and both examinations will be taken in the summer examination session of Y11. English Literature is compulsory, unless advised by the English department.

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The Equality Act 2010 The Equality Act 2010 strengthens the duty to make reasonable adjustments to general qualifications. All exam centre staff must ensure that the access arrangements and special consideration regulations and guidance are consistent with the law.

The centre will meet the requirements of the Act by ensuring that the exams centre is accessible and improves candidate experience. This is the responsibility of the Head Teacher, Exams officer, and SENCO. Reasonable adjustments will be made for students with permanent or temporary disabilities which could include placing students near to exits, ensuring sufficient space between desks for wheelchairs, rooming students into exam rooms at ground level, allowing rest breaks, enlarging scripts, provision of a Word Processor etc. This is in addition to any access arrangements that are made for students.

Requests for separate rooming arrangements must be supported by medical evidence detailing a need for this and there must be a history of need supported by the Centre. All requests for exam arrangements must be with the SENCO by the end of February to allow sufficient time for the requests to be processed by the exam boards. Requests received after this date may not be processed.

Access arrangements The SENCO will inform subject teachers of candidates with special educational needs who are embarking on a course leading to an examination. The SENCO can then inform individual staff of any special arrangements that individual candidates can be granted during the course and in the examination.

• • • •

A candidate's access arrangements requirement is determined by the Educational psychologist/Specialist teacher.

Making access arrangements for candidates to take exams is the responsibility of the Examination Officer.

Submitting completed access arrangement applications to the awarding bodies is the responsibility of the Examination Officer.

Rooming for access arrangement candidates will be arranged by the Examination Officer.

Invigilation for access arrangement candidates will be organised by the Examination Officer.

Support for access arrangement candidates will be organised by the SENCO.

Teacher Assessment Coursework that is internally marked by subject teachers needs to be moderated by Cambridge.

Moderation is a process to check that candidates across schools have been judged against the same standards. To do this samples of candidate’s work are sent to Cambridge before the deadline along with completed working mark sheets and internally assessed mark sheets for all candidates entered for coursework.

The Examination Officer will ensure that all the coursework documentation is available to subject teachers as soon as possible.

The subject teachers are responsible for the delivery of coursework to the Examination Officer.

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Before the exams The exams timetable is set by CAIE/Edexcel. The Examination Officer is responsible with informing the subject teachers and candidates about the dates of examinations. Examination clashes should be identified by CAIE/Edexcel and the Examination Officer and should be solved as appropriate. The default start time for examinations is 09:00 for morning sessions and 13:00 for the afternoon sessions.

To give all candidates the same experience, each examination room needs to be set up in exactly the same way. Seating plans are produced by the Examination Officer in accordance with the JCQ/CAIE requirements. All candidates should be made aware of all examination regulations and the consequences of breaking JCQ/CAIE rules and regulations. Posters displaying the expected conduct of students during examinations should be placed in prominent positions in the examination rooms and outside the examination rooms.

The Examination Officer will conduct a training session for all staff before the examinations.

Invigilators must understand what is expected of them and know the JCQ regulations for conducting Cambridge/Edexcel examinations in order to invigilate all exams effectively.

Forecast grades (predicted grades) for all the candidates must be submitted by the specified deadline by all subject teachers. The forecast grade is the grade the teacher expects each candidate to achieve for each syllabus they are entered for.

Predicted grades forms will be distributed by the Examination Officer and the Heads of Department are responsible for coordinating subject teachers to complete the form and to return these in the allocated time to the Examination Officer.

Pre-released material The big majority of the exams sat through CAIE and Edexcel are written papers. However, there are subjects (Modern Foreign Languages, English, Sciences, Computer Science) where some of the components of the exam require instructions or a pre-released material that needs to be available to the teacher and the candidates before the actual examination.

Details about every specific subject and component regarding this documentation will be found in the subject curriculum. It is the responsibility of the subject leader to ensure that they know exactly what the structure of the exam is and what materials are needed prior to the exam.

All the examination materials (admin and papers) arrive to the centre a few weeks before the exam session starts. These are securely stored in the archive and the Examination Officer will inform the staff that materials have arrived. It is the teachers’ responsibility to ensure that they get in the possession of the pre-released material by simply asking the Examination Officer to deliver the respective documentation. In the unlikely situation that the documents are not in the archive, an urgent call to the exam board is made in order to solve the problem.

The archive The examination archive is under the responsibility of the Examination Officer and it is kept secure according to the exam boards’ regulations. The room is available only to the Examination Officer and Head of Centre. The metal cupboard in which the exam papers and all admin International British School of Bucharest © All Rights Reserved 2018| 84

materials are stored, is locked with three locks and three metal bars. There are two set of keys available: one set if with the Examination Officer and one with the Head of Centre. All the exam materials are securely stored in the archive and are only used at the correct time and according to examinations regulations.

Exam Day Before each exam, the Examination Officer is responsible to check that the room is correctly set up, that the question papers and attendance registers are correct, that the right number of invigilators are assigned and the methods that are in place for candidates entering/leaving the room and calling for assistance have been tested. Candidates should also be aware of the examination timetable and where they need to be where and when. Invigilators should also be made aware of the procedures for starting and finishing examinations, as well as the procedures for students asking questions during exams.

Candidates should also be made aware that they should arrive at the appropriate examination room at least 15 minutes in advance of the examination. Candidates should also be made aware of what equipment they are allowed to bring into an examination room and what is prohibited:

Allowed material

Prohibited material

A drink of water in a clear plastic bottle Mobile phones, iPods, MP3/4 players or any type of electronic communication or any other data with the label removed storage device such as smartwatches A clear pencil case/plastic bag containing: Non-transparent pencil cases/boxes 2 pens – black ink or biro only, not gel or Correcting pens, fluid or tape erasable pens 2 HB pencils

Erasable pens or gel pens

Ruler (marked with millimetres)

Calculator cases and instruction books

Pencil sharpener (preferably one which Books (except for authorised texts), notes, catches the shavings!) letters, diaries or other printed material Eraser For certain exams you will also need the following: Compasses Protractor Calculator Coloured pencil crayons Set texts (e.g. in English Literature)

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Exam scripts should be kept in a secure place that only the Examination Officer has access to whilst waiting to make periodic despatches by courier at the end of each week to the appropriate examination board.

Key Times To help maintain the security of the question papers, Romania is given one Key Time for the morning and one for the afternoon. Candidates must either be in the examination or under Full Centre Supervision at these Key Times. During Full Centre Supervision students may not have access to a digital device and cannot communicate with anyone who is not participating in the examination.

Special Consideration Special consideration is a post-examination adjustment made to a candidate’s mark by an awarding body to make allowances for any adverse circumstances such as illness, bereavement, temporary injury, or disruption to an exam. To apply for special consideration, the relevant form must be completed by the Examination Officer and e-mailed to Cambridge/Edexcel within seven days of the last exam of the syllabus affected.

Results and Certificates This is the final phase of the Cambridge/Edexcel Examination Cycle when candidates receive their results.

All parents will be provided with the appropriate details for the CIE website to enable them to login directly to retrieve the exam result on the day of issue. These login details will be sent to parents prior to the release of the examination results.

For Edexcel results, the office will be supplied with a copy of the results by the Examination Officer and will, following this, email the relevant parents the results within 48 hours of release.

Results will be made available to teachers via School Base soon after they have been published

by CIE. Results are released via CIE Direct by late August and then followed up with hard-copy statements of results through the post. The statement of results shows the syllabus the candidate was entered for and the grades that have been awarded.

Clerical Checks/Remarks A number of enquiries about results services are available. A set fee is charged for each service.

Candidates will be sent out the form for this along with their CIE login details. This form should be returned as soon as possible to ensure the early return of papers to assist in possible retakes in the autumn session. The final date for submitting a request for a Clerical Check or a Remark is September 15. For Edexcel examinations, the process is similar and candidates should contact the examinations officer for the appropriate form.

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Hard Copy Certificates The certificates are received by the School Office up to nine weeks after provisional results are released to allow time to resolve any enquiries about results. The certificates confirm candidates’ results as final. The office holds these certificates and releases them at the time the student withdraws or graduates.

Examination Fees Fees are paid by the individual candidates/parents to the school accountant and are set by CIE/Edexcel.

The sitting of any CIE exam (Checkpoint, IGCSE, AS and A Level) is conditioned by 85 % attendance by the candidate/student in the examinable subject. If a certain student/candidate has a record showing an attendance below 85% in a certain subject without a serious reason (health problems proven by medical certificate) than that will not be entered or allowed to sit the exam.

External Candidates External candidates may sit exams in our centre after they paid the entrance fees (decided by the school) and the fees set by the School. A form for external candidates is made available on the school website. External candidates will only be able to sit paper exams - access to internally moderated exams or exams with a practical component will not be available. It is the responsibility of the external candidate to select the correct papers. External candidates will be provided administrative support only, which does not include exam entry counselling support.

The decision regarding the acceptance of private candidates belongs to the Head of School.

IBSB students taking exams as external candidates will be charged the standard IBSB student rates for exam entry.

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Secondary School Graduation Policy Purpose The purpose of this policy is to provide clear criteria to parents in regard to the minimum requirements for Graduation at IBSB and what will happen if the students do not achieve the minimum requirements.

Overview All IBSB students who are successful in achieving a minimum of 5 I/GCSE C-A* certificates and 2 GCE Advanced Level E-A* certificates by the end of Year 13 are eligible to graduate and to participate in a formal graduation ceremony.

The graduation ceremony takes place annually during June.

The graduation procedure start in January when all the graduating students must complete the graduation questionnaire indicating whether the wish to attend the formal graduation ceremony. This ceremony is provided by the school to all graduates at no cost to the student of the accompanying family.

Graduating Students Any student who graduates from IBSB will be presented with the following documents: 1.

2.

3.

4.

5.

6.

7.

IBSB Graduation Diploma IBSB Letter of Graduation IBSB Transcript of grades achieved with predicted grades for final exams CIE Certificates/Statements of Results Individual graduate photo Photo of graduating class A digital copy of the graduation ceremony, including selected photos

Students leaving IBSB without graduating Students who do not achieve the minimum academic requirements will be able to ask for the following documents when leaving, if applicable: • • •

Moving on Letter IBSB Transcript of grades achieved with predicted grades for final exams CIE Certificates/Statements of Results

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Secondary School Homework Policy and Guidelines Purpose The purpose of this policy is to set out the rationale, guidelines and expectations for setting and assessing student homework at IBSB.

Overview Homework is set by class teachers on a weekly basis in accordance with the IBSB homework schedule. It is an integral, planned part of the curriculum and the learning experiences of our students. It is set by the teacher, appraised by the teacher, and forms part of the overall curriculum and learning opportunities experienced by each student enrolled at IBSB. Our policy is based on guidelines developed by the Department for Education which were, in turn, based on good practice observed in successful schools in England.

Homework is intended to reinforce work completed in class, and in general should be completed by students at home, or for students in Years 12-13, during set study periods. We require students to complete homework for a variety of reasons: we wish them to see studying as part of the whole of their lives, not just school; we wish them to reinforce their learning in school by working at home; we wish to involve parents in the education of their children; we wish to assist our students in developing self-discipline and self-organisation; and we wish students to relate their life and experiences at home to their work at school.

Homework should be a positive experience for pupils and not detract from their family life.

There should still be time at the end of the day for children to relax, play and spend time with their family.

Setting Homework Students’ homework will be written in their Student Planners when set by themselves or by the class teacher. Deadlines for completion will always be clearly defined and students will use their Student Planners to record what is expected of them. Teachers will keep a record of how students fulfil their homework tasks as part of their record keeping.

If students are struggling to complete tasks in the given time the given time at home they should be commended for trying and be allowed to stop. It is helpful for parents to communicate this to the relevant teacher through a note written in the student’s Student Planners in circumstances where the homework has not been able to be completed with a reason why.

Guidelines: Content Teachers will set student homework at a level appropriate to their age and understanding.

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books as extended reading. We encourage parents to enjoy reading and discussing these books with their children as parent involvement and support often leads students to develop a healthy attitude toward homework.

Homework should be related to school work and should be achievable by the student usually without input from any adult. It should not generally be necessary for parents to teach their children in order for the homework to be achieved, but it is hoped that parents will take an interest in the tasks.

These tasks should help to inform parents as to the nature of the work going on in class and the achievement levels of their children.

Homework may, amongst other things, be reinforcement of content learned in class, it may be gathering information for using in a lesson, or it may be the completion of work unfinished in class. There should always be a purpose to homework- it should never be given out as a ‘timefiller’.

Guidelines: Time As students progress through the school the load of homework will increase. The amount will vary in relation to the student’s year group. The following are the guidelines teachers follow, in total hours, for each year group: •

• • •

Year Year Year Year

7/8 9 10/11 12/13

45 - 60 minutes per day 60 -75 minutes per day 90 -120 minutes per day 120+ minutes per day

In the Secondary School, a homework timetable is provided for students to try to ensure that homework does not over-accumulate on certain days. This should mean that each student has around 3 subjects of per night. Each subject should set a maximum of 2 pieces of homework per week. In Years 12/13 more independent study is encouraged as thus more homework is set. It is expected that teachers will allow students larger periods of time to complete longer homework tasks.

The guidelines above are set in order to give teachers a structure, and parents and children an idea about how the homework will be set during the year. However, the school will have the flexibility of adjusting the structure based on the students’ abilities, strengths and needs.

Types of homework Homework might include such things as: • Writing assignments • Learning assignments • Preparing an oral presentation • Reading in preparation for a lesson • Finding out information/researching a project It is important that students should have frequent and increasing opportunities to develop and consolidate their competencies as independent learners.

Organisation of homework International British School of Bucharest © All Rights Reserved 2018| 90

All students should have a Student Planner which they should carry with them at all times to record their homework. Tutors and parents/carers are asked to check these on a weekly basis.

School’s responsibilities • • • • • • • • •

The subject teacher is responsible for setting appropriate homework and marking it regularly.

Teachers should keep to the guidelines of time per subject and year as set out above.

Substantial homework tasks should be given longer time frames to ensure that there is sufficient time in which to do it. This allows students to plan their time, participate in out of school activities if they wish, and still be able to do their homework.

Teachers should also allow homework time to prepare for tests.

The teacher should check that students are recording details of homework set in their planners and should allow time in the lesson for students to do this.

The teachers have to indicate homework has been set by filling in the relevant information in Schoolbase online.

Where teachers are informed with adequate notice and an appropriate reason is given, and agreed extension may be given. Parents should be informed about the failure to complete homework and the agreed extension deadline.

Failure to complete homework will result in a lunchtime homework detention that will be set by the classroom teacher. Form tutor and KSC will also be informed so as to keep track of student performance.

Teachers will correct and hand back homework within a reasonable time (one week maximum).

Homework must never be used as a punishment. In the same way, not setting homework for a period should not be used as a reward.

Parents’/Carers’ role in homework • • • • • • •

Parents/carers should support students with their homework but accept that their role will become less and less important as students become more responsible and independent Parents/carers should try and provide a suitable place where students can work Parents/carers should encourage students to meet homework deadlines If parents/carers feel that insufficient or too much homework is being set, they should contact the subject teacher or the class teacher who will investigate the situation Parents/carers should make it clear to students that they value homework and support the school in explaining how it can help them to progress Parents/carers should encourage students and praise them when homework is completed Parents/carers can check for homework given on Schoolbase online

Students’ responsibilities • • • • •

Students should always carry their Student Planners with them and record all homework in it Students need to accept that deadlines must be kept If students are absent, they need to find out what work has been missed and catch up on it as soon as possible on their return. Being away on the day that homework is set is not an excuse for not doing it.

Students can check on Schoolbase online; the lesson plan (topic and objectives) and the homework set Problems with homework should be resolved before the deadline. If necessary students should see the member of staff concerned for help.

Students should take a pride in doing their best in the class and in their homework!

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Communication with Parents & Pupils Policy Purpose The purpose of this policy is to provide a clear, effective framework for communication between staff and pupils/parents at IBSB.

Overview IBSB recognises the importance of clear and effective communication with all stakeholders (staff, pupils, parents/carers, governors, community partners, outside agencies, accreditation bodies, etc.), and is committed to being open and accessible for all who have an interest in the school.

The key stakeholders for a school are staff, pupils, and parents and this policy addresses the main ways in which the school ensures effective two-way communication between school and home.

Communication can take a variety of forms: verbal (through meetings or by telephone), written (through letters, notes in planners, notices via Schoolbase (or email)). Communication may be received second hand or through an intermediary.

It is noted that effective telephone communication can sometimes be a problem in a school, where teachers may be teaching, on duty, running clubs, or otherwise occupied during school hours. Parents may become exasperated if they feel a message elicits no immediate reply, when in fact there has been no available opportunity for the member of staff to reach a telephone to return a call.

For this reason the school has been particularly proactive in encouraging the use of modern communication methods, with staff email contacts being sent out to all parents at the start of the school year, and with all parents/carers being encouraged to supply an email address and phone number for prompt and effective communication.

Surveys indicate that the majority of parents are satisfied or very satisfied with the two-way communication they have with school. This does not mean however that the school always gets things right, and this policy aims to clarify the parameters within which we operate to ensure that communication is carried out with all stakeholders and interested parties effectively and clearly.

Parents also have a Schoolbase login to view general school information as well as to view information specific to their child.

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Aims 1. To ensure that effective communication and consultation takes place between the school, pupils, parents, and other stakeholders.

2. To maintain robust processes for consultation between the school, pupils, and parents in regard to the key services provided by IBSB.

Communication Communication between the school and parents operates in the following ways: 1. Information about the school is provided on the school website. This information is relevant to new parents actively seeking information about the school for the purpose of enquiring about student admissions. This information may also be useful to current parents wishing to answer a general question about the school curriculum or services offered.

2. All prospective parents who contact the school via the school website can reasonably expect to receive an initial reply to their enquiry with 48 hours or two working days. This reply will be in the form of a standard email sent out with a link to the school prospectus and an invitation to attend a meeting with the Admissions Office. In some cases information may be sent about the availability of places in the relevant class.

3. At the prospective Parent/s meeting, the parent/s will be interviewed with all parent questions being answered. The Parent/s will be offered a short tour of the school during which time they may have the opportunity to meet and speak with the relevant Head of School, as well as the Executive Director. In general, parents will also be offered the opportunity for their children to have a day in school, during which time assessment of the students level will be carried out. During the course of the visit parents will be asked to complete a parent questionnaire for general feedback and quality assurance purposes.

4. Following enrolment, students and parents will be invited to attend a ‘Parent’s Induction Day’ in the week prior to school opening, for those parents starting the new school in August. Parents starting school during the school year will receive this additional information at meeting with the relevant Head of School. Emails will also be sent out in regard to school buses, school lunches, and school clubs, all of which are booked and organised online through Schoolbase. Parents will be provided with login details for Schoolbase and for the Parent’s area on the school website.

5. At the start of each school year Parents with children in EYFS, Key Stage 1, Key Stage 2, and Key Stage 3 will be invited to attend a ‘Parent-Teacher Coffee Morning’ in Week 3. At the coffee morning parents will meet the Form Tutor, along with other parents from the class, and have the opportunity to discuss the programme for the school year ahead. Parents of children in Years 10-13 will attend a ‘Parents Information Evening’ in the first three weeks in which the IGCSE and A Level programmes will be covered in detail.

6. Communication about pupil progress takes place formally for each student: through termly reports in the primary school and both online tracking and termly reports in the Secondary School.

7. Parents are invited to attend Student Progress Meetings with the subject teachers at scheduled times throughout the school year, with a letter going out informing parents of the International British School of Bucharest © All Rights Reserved 2018| 93

date and time, inviting parents to login via Schoolbase to confirm their specific appointment times. In addition to these schedule meetings, parents are welcome to contact the school office or the teacher directly by email to arrange a meeting with the subject teacher, form tutor, or relevant member of staff at a mutually agreed time.

8. At specific times during the year parents of each year group will be invited into school to an appropriately themed Parents’ Meeting, to cover issues relating to the relevant year group of their child (e.g. child safeguarding, study skills for Y11-13, options for Y10 (IGCSE), options for Y12 (A Level), school trips, etc.).

9. The Student Planner, given to students in the Secondary School can also be used as a means of communication between parents and the school – the use of the planner is fully explained during the parent induction at the start of the school year and to all pupils by their form tutors at the start of each school year. The planner is monitored on a weekly basis by both parents and the pupil’s form tutor in Years 7-11.

10. Schoolbase, the school’s online Management Information System, provides parents with access to a range of information. Schoolbase is used to send emails and letters to parents. It also gives parents access to a whole range of school documents, such as newsletters and policy documents. At a personal level Schoolbase communicates information about specific pupils; sharing individual pupil information such as lesson planning content covered (Secondary only), homework (Secondary only), behaviour, rewards and sanctions, attendance data, and school reports.

11. In the Primary School Edmodo or email in used to share weekly planning with parents and to keep parents up to date with what is happening within the classroom. Twitter is also used by the teaching staff in the Primary School to share pictures with parents on a daily basis.

12. Parents will be send staff email addresses at the start of the school year: firstname.surname@ibsb.ro. Emails between staff members and parents should be kept short and to the point to reduce the time needed to both write and read the email. The subject title should clearly indicate the main focus of the email. In situations where it is not possible to write a short email/reply email, it is recommended that a teacher-parent meeting take place. Refer to Point 13 below.

13. Specifically requested Teacher-Parent meetings. These can be at the request of the parents or the school in regard to student support services or the Behaviour for Learning Policy. In situations where there has been a specific concern raised or a complaint made, school policy requires that two staff are present at the meeting and that the points raised at the meeting and the agreed outcome are recorded and sent to parents for confirmation and then saved in the SEF Folder.

14. The school newsletter is sent to parents each Friday. It offers a brief weekly report from the Head of Primary, Head of Secondary, and Head of School, informs parents about recent events and upcoming school and PTF events, offers an opportunity to celebrate student achievement within school and in the wider community, reviews areas of student life at school, and offers parenting advice on a wide variety of topics in accordance with the latest research, etc.

15. The school Facebook, Twitter, and Instagram accounts are used to share photos and information with students, parents, and community partners about recent school events.

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16. Queries about events at the school may be made by email or phone to the school office via office@ibsb.ro.

17. WhatsApp groups are set up for specific year groups in primary to enable parents to communicate easily in order to organise events outside school. Parent WhatsApp groups are also set up for all residential trips to enable staff on trips to easily keep parents updated information and photos from the trip.

The school has published the following service standards to ensure a prompt response for communication requests by parents. These standards are reviewed on an annual basis by the school’s Senior Leadership Team

Service Standards at IBSB The following response times are usually adhered to: Responding to parents – any requests for information should be acknowledged within 48 hours, or two working days, with a reply to the specific request for information provided within a maximum of 5 working days (term time only).

Complaints Procedure – Initially, concerns should be addressed to the appropriate Subject Teacher/Form Tutor, then to the Key Stage Coordinator, and then to the Head of Primary or Secondary. Concerns should only be addressed to the Head of School or Executive Director in situations where an unsatisfactory resolution has been reached the above members of staff.

For any concern raised, it is important to CC slt@ibsb.ro for quality assurance purposes. Please refer to the ‘Complaints Policy’.

There is a system in place for monitoring the nature of complaints at the school in order to identify trends and address any recurring issues.

Consultation Consultation between the school, parents, and pupils operates in the following ways: 1. Online Parent Questionnaires are sent out: at the end of Term 1a asking for feedback on the start of the school year”; throughout the year asking feedback on specific subjects; and at the end of the school year asking for feedback on the entire school year. A summary of the results will be sent to parents. Parents will also be asked to complete a questionnaire by ISI in the lead up to the three-yearly school inspection.

2. The Student Council and School Prefects are consulted on a range of key issues relating to the school. Meetings take place each week with meetings minuted and outcomes feed into the weekly SLT meeting.

3. Members of the Senior Leadership Team undertake ”Learning Walks” regularly and discuss learning with pupils as part of this exercise.

4. As part of the school’s system of Departmental Self Review, pupils are asked to provide detailed subject feedback at the end of Term 1a, 2a, and prior to the end of the school year, with student interviews taking place in the primary school in Term 3 allowing the younger students the opportunity to provide curriculum focused teaching and learning

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feedback also. All subject feedback is intended to provide useful formative data to feed into lesson planning and to the departmental SEF development plan.

5. Pupils are encouraged to be constructive about how the school can improve provision and may be selected as subject ambassadors to promote, improve, and celebrate the work of departments.

6. Staff within the Key Stages in the Primary School and Departments it the Secondary School meet regularly to share best practice with a view to improving standards of Teaching and Learning across the school. All meetings are minuted, sent to the relevant staff, and saved into the appropriate SEF folder.

7. The MLT (Middle Leadership Team) meet regularly to discuss issues directly related to student wellbeing and improving standards of Teaching and Learning. All meetings are minuted, sent to the relevant staff, and saved into the appropriate SEF folder.

8. The SLT (Senior Leadership Team) meet twice each week: once for an open meeting to enable all members to update each other on the given areas of responsibility; once to focus on two key areas directly relevant to the school development plan. All meetings are minuted, sent to the members of the SLT, and saved into the appropriate SEF folder.

9. The Special Educational Needs Department works closely with individual pupils, parents/carers and external experts and meetings are arranged as needed to discuss best practice and provision for individuals and groups.

10. The Child Safeguarding Team meet once a term to discuss provision for child safety with the IBSB Community. Meetings are minuted and shared with the relevant staff, and saved in a secure area on the server.

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Drug and Alcohol Policy Purpose To support the health, welfare, and safety of all school members.

Policy Statement The school recognises the dangers of drug and alcohol use, and is aware of the hardship created by the use of drugs and alcohol at the individual and community levels, and as such actively seeks to ensure that students are made aware of the dangers through the school PSHE Programme. The intention of this policy is to ensure that all members of the school community are aware of the school policy on drug and alcohol use and are united in working to ensure that IBSB remains a drug and alcohol free environment, safe for student growth and learning.

While we recognise the need for compassionate treatment of those addicted and seeking help, we also uphold the policy of not using alcohol or drugs at any time while on campus or at any off-campus IBSB event.

The school maintains a NO TOLERANCE policy toward drug and alcohol use. IBSB has approved the use of random bag and locker checks, as well as drug tests where there is evidence of possible alcohol or drug use.

This policy seeks neither to condone nor to condemn drug and/or alcohol use but to ensure that procedures and practices are established that will support: • the health and safety of all school members • professional responsibility • a safe learning environment This policy is designed to be preventative in nature and is intended to help any student or staff member having problems with alcohol or drugs.

Statutory Duties Schools have a statutory duty to promote pupils’ wellbeing and hence have a clear role in preventing drug misuse as part of their pastoral care. Although there is no statutory requirement to have a Drug Policy, it is the advice of the DfE in the UK, that they should have one as a clear procedure for managing any incidents. It is essential to protect staff, parent/carer(s) and children and young people.

The Statutory Framework for the Early Years Foundation Stage (2014) requires the following (para 3.56): ‘Providers must not allow smoking in or on the premises when children are present or about to be present.’ While there is no specific requirement to hold a no-smoking policy per se, IBSB has this in place. This includes offsite trips and visits. Furthermore, practitioners must not be under the influence of alcohol or other substances.

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Alcohol Staff & Parents On no account is a member of staff or parent to be under the influence of alcohol whilst on campus or at a non-sanctioned school event. If anyone suspects this is the case, action must be taken immediately to ensure the health and safety of pupils. A senior member of staff must be informed, and the relevant staff member or parent will be asked to leave the campus immediately.

If any staff member has problems with drinking they will be provided with access to confidential support.

Where a staff member is found to be repeatedly under the influence of alcohol whilst working, that staff member will be permanently removed from their teaching position.

On social occasions where staff and the adult school community are provided with alcoholic beverages, such as a Parent-Teacher Social Event, or the Senior Graduation Dinner, the event will be planned in such a way as to ensure safe appropriate social drinking.

Student Possession/Use of Alcohol - First Offence When a student is found, for the first time, in possession of, under the influence of, using alcohol on the way to or from school, at school, before, during, or after a school-sponsored event, or on an educational visit, the alcohol will be taken away from the student. The use of a Breathalyser may be employed in situations where students are suspected of being under the influence of alcohol at school or school related events. Where students are found to be in possession of, or under the influence of alcohol, parents will be contacted and asked to take the student home. Where the student is on a residential trip, the student may be asked to return home immediately, where possible. If emergency services are needed, such services shall be contacted and the expense borne by the student and his/her family.

Disciplinary Action Alcohol - First Offence Any student who is found to be in possession, or under the influence, of alcohol shall be immediately suspended from school for a period of three school days, to take effect immediately, or on return from an educational visit. In addition to this, students found to be drinking on an educational visit will not be allowed to attend the next class residential trip or any residential trips for the following term. As a condition of continued enrolment, the student will be required to meet with the School’s Student Counsellor once a week for a period of one term. Upon completion of counselling the student must submit a statement of compliance to the Head of School.

Disciplinary Action Alcohol - Second Offence Any repeated violation of the school's alcohol policy within a single academic year will result in the student being again suspended for a period of three days.

Disciplinary Action Alcohol - Third Offence Any student who violates the school's alcohol policy for a third time within a single academic year will be permanently excluded from school.

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Drugs Staff Any staff member discovered to be in possession of or under the influence of drugs whilst working we be immediately dismissed from their position.

Students Possession/Use of Drugs - First Offence Any student who is found in possession, or under the influence, of drugs shall be immediately suspended from school for a period of five school days. During this period a formal investigation will be carried out to determine whether the student is a drug user and/or supplier, including a drug test conducted at the school hospital, to be carried out at the expense of the student's family/guardian.

Where drugs use is determined, the school will inform the parents and the student will be required to attend a counselling session each week with the Student Counsellor. The school will also inform the parents of the intention to conduct random drugs tests in the following six months, which will be carried out at the school hospital at the expense of the parents.

Where it is confirmed that a student is supplying drugs, that student will be permanently excluded from school. No fees will be reimbursed under these circumstances.

Note: Should a family refuse to submit their child to a drug test, (including random drug testing), the school holds the right to permanently dismiss the student from IBSB. Possession/Use of Drugs - Second Offence Any student who is found in possession of or under the influence of drugs a second time within the period of a single school year shall be permanently excluded from school.

Trafficking/Buying/Selling If a student is found to be trafficking - buying, giving away or offering to trade, sell, or give away drugs, or anything passed off as drugs on the way to or from school, at school, before, during or after a school-sponsored event, or on a school residential trip, the student will be permanently excluded from IBSB without the option of returning. The parents will be notified and the police may be contacted.

While we recognise the need for compassionate treatment of those addicted and seeking help, we also uphold the policy of not using drugs at any time while on campus or at any off-campus IBSB event. In accordance with this, we will maintain a NO TOLERANCE policy toward drug use.

Search of Personal Property Inspection of personal property including (but not limited to) lockers and their contents, clothing pockets, backpacks, and cars may be conducted by a member of SLT or their designee for any reason, at any time, without notice and without student or parent consent.

Searching, Screening and Confiscation at School (DfE, 2014) states that: school staff can search a pupil for any item if the pupil agrees, noting that the ability to give consent may be influenced by the child’s age or other factors. Head Teachers and staff authorised by them International British School of Bucharest Š All Rights Reserved 2018| 99

have a statutory power to search pupils or their possessions without consent where they have reasonable grounds for suspecting that the pupil may have a prohibited item. Prohibited items include alcohol and illegal drugs. The law says that the person conducting the search may not require the pupil to remove any clothing other than outer clothing.

Drug Testing The school maintains the right to carry out random drug testing, where there is evidence to support the possible use of drugs, including a noticeable change in student behaviour, erratic or noticeably unsettled student behaviour, a noticeable drop in student motivation and grades often associated with drug related apathy, and/or information provided by at least two trustworthy sources.

Monitoring and Evaluation Monitoring and Evaluation will include elements of the following: • a review of staff, parent and pupil views regarding alcohol use in school • an assessment of responses to the alcohol policy and identified success criteria • a report to the governing body including any incidences will be provided annually • links to curriculum development.

Staff Responsible SLT, PSHE Coordinator and Health and Safety Officers.

IBSB Procedure on Dealing with Suspicion of Illegal Substances on campus This procedure is in place in order to ensure to our best ability the safety of our children on campus.

This procedure is intended to outline for staff at IBSB very clear steps to follow when faced with the suspicion of illegal substances on campus.

Step 1 (Possible scenarios) • There are grounds for suspicion that a student has consumed an illegal substance (based on symptoms and /or behaviour) • There are grounds for suspicion that a student has in their possession at school an illegal substance (based on students What to do next? statements or other evidence)

Step 2 (First action to be taken by staff members) • Notify an member of SLT immediately • Make sure that the students suspected do not leave the building and take them to a member of the SLT if appropriate • Verify the facts by asking what is going on and listen carefully to what is said without making assumptions, accusations, or asking leading questions • Do not engage in any kind of arguments with the students • Secure any possible evidence that could support the accusations or statements International British School of Bucharest © All Rights Reserved 2018| 100

What to do next?

Step 3 (Action to be taken by SLT) • Talk to everyone involved, but follow the procedure stated in the Safeguarding Policy o Verify the facts by simply asking what is going on and listen carefully to what is said o Do not make any assumptions or accusations o Do not ask leading questions o Make sure there is at least one other member of staff in the room: do not allow yourself under any circumstance to be in an isolated room/place with the person. Always have a witness. o Record all the facts as detailed as possible, but not while the student is speaking o Do not engage in any kind of arguments with the student/s o Do not use other students names during the meetings • Based on the findings of these meetings, call the parents and let them know what is going on • Parents may be asked to come to school for a meeting - depending on the situation • The SLT needs to decide whether or not the authorities need to be notified; if strong evidence of breaking the law are found, the school has an obligation to notify the local police department

What to do next?

Step 4 (Sanctions and Steps forward) • Steps forward (sanctions and solutions) will be decided based on the result of the meetings • Any strong evidence will be secured and used in the meetings with the parents (or provided to the authorities) • Sanctions will be decided by the SLT based on the findings in Step 2, but can include: exclusion from the school, suspension, asking the parents to bring the results of a blood test (meant to detect the illegal substances in the body) and any other restrictions meant to provide a safe environment for all students. The parents will be informed about the incident and the consequences in a meeting in school.

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Staff Duty Policy Purpose The purpose of this policy is to ensure the safety of all the children at IBSB before morning line up, during break and lunch time, and in the time between the end of classes and the egress of all children not receiving additional private afterschool tuition.

Overview Student safety at IBSB is a top priority. In order to provide children with a safe recreational environment, the following policy sets out a code of conduct for teachers to follow.

Teachers are expected to comply with the following: • To acknowledge the duty timetable and to be aware of the days and times of duties (duty timetables must be up to date and publically displayed near the playground).

• To arrive at duty on time.

• To be vigilant at all times throughout playground duty. Indulging in social conversation with colleagues or using a phone must be reserved for non duty times.

• To arrange, well in advance, cover with a colleague if they are unable to carry it out themselves, or to inform the person responsible for duty cover.

• Not to remain static but to move around the playground, thus indicating to the children that a member of staff is available if needed.

• To combat bad behaviour immediately. To implement necessary sanctions in accordance with the discipline policy.

• To be alert to potential signs of bullying • To line up children at the end of the lunch break for the afternoon registration.

• To offer children house points for good behaviour or for helping the teacher on duty.

• To report any accidents to the teacher responsible for first aid immediately and inform the pupil’s form teacher (Primary School).

• To inform the office and the Head of Primary / Secondary of any accidents when their duty ends who will then update the accidents file on SchoolBase.

• To report any warnings to the class/form teacher after duty, and to update the B8 form (in Primary School only).

Lunch • • • •

Time Duty To ensure that children wash their hands before lunch (PS) To keep noise in the lunch room at an acceptable level To ensure that children adhere to lunch room rules To ensure that children leave their tables and chairs tidy before they leave the lunch room

8.00 – • • •

8.15 & 8.15 – 8.30 There is no adult supervision before 8:00 There is one person on duty on a weekly rota basis from 8:00 – 8:15 There are 2 people on duty (one from Primary, one from Secondary School) from 8:15 – 8:30 • The Primary School and Secondary School share the football pitch in the morning, but must use the soft ball if they play football • Line up all children for the morning registration at 8.30 (weather permitting) International British School of Bucharest © All Rights Reserved 2018| 102

•

Class/Form teacher to check children’s uniforms in the morning line up or at registration if no line up was possible owing to cold/wet weather

15.00 – 15.10 & 15.50 – 16.15 • No ball games during these times • To ensure the student safety when the school buses are in the playground until someone is available to pick them up from school • At least one teacher from each form class must be on duty until all from their class are picked up and teachers to be aware that each child has gone with their known adult in the Primary School • Teachers from the Secondary School to manage egress of their students • One teacher on duty from 16:15 – 16:30 in the Primary School responsible for the care of pupils who remain.

• To report any child to the office who has not been picked up by 16.30

Lunch Time Supervision Secondary School Lunch Break During lunch time, all students in the secondary school must be supervised. KS3 Students will go to the lunch room at 13.05. KS4 students will go to the lunchroom at 13.25. A member of staff will be in the lunch room supervising the children until 13.45. At the same time, a member of staff will make sure that all children are in the lunchroom and the classrooms and corridors are clear.

At 13.25 all KS3 students must leave the lunch hall and go outside onto the playground to allow KS4 students to enter for lunch. If it is too wet, raining, snowing or very cold (this is at the discretion of the Head of the Secondary to decide) children will have the option of staying inside the school (see the wet / cold break policy). Also, special requests from parents will be taking into consideration.

There will be two members of staff on duty at lunch time during 13.05 - 13.45, and two outside.

• One member of staff should make sure that during periods of good weather all students are out of the building including from the ICT room. The other members of staff should be outside in the playground.

• During periods of bad weather all members of staff on duty will be inside looking after the rooms where the students will spend their breaks.

Primary School Breaks At lunch time all students in the Primary School and Early Years must be supervised.

Lunch in EYFS is eaten in their own kitchen/dining area in their building. The lunchtime is supervised by the EYFS teaching team.

Key Stages 1 and 2 have lunch break at the same time: 11:45 – 12:35. Lunch time is split into Key Stage 1 and 2 to ensure the children’s safety, that they use the limited space in the lunch hall and playground more effectively and increase the children to staff ratio. Key Stage 1 eats lunch from 11:45 – 12:10, before playing outside until 12:35.

Key Stage 2 do the opposite: they play from 11:45 – 12:10 and then go to eat from 12:10 – 12:35. Each Key Stage 1 class/support teacher is responsible for ensuring their children wash their hands and line up, before being escorted to the hall.

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Teachers on duty escort Key Stage 2 students from the playground to the hall, where sanitary gel is available for them to clean their hands. Children should walk quietly into the hall and sit with their class on either the Hot Dinners or ‘Lunches brought from home’ tables. It is the teachers’ responsibility to ensure they all have a lunch.

In Key Stage 1 the procedures are as follows: • Two teachers will be on duty from 11:45 – 12:10; each teacher is responsible for supervising the children whilst they eat. Children are expected to remain seated while they are eating and to put up their hand if they need something.

• At 12:10, children will be asked to line up and the duty teachers will escort them to the playground.

• At 12:10, the ‘second shift’ of two teachers takes over to supervise outdoor play.

Playtime finishes at 12:35, with the whistle being blown and children lining up in classes.

• Children are taken in by their class teachers.

In Key Stage 2 the procedures are as follows: • Two teachers will be on duty from 11:45 – 12.10; each teacher is responsible for supervising outdoor play.

• At 12.10, children will be asked to line up in the playground.

• At 12.10, the ‘second shift’ of two teachers takes over to escort the children to the lunch hall and supervise them while they eat. Children are expected to remain seated while they are eating and to put up their hand if they need something. Lunchtime finishes at 12.35, with the whistle being blown and KS2 children lining up in classes in the playground.

• Children are taken in by their class teachers.

If it is a wet / cold break, children will return to their classes after they have eaten to be supervised by their teachers on their floor.

Playground for Winter Weather Conditions During inclement conditions, the school has a duty to take reasonable care to clear ice and snow from major areas of traffic before students/teachers/parents arrive. However, the need to clear a path where heavy traffic can be expected, for example between the gym and Secondary School does not imply that the whole playground has to be cleared all at once.

The school could decide to let the children play on a snowy playground, provided there is adequate supervision and the children are suitably dressed (e.g. with gloves, coats, hats, etc.)

Students should not be permitted to throw snowballs at all as this can present a health hazard especially when the snow becomes icy.

Notice of Risky Conditions Whenever the Heads of School determine the playground presents a risk due to ice, snow, wind, sleet or low temperatures (below zero) the students and teachers arriving on site should be notified.

Clearing a path When a significant amount of snow accumulates, it is the duty of the caretakers to clear a path between the Administration building and the school buildings, and between Secondary and Primary. These routes represent the highest traffic across the playground and so present the highest risk.

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Spreading of salt It is the duty of the caretakers to ensure that salt or sand is spread on the playground before 8.30 a.m. If the weather is particularly cold, it is the responsibility of the Heads to assess the playground surface at around 8.30 a.m. (i.e. just before the main bulk of children begin to arrive on site) and to have more salt spread if necessary.

Visitors As a part of school policy staff must wear their identification badge visibly at all times.

Students must also be aware that visitors wear a visitor badges at all times. At all times visitors on campus must be accompanied by an IBSB staff member. If a staff member of duty notices a non-staff member unattended, or without a visitors badge, they must approach them immediately, find out who they are and why they are on campus, and take them to the front gate to take a visitor’s badge to wear, arranging for another staff member to accompany them as needed whilst they are on campus.

Risk Assessment The school has to consider the likelihood and the severity of an accident/incident occurring and make provisions. In practice, this means clearing snow or ice from areas where relatively large numbers of people have to walk in the normal course of school business. Particular attention is also needed with respect to those areas where the consequences of a slip or fall could be more serious The following areas should be regarded as high risk zones: • Around entrances to buildings, particularly where there are steps.

• Other steps around the campus where lots of people will walk.

• Within the school boundary, near gateways used by pedestrians.

• Main hallways should have some type of slip resistant mats to prevent students/teachers/parents from slipping in wet/snowy weather Staff may drink water or warm drinks from a cup or bottle with a sealed lid to avoid the possibility of spilling liquids on children.

The staff must also be vigilant toward preventing bullying and should be aware of zones or areas where bullying is more likely to happen.

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E-Safety Policy Contents 1. Introduction and overview • • • • •

Rationale and Scope Roles and Responsibilities How the policy is to be communicated to staff/pupils/community Handling Complaints Review and Monitoring

2. Education and Curriculum • • •

Pupil e-safety Curriculum Staff and governor training Parent awareness and training

3. Expected Conduct and Incident Management 4. Managing the ICT infrastructure • • • • • • • •

Internet access, security (virus protection) and filtering Network management (user access, backup, curriculum and admin) Passwords policy E-mail School website EDMODO Social networking Video Conferencing

5. Data security • •

Management Information System Access Data Transfer

6. Equipment and Digital Content • • •

Personal Mobile Phones and Devices Digital Images and Video Asset Disposal

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Appendices: 1.

2.

3.

4.

Android Device Receipt Form (Staff) Acceptable Use Agreement (Staff) Acceptable Use Agreement (Pupils) Acceptable Use Agreement including photo/video permission (Parents)

1. Introduction and Overview Rationale The purpose of this policy is to: • set out the key principles expected of all members of the school community at International British School of Bucharest with respect to the use of ICT-based technologies.

• safeguard and protect the children and staff of International British School of Bucharest.

• assist school staff working with children to work safely and responsibly with the internet and other communication technologies and to monitor their own standards and practice.

• set clear expectations of behaviour and/or codes of practice relevant to responsible use of the internet for educational, personal or recreational use.

• have clear structures to deal with online abuse such as cyberbullying which are cross referenced with other school policies.

• ensure that all members of the school community are aware that unlawful or unsafe behaviour is unacceptable and that, where appropriate, disciplinary or legal action will be taken.

• minimise the risk of misplaced or malicious allegations made against adults who work with students.

The main areas of risk for our school community can be summarised as follows: Content • exposure to inappropriate content, including online pornography, ignoring age ratings in games (exposure to violence associated with often racist language), substance abuse • lifestyle websites, for example pro-anorexia/self-harm/suicide sites • hate sites • content validation: how to check authenticity and accuracy of online content Contact • grooming • cyber-bullying in all forms • identity theft (including ‘frape’ (hacking Facebook profiles)) and sharing passwords Conduct • • • •

privacy issues, including disclosure of personal information digital footprint and online reputation health and well-being (amount of time spent online (internet or gaming)) sexting (sending and receiving of personally intimate images) also referred to as SGII (self generated indecent images) International British School of Bucharest © All Rights Reserved 2018| 107

• copyright (little care or consideration for intellectual property and ownership – such as music and film) (Ref Ofsted 2013) Scope This policy applies to all members of International British School of Bucharest community (including staff, students / pupils, volunteers, parents / carers, visitors, community users) who have access to and are users of school / academy ICT systems, both in and out of International British School of Bucharest.

The Education and Inspections Act 2006 empowers Headteachers / Principals to such extent as is reasonable, to regulate the behaviour of students / pupils when they are off the school / academy site and empowers members of staff to impose disciplinary penalties for inappropriate behaviour. This is pertinent to incidents of cyber-bullying, or other e-safety incidents covered by this policy, which may take place outside of the school / academy, but is linked to membership of the school / academy. The 2011 Education Act increased these powers with regard to the searching for and of electronic devices and the deletion of data (see appendix for template policy). In the case of both acts, action can only be taken over issues covered by the published Behaviour Policy.

The International British School of Bucharest will deal with such incidents within this policy and associated behaviour and anti-bullying policies and will, where known, inform parents / carers of incidents of inappropriate e-safety behaviour that take place out of school.

Role

Key Responsibilities

Headteacher

• To take overall responsibility for e-Safety provision • To take overall responsibility for data and data security (SIRO) • To ensure the school uses an approved, filtered Internet Service, which complies with current statutory requirements • To be responsible for ensuring that staff receive suitable training to carry out their e-safety roles and to train other colleagues, as relevant • To be aware of procedures to be followed in the event of a serious eSafety incident.

• To receive regular monitoring reports from the E-Safety Co-ordinator / Officer • To ensure that there is a system in place to monitor and support staff who carry out internal e-safety procedures( e.g. network manager)

e-Safety Co-ordinator / Designated Child Protection Lead

• takes day to day responsibility for e-safety issues and has a leading role in establishing and reviewing the school e-safety policies / documents • promotes an awareness and commitment to e-safeguarding throughout the school community • ensures that e-safety education is embedded across the curriculum • liaises with school ICT technical staff • To communicate regularly with SLT to discuss current issues, review incident logs and filtering / change control logs • To ensure that all staff are aware of the procedures that need to be followed in the event of an e-Safety incident • To ensure that an e-Safety incident log is kept up to date • facilitates training and advice for all staff • liaises with relevant agencies • Is regularly updated in e-safety issues and legislation, and be aware of the potential for serious child protection issues to arise from: International British School of Bucharest © All Rights Reserved 2018| 108

Role

Key Responsibilities • • • • •

Computing Curriculum Leader Network Manager/technician

10

9 EDMODO Leader Data Manager Teachers

All staff

sharing of personal data access to illegal / inappropriate materials inappropriate on-line contact with adults / strangers potential or actual incidents of grooming cyber-bullying and use of social media

• To oversee the delivery of the e-safety element of the Computing curriculum • To liaise with the e-safety coordinator regularly • To report any e-Safety related issues that arises, to the e-Safety coordinator.

• To ensure that users may only access the school’s networks through an authorised and properly enforced password protection policy, in which passwords are regularly changed • To ensure that provision exists for misuse detection and malicious attack e.g. keeping virus protection up to date) • To ensure the security of the school ICT system • To ensure that access controls / encryption exist to protect personal and sensitive information held on school-owned devices • the school’s policy on web filtering is applied and updated on a regular basis • that he / she keeps up to date with the school’s e-safety policy and technical information in order to effectively carry out their e-safety role and to inform and update others as relevant • that the use of the network / Virtual Learning Environment (EDMODO) / remote access / email is regularly monitored in order that any misuse / attempted misuse can be reported to the E-Safety Coordinator / Officer /Headteacher for investigation / action / sanction • To ensure appropriate backup procedures exist so that critical information and systems can be recovered in the event of a disaster.

• To keep up-to-date documentation of the school’s e-security and technical procedures • To ensure that all data held on pupils on EDMODO is adequately protected • To ensure that all data held on pupils on the school office machines have appropriate access controls in place • To embed e-safety issues in all aspects of the curriculum and other school activities • To supervise and guide pupils carefully when engaged in learning activities involving online technology ( including, extra curricular and extended school activities if relevant) • To ensure that pupils are fully aware of research skills and are fully aware of legal issues relating to electronic content such as copyright laws • To read, understand and help promote the school’s e-Safety policies and guidance • To read, understand, sign and adhere to the school staff Acceptable Use Agreement / Policy • To be aware of e-safety issues related to the use of mobile phones, cameras and hand held devices and that they monitor their use and implement current school policies with regard to these devices • To report any suspected misuse or problem to the e-Safety coordinator International British School of Bucharest © All Rights Reserved 2018| 109

Role

Key Responsibilities • To maintain an awareness of current e-Safety issues and guidance e.g. through CPD • To model safe, responsible and professional behaviours in their own use of technology • To ensure that any digital communications with pupils should be on a professional level and only through school based systems, never through personal mechanisms, e.g. email, text, mobile phones etc.

Pupils

Parent Liasion Officer Parents/carers

External groups

• Read, understand, sign and adhere to the Student / Pupil Acceptable Use Policy (nb. at KS1 it would be expected that parents / carers would sign on behalf of the pupils) • have a good understanding of research skills and the need to avoid plagiarism and uphold copyright regulations • to understand the importance of reporting abuse, misuse or access to inappropriate materials • to know what action to take if they or someone they know feels worried or vulnerable when using online technology.

• to know and understand school policy on the use of mobile phones, digital cameras and hand held devices.

• To know and understand school policy on the taking / use of images and on cyber-bullying.

• To understand the importance of adopting good e-safety practice when using digital technologies out of school and realise that the school’s E-Safety Policy covers their actions out of school, if related to their membership of the school • To take responsibility for learning about the benefits and risks of using the internet and other technologies safely both in school and at home • to help the school in the creation/ review of e-safety policies • Educating Parents and raising awareness as instructed by Head.

• to support the school in promoting e-safety and endorse the Parents’ Acceptable Use Agreement which includes the pupils’ use of the internet and the school’s use of photographic and video images • to read, understand and promote the school Pupil Acceptable Use Agreement with their children • to access the school website / EDMODO / on-line student / pupil records in accordance with the relevant school Acceptable Use Agreement.

• to consult with the school if they have any concerns about their children’s use of technology • Any external individual / organisation will sign an Acceptable Use Policy prior to using any equipment or the internet within school

Communication How the policy will be communicated to staff/pupils/community in the following ways: • Policy to be posted on the school website/ EDMODO / staffroom/ classrooms • Policy to be part of school induction pack for new staff • Acceptable use agreements discussed with pupils at the start of each year.

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• Acceptable use agreements to be issued to whole school community, usually on entry to the school • Acceptable use agreements to be held in pupil and personnel files Handling complaints • The school will take all reasonable precautions to ensure e-Safety. However, owing to the international scale and linked nature of Internet content, the availability of mobile technologies and speed of change, it is not possible to guarantee that unsuitable material will never appear on a school computer or mobile device. The school cannot accept liability for material accessed, or any consequences of Internet access.

• Staff and pupils are given information about infringements in use and possible sanctions.

Sanctions available include: o interview/counselling by tutor / Head of Year / e-Safety Coordinator / Headteacher; o informing parents or carers; o removal of Internet or computer access for a period, [which could ultimately prevent access to files held on the system, including examination coursework]; o referral to Police/Relevant Authority.

• Our e-Safety Coordinator acts as first point of contact for any complaint. Any complaint about staff misuse is referred to the Headteacher.

• Complaints of cyberbullying are dealt with in accordance with our Anti-Bullying Policy.

Complaints related to child protection are dealt with in accordance with school child protection procedures.

Review and Monitoring • The school has an e-safety coordinator who will be responsible for document ownership,

review and updates.

• The e-safety policy will be reviewed annually or when any significant changes occur with

regard to the technologies in use within the school • The e-safety policy has been written by the school e-safety Coordinator and is current

and appropriate for its intended audience and purpose.

• There is widespread ownership of the policy and it has been agreed by the SLT and other

stakeholders. All amendments to the school eSafeguarding policy will be discussed in detail with all members of teaching staff.

2. Education and Curriculum Pupil e-Safety curriculum This school •

Has a clear, progressive e-safety education programme as part of the Computing curriculum / PSHE curriculum. This covers a range of skills and behaviours appropriate to their age and experience, including: o o o o o

to STOP and THINK before they CLICK to develop a range of strategies to evaluate and verify information before accepting its accuracy; to be aware that the author of a web site / page may have a particular bias or purpose and to develop skills to recognise what that may be; to know how to narrow down or refine a search; [for older pupils] to understand how search engines work and to understand that this affects the results they see at the top of the listings; International British School of Bucharest © All Rights Reserved 2018| 111

o o o o o o o o o o

• • • •

•

to understand acceptable behaviour when using an online environment / email, i.e. be polite, no bad or abusive language or other inappropriate behaviour; keeping personal information private; to understand how photographs can be manipulated and how web content can attract the wrong sort of attention; to understand why on-line ‘friends’ may not be who they say they are and to understand why they should be careful in online environments; to understand why they should not post or share detailed accounts of their personal lives, contact information, daily routines, location, photographs and videos and to know how to ensure they have turned-on privacy settings; to understand why they must not post pictures or videos of others without their permission; to know not to download any files – such as music files - without permission; to have strategies for dealing with receipt of inappropriate materials; [for older pupils] to understand why and how some people will ‘groom’ young people for sexual reasons; To understand the impact of cyberbullying, sexting and trolling and know how to seek help if they are affected by any form of online bullying.

To know how to report any abuse including cyberbullying; and how to to seek help if they experience problems when using the internet and related technologies, i.e. parent or carer, teacher or trusted staff member, or an organisation such as Childline or the CLICK CEOP button.

Plans internet use carefully to ensure that it is age-appropriate and supports the learning objectives for specific curriculum areas.

Will remind students about their responsibilities through an end-user Acceptable Use Policy which every student will sign/will be displayed throughout the school/will be displayed when a student logs on to the school network.

Ensures staff will model safe and responsible behaviour in their own use of technology during lessons.

Ensures that when copying materials from the web, staff and pupils understand issues around plagiarism; how to check copyright and also know that they must respect and acknowledge copyright / intellectual property rights; Ensures that staff and pupils understand the issues around aspects of the commercial use of the Internet, as age appropriate. This may include, risks in pop-ups; buying on-line; online gaming / gambling;

Staff and governor training This school •

Ensures staff know how to send or receive sensitive and personal data and understand the requirement to encrypt data where the sensitivity requires data protection;

•

Makes regular training available to staff on e-safety issues and the school’s e-safety education program through annual updates/ termly staff meetings etc.

•

Provides, as part of the induction process, all new staff [including those on university/college placement and work experience] with information and guidance on the eSafeguarding policy and the school’s Acceptable Use Policies.

Parent awareness and training This school •

Runs a rolling programme of advice, guidance and training for parents, including: International British School of Bucharest © All Rights Reserved 2018| 112

o o o o o

Introduction of the Acceptable Use Agreements to new parents, to ensure that principles of e-safe behaviour are made clear Information leaflets; in school newsletters; on the school web site; demonstrations, practical sessions held at school; suggestions for safe Internet use at home; provision of information about national support sites for parents.

3. Expected Conduct and Incident management Expected conduct In this school, all users: •

• • •

•

are responsible for using the school ICT systems in accordance with the relevant Acceptable Use Policy which they will be expected to sign before being given access to school systems. (at KS1 it would be expected that parents/carers would sign on behalf of the pupils.) need to understand the importance of misuse or access to inappropriate materials and are aware of the consequences need to understand the importance of reporting abuse, misuse or access to inappropriate materials and know how to do so should understand the importance of adopting good e-safety practice when using digital technologies out of school and realise that the school’s E-Safety Policy covers their actions out of school, if related to their membership of the school will be expected to know and understand school policies on the use of mobile phones, digital cameras and hand held devices. They should also know and understand school policies on the taking / use of images and on cyber-bullying

Staff: • • •

are responsible for reading the school’s e-safety policy and using the school ICT systems accordingly, including the use of mobile phones, and hand held devices.

Students/Pupils should have a good understanding of research skills and the need to avoid plagiarism and uphold copyright regulations

Parents/Carers: • •

should provide consent for pupils to use the Internet, as well as other technologies, as part of the e-safety acceptable use agreement form at time of their child’s entry to the school should know and understand what the ‘rules of appropriate use’ are and what sanctions result from misuse

Incident Management In this school: •

there is strict monitoring and application of the e-safety policy and a differentiated and appropriate range of sanctions, though the attitudes and behaviour of users are generally positive and there is rarely need to apply sanctions

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•

• •

• •

all members and its wider community are encouraged to be vigilant in reporting issues, in the confidence that issues will be dealt with quickly and sensitively, through the school’s escalation processes. support is actively sought from other agencies as needed (eg the local authority and regional broadband grid, UK Safer Internet Centre helpline) in dealing with e-safety issues monitoring and reporting of e safety incidents takes place and contribute to developments in policy and practice in e-safety within the school. The records are reviewed/audited and reported to the school’s senior leaders. parents / carers are specifically informed of e-safety incidents involving young people for whom they are responsible.

We will contact the Police if one of our staff or pupils receives online communication that we consider is particularly disturbing or breaks the law

4. Managing the ICT infrastructure Internet access, security (virus protection) and filtering This school: •

Uses a filtering system which blocks sites that fall into categories such as pornography, race hatred, gaming, sites of an illegal nature, etc. All changes to the filtering policy is logged and only available to staff with the approved ‘web filtering management’ status;

•

Uses user-level filtering where relevant, thereby closing down or opening up options appropriate to the age / stage of the students;

•

Ensures network healthy through use of anti-virus software and network set-up so staff and pupils cannot download executable files;

•

Uses approved systems such as S2S, USO FX, secured email to send personal data over the Internet and uses encrypted devices or secure remote access where staff need to access personal level data off-site;

•

Blocks all Chat rooms and social networking sites except those that are part of an educational network or approved EDMODO;

•

Only unblocks other external social networking sites for specific purposes / Internet Literacy lessons;

•

Has blocked pupil access to music download or shopping sites – except those approved for educational purposes at a regional or national level, such as Audio Network;

•

Uses security time-outs on Internet access where practicable / useful;

•

Is vigilant in its supervision of pupils’ use at all times, as far as is reasonable, and uses common-sense strategies in learning resource areas where older pupils have more flexible access;

•

Ensures all staff and students have signed an acceptable use agreement form and understands that they must report any concerns;

•

Ensures pupils only publish within an appropriately secure environment such as EDMODO or approved blogging sites

•

Requires staff to preview websites before use [where not previously viewed or cached] and encourages use of EDMODO as a key way to direct students to age / subject appropriate web sites; Plans the curriculum context for Internet use to match pupils’ ability, using child-friendly search engines where more open Internet searching is required; eg yahoo for kids or ask for kids , Google Safe Search , …..

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•

Never allows / Is vigilant when conducting ‘raw’ image search with pupils e.g. Google image search;

•

Informs all users that Internet use is monitored;

•

Informs staff and students that that they must report any failure of the filtering systems directly to the system administrator. Our system administrator(s) logs or escalates as appropriate to the Technical service provider as necessary;

•

Makes clear all users know and understand what the ‘rules of appropriate use’ are and what sanctions result from misuse – through staff meetings and teaching programme;

•

Provides advice and information on reporting offensive materials, abuse/ bullying etc available for pupils, staff and parents

•

Immediately refers any material we suspect is illegal to the appropriate authorities.

Network management (user access, backup) This school ▪

Uses individual, audited log-ins for all users

▪

Uses guest accounts occasionally for external or short term visitors for temporary access to appropriate services

▪

Uses teacher ‘remote’ management control tools for controlling workstations / viewing users / setting-up applications and Internet web sites, where useful;

▪

Has additional local network auditing software installed;

▪

Storage of all data within the school will conform to data protection requirements

o

Pupils and Staff using mobile technology, where storage of data is online, will conform to the EU data protection directive where storage is hosted within the EU.

To ensure the network is used safely, this school: •

Ensures staff read and sign that they have understood the school’s e-safety Policy.

Following this, they are set-up with Internet, email access and network access. Online access to service is through a unique, audited username and password.

•

Staff access to the schools’ management information system is controlled through a separate password for data security purposes;

•

We provide pupils with an individual network log-in username. From Year 7 they are also expected to use a personal password;

•

All pupils have their own unique username and password which gives them access to the Internet and EDMODO

•

Secondary school pupils will be provided with their own school approved email account;

•

Makes clear that no one should log on as another user and makes clear that pupils should never be allowed to log-on or use teacher and staff logins as these have far less security restrictions and inappropriate use could damage files or the network;

•

Has set-up the network with a shared work area for pupils and one for staff. Staff and pupils are shown how to save work and access work from these areas;

•

Requires all users to always log off when they have finished working or are leaving the computer unattended;

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•

Where a user finds a logged-on machine, we require them to always log-off and then logon again as themselves. [Users needing access to secure data are timed out after 5 mins and have to re-enter their username and password to re-enter the network.];

•

Requests that teachers and pupils do not switch the computers off during the day unless they are unlikely to be used again that day or have completely crashed. We request that they DO switch the computers off at the end of the day and we also automatically switch off all computers at 6 o’clock to save energy;

•

Has set-up the network so that users cannot download executable files / programmes;

•

Has blocked access to music/media download or shopping sites – except those approved for educational purposes;

•

Scans all mobile equipment with anti-virus / spyware before it is connected to the network;

•

Makes clear that staff are responsible for ensuring that all equipment that goes home has the anti-virus and spyware software maintained up-to-date and the school provides them with a solution to do so;

•

Makes clear that staff are responsible for ensuring that any computer or laptop loaned to them by the school, is used solely to support their professional responsibilities and that they notify the school of any “significant personal use” as defined by HM Revenue & Customs.

•

Maintains equipment to ensure Health and Safety is followed; e.g. projector filters cleaned by site manager / TA; equipment installed and checked by approved Suppliers / electrical engineers

•

Has integrated curriculum and administration networks, but access to the Management Information System is set-up so as to ensure staff users can only access modules related to their role; e.g. teachers access report writing module; SEN coordinator - SEN data;

•

Ensures that access to the school’s network resources from remote locations by staff is restricted and access is only through school / approved systems: e.g. teachers access their area / a staff shared area for planning documentation via a VPN solution / RAv3 system;

•

Does not allow any outside Agencies to access our network remotely except where there is a clear professional need and then access is restricted and is only through approved systems; e.g. technical support or MIS Support, our Education Welfare Officers accessing attendance data on specific children, parents using a secure portal to access information on their child;

•

Provides pupils and staff with access to content and resources through the approved EDMODO which staff and pupils access using their username and password

•

Makes clear responsibilities for the daily back up of MIS and finance systems and other important files;

•

Has a clear disaster recovery system in place for critical data that includes a secure, remote back up of critical data, that complies with external Audit’s requirements;

•

Follows ISP advice on Local Area and Wide Area security matters and firewalls and routers have been configured to prevent unauthorised use of our network;

•

Our wireless network has been secured to industry standard Enterprise security level /appropriate standards suitable for educational use;

•

All computer equipment is installed professionally and meets health and safety standards;

•

Projectors are maintained so that the quality of presentation remains high; International British School of Bucharest © All Rights Reserved 2018| 116

•

Reviews the school ICT systems regularly with regard to health and safety and security.

Passwords policy •

This school makes it clear that staff and pupils must always keep their password private, must not share it with others and must not leave it where others can find. ;

•

All staff have their own unique username and private passwords to access school systems.

Staff are responsible for keeping their password private.

•

We require staff to use STRONG passwords for access into our MIS system.

•

We require staff to change their passwords into the MIS, every 90 days / twice a year

E-mail This school • Provides staff with an email account for their professional use, London Staffmail / LA email and makes clear personal email should be through a separate account; •

Provides highly restricted (Safe mail) / simulated environments for e-mail with Key Stage 1 pupils; Uses Londonmail with students as this has email content control

• •

Does not publish personal e-mail addresses of pupils or staff on the school website.

We use anonymous or group e-mail addresses, for example info@schoolname.la.sch.uk / head@schoolname.la.sch.uk / or class e-mail addresses (with one or more staff having access to an aliased/shared mailbox for a class) for communication with the wider public.

Will contact the Police if one of our staff or pupils receives an e-mail that we consider is particularly disturbing or breaks the law.

• •

Will ensure that email accounts are maintained and up to date

•

Reports messages relating to or in support of illegal activities to the relevant Authority and if necessary to the Police.

•

Knows that spam, phishing and virus attachments can make e mails dangerous. We use a number of technologies to help protect users and systems in the school, including desktop anti-virus product Sophos, plus direct email filtering for viruses, Trojans, pornography, phishing and inappropriate language. , Finally, and in support of these, filtering monitors and protects our internet access to the World Wide Web.

Pupils: •

Pupils are introduced to, and use e-mail as part of the ICT/Computing scheme of work.

•

Year R/1 pupils are introduced to principles of e-mail through EDMODO or closed ‘simulation’ software.

•

Pupils are taught about the safety and ‘netiquette’ of using e-mail both in school and at home i.e. they are taught: o

not to give out their e-mail address unless it is part of a school managed project or to someone they know and trust and is approved by their teacher or parent/carer;

o

that an e-mail is a form of publishing where the message should be clear, short and concise; that any e-mail sent to an external organisation should be written carefully and authorised before sending, in the same way as a letter written on school headed paper;

o

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they must not reveal private details of themselves or others in e-mail, such as address, telephone number, etc; o to ‘Stop and Think Before They Click’ and not open attachments unless sure the source is safe; o that they should think carefully before sending any attachments; o embedding adverts is not allowed; o that they must immediately tell a teacher / responsible adult if they receive an e-mail which makes them feel uncomfortable, is offensive or bullying in nature; o not to respond to malicious or threatening messages; o not to delete malicious of threatening e-mails, but to keep them as evidence of bullying; o not to arrange to meet anyone they meet through e-mail without having discussed with an adult and taking a responsible adult with them; o that forwarding ‘chain’ e-mail letters is not permitted.

Pupils sign the school Agreement Form to say they have read and understood the e-safety rules, including e-mail and we explain how any inappropriate use will be dealt with. o

•

Staff: •

Staff should only use the e-mail system provided by the school for professional purposes

•

Access in school to external personal e mail accounts may be blocked

•

Never use email to transfer staff or pupil personal data.

•

Staff know that e-mail sent to an external organisation must be written carefully, (and may require authorisation), in the same way as a letter written on school headed paper.

That it should follow the school ‘house-style’: o o o

•

the sending of multiple or large attachments should be limited, and may also be restricted by the provider of the service being used; the sending of chain letters is not permitted; embedding adverts is not allowed;

All staff sign our school Agreement Form AUP to say they have read and understood the esafety rules, including e-mail and we explain how any inappropriate use will be dealt with.

School website •

The Headteacher takes overall responsibility to ensure that the website content is accurate and the quality of presentation is maintained;

•

Uploading of information is restricted to our website authorisers: FLORIN GHITA

•

The school web site complies with the UK statutory DfE guidelines for publications;

•

Most material is the school’s own work; where other’s work is published or linked to, we credit the sources used and state clearly the author's identity or status;

•

The point of contact on the web site is the school address, telephone number and we use a general email contact address, e.g. info@schooladdress or admin@schooladdress. Home information or individual e-mail identities will not be published;

•

Photographs published on the web do not have full names attached;

•

We do not use pupils’ names when saving images in the file names or in the tags when publishing to the school website;

•

We do not use embedded geodata in respect of stored images International British School of Bucharest © All Rights Reserved 2018| 118

•

We expect teachers using’ school approved blogs or wikis to password protect them and run from the school website.

EDMODO •

Uploading of information on EDMODO is shared between different staff members according to their responsibilities e.g. all class teachers upload information in their class areas;

•

Photographs and videos uploaded to EDMODO will only be accessible by members of the school community;

•

In school, pupils are only able to upload and publish within school approved and closed systems, such as EDMODO;

Social networking •

Teachers are instructed not to run social network spaces for student use on a personal basis or to open up their own spaces to their students, but to use the schools’ preferred system for such communications.

•

The school’s preferred system for social networking will be maintained in adherence with the communications policy.

School staff will ensure that in private use: • No reference should be made in social media to students / pupils, parents / carers or school staff • They do not engage in online discussion on personal matters relating to members of the school community • Personal opinions should not be attributed to the International British School of Bucharest or local authority • Security settings on personal social media profiles are regularly checked to minimise risk of loss of personal information.

CCTV •

We have CCTV in the school as part of our site surveillance for staff and student safety.

We will not reveal any recordings (retained by the Support Provider for 28 days), without permission except where disclosed to the Police as part of a criminal investigation.

•

We use specialist lesson recording equipment on occasions as a tool to share best teaching practice. We do not reveal any such recordings outside of the staff and will not use for any other purposes.

5. Data security: Management Information System access and Data transfer Strategic and operational practices At this school: • The Head Teacher is the Senior Information Risk Officer (SIRO).

•

Staff are clear who are the key contact(s) for key school information (the Information Asset Owners) are. We have listed the information and information asset owners In the Esafety Folder on the School Server

•

We ensure staff know who to report any incidents where data protection may have been compromised.

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•

All staff are DBS checked and records are held in one central record We ensure ALL the following school stakeholders sign an Acceptable Use Agreement form.

We have a system so we know who has signed. o staff o governors o pupils o parents

This makes clear staffs’ responsibilities with regard to data security, passwords and access.

• We require that any Protect and Restricted material must be encrypted if the material is to be removed from the school and limit such data removal.

•

School staff with access to setting-up usernames and passwords for email, network access and EDMODO access are working within the approved system and follow the security processes required by those systems.

•

We ask staff to undertake at least annual house-keeping to review, remove and destroy any digital materials and documents which need no longer be stored.

Technical Solutions • Staff have secure area(s) on the network to store sensitive documents or photographs.

•

We require staff to log-out of systems when leaving their computer, but also enforce lockout after <5 mins idle time>.

•

We store any Protect and Restricted written material in lockable storage cabinets in a lockable storage area.

•

All servers are in lockable locations and managed by DBS-checked staff.

•

We lock any back-up tapes in a secure, fire-proof cabinet. Back-ups are encrypted. No back-up tapes leave the site on mobile devices.

•

We use named alternative solution for disaster recovery on our network / admin, curriculum server(s).

•

We comply with the WEEE directive on equipment disposal> by using an approved or recommended disposal company for disposal of equipment where any protected or restricted data has been held and <get a certificate of secure deletion for any server that once contained personal data.

•

Portable equipment loaned by the school (for use by staff at home), where used for any protected data, is disposed of through the same procedure.

•

Paper based sensitive information is shredded, using cross cut shredder / collected by secure data disposal service.

•

We are using secure file deletion software.

6. Equipment and Digital Content • •

School provides Android Tablets and laptops to a number of teaching staff for administrative purposes and to help with the planning of Tablet based lessons.

Staff sign an agreement on receipt of a device which can be found as an appendix to this document.

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Personal mobile phones and mobile devices • Designated ‘mobile use free’ areas are situated in the setting, and signs to this effect are to be displayed throughout. The areas which should be considered most vulnerable include: toilets, bathrooms and in some settings - sleep areas and changing areas.

• Mobile phones brought into school are entirely at the staff member, student’s & parents’ or visitors own risk. The School accepts no responsibility for the loss, theft or damage of any phone or hand held device brought into school.

• Student mobile phones which are brought into school must be turned off (not placed on silent) and stored out of sight on arrival at school. They must remain turned off and out of sight until the end of the day. Staff members may use their phones during school break times.

All visitors are requested to keep their phones on silent.

• The recording, taking and sharing of images, video and audio on any mobile phone is to be avoided; except where it has been explicitly agreed otherwise by the head teacher. Such authorised use is to be monitored and recorded. All mobile phone use is to be open to scrutiny and the head teacher is to be able to withdraw or restrict authorisation for use at any time if it is to be deemed necessary.

• The School reserves the right to search the content of any mobile or handheld devices on the school premises where there is a reasonable suspicion that it may contain undesirable material, including those which promote pornography, violence or bullying. Staff mobiles or hand held devices may be searched at any time as part of routine monitoring.

• Where parents or students need to contact each other during the school day, they should do so only through the School’s telephone. Staff may use their phones during break times.

If a staff member is expecting a personal call they may leave their phone with the school office to answer on their behalf, or seek specific permissions to use their phone at other than their break times.

• Mobile phones and personally-owned devices will not be used in any way during lessons or formal school time. They should be switched off or silent at all times.

• Mobile phones and personally-owned mobile devices brought in to school are the responsibility of the device owner. The school accepts no responsibility for the loss, theft or damage of personally-owned mobile phones or mobile devices.

• Mobile phones and personally-owned devices are not permitted to be used in certain areas within the school site, e.g. changing rooms and toilets.

• Mobile phones will not be used during lessons or formal school time unless as part of an approved and directed curriculum-based activity with consent from a member of staff.

• The Bluetooth or similar function of a mobile phone should be switched off at all times and not be used to send images or files to other mobile phones.

• Personal mobile phones will only be used during lessons with permission from the teacher.

• No images or videos should be taken on mobile phones or personally-owned mobile devices without the prior consent of the person or people concerned.

• All mobile phones and personally-owned devices will be handed in at reception should they be brought into school.

Students’ use of personal devices • The School strongly advises that student mobile phones should not be brought into school.

• The School accepts that there may be particular circumstances in which a parent wishes their child to have a mobile phone for their own safety.

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• If a student breaches the school policy then the phone or device will be confiscated and will be held in a secure place in the school office. Mobile phones and devices will be released to parents or carers in accordance with the school policy.

• Phones and devices must not be taken into examinations. Students found in possession of a mobile phone during an exam will be reported to the appropriate examining body. This may result in the student’s withdrawal from either that examination or all examinations.

• If a student needs to contact his or her parents or carers, they will be allowed to use a school phone. Parents are advised not to contact their child via their mobile phone during the school day, but to contact the school office.

• Students should protect their phone numbers by only giving them to trusted friends and family members. Students will be instructed in safe and appropriate use of mobile phones and personally-owned devices and will be made aware of boundaries and consequences.

• Students will be provided with school mobile phones to use in specific learning activities under the supervision of a member of staff. Such mobile phones will be set up so that only those features required for the activity will be enabled.

• No students should bring his or her mobile phone or personally-owned device into school.

Any device brought into school will be confiscated.

Staff use of personal devices • Staff are not permitted to use their own mobile phones or devices for contacting children, young people or their families within or outside of the setting in a professional capacity.

• Staff will be issued with a school phone where contact with students, parents or carers is required.

• Mobile Phones and personally-owned devices will be switched off or switched to ‘silent’ mode. Bluetooth communication should be ‘hidden’ or switched off and mobile phones or personally-owned devices will not be used during teaching periods unless permission has been granted by a member of the senior leadership team in emergency circumstances.

• If members of staff have an educational reason to allow children to use mobile phones or a personally-owned device as part of an educational activity then it will only take place when approved by the senior leadership team.

• Staff should not use personally-owned devices, such as mobile phones or cameras, to take photos or videos of students and will only use work-provided equipment for this purpose.

• If a member of staff breaches the school policy then disciplinary action may be taken.

• Where staff members are required to use a mobile phone for school duties, for instance in case of emergency during off-site activities, or for contacting students or parents, then a school mobile phone will be provided and used. In an emergency where a staff member doesn’t have access to a school-owned device, they should use their own device and hide (by inputting 141) their own mobile number for confidentiality purposes.

Digital images and video In this school:

• We gain parental / carer permission for use of digital photographs or video involving their child as part of the school agreement form when their daughter / son joins the school;

• We do not identify pupils in online photographic materials or include the full names of pupils in the credits of any published school produced video materials / DVDs;

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• Staff sign the school’s Acceptable Use Policy and this includes a clause on the use of mobile phones / personal equipment for taking pictures of pupils;

• If specific pupil photos (not group photos) are used on the school web site, in the

prospectus or in other high profile publications the school will obtain individual parental or pupil permission for its long term use

• The school blocks/filter access to social networking sites or newsgroups unless there is a specific approved educational purpose;

• Pupils are taught about how images can be manipulated in their eSafety education

programme and also taught to consider how to publish for a wide range of audiences which might include governors, parents or younger children as part of their ICT scheme of work;

• Pupils are advised to be very careful about placing any personal photos on any ‘social’

online network space. They are taught to understand the need to maintain privacy settings so as not to make public, personal information.

•

Pupils are taught that they should not post images or videos of others without their permission. We teach them about the risks associated with providing information with images (including the name of the file), that reveals the identify of others and their location, such as house number, street name or school. We teach them about the need to keep their data secure and what to do if they are subject to bullying or abuse.

Asset disposal Details of all school-owned hardware will be recorded in a hardware inventory.

Details of all school-owned software will be recorded in a software inventory.

All redundant equipment will be disposed of through an authorised agency. This will include a written receipt for the item including an acceptance of responsibility for the destruction of any personal data.

All redundant equipment that may have held personal data will have the storage media forensically wiped. Alternatively, if the storage media has failed, it will be physically destroyed. The school will only use authorised companies who will supply a written guarantee that this will happen.

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School Exclusion Policy Purpose The purpose of this policy to set out clear criteria for the exclusion, either temporary or permanent, and the procedures that should be followed in regard to any student situation involving a potential exclusion outcome.

Overview This policy describes the practice that this school follows regarding the exclusion of a child. It recognises that the seriousness of some situations requires an immediate response that cannot always follow the best practice set out in the policy but, in all situations, the rights of children and parents to a full hearing will be respected.

The decision to exclude a child will only be taken in the following circumstances: ▪ in response to a serious breach of the school’s Behaviour Policy, and/or ▪ if allowing the child to remain in school would seriously harm the education or welfare of other persons or the child him/herself in the school.

1. Introduction 1.1. The Executive Director, Headteacher and all staff at IBSB are committed to the provision of a broad and balanced curriculum for all children. They are also responsible for promoting good behaviour and discipline on the part of the whole school community and for securing an orderly and safe environment for children and staff in order to ensure that the curriculum is delivered and children are able to realise their perceived potential.

1.2. The Headteacher has the discretion to deal with children who are displaying challenging behaviour but will do so consistently in the context of the school’s Behaviour for Learning Policy.

1.3. The Behaviour for Learning Policy and other relevant documents include a number of different strategies designed to promote the continued inclusion of children into the school.

Exclusion is the most drastic step that any school can take because it runs against the school’s commitment to inclusion and is out of necessity reserved for the most serious cases.

1.4. The decision to exclude a child must be lawful, reasonable, and fair. Schools have a statutory duty not to discriminate against children on the basis of protected characteristics, such as disability or race. Schools should give particular consideration to the fair treatment of children from groups who are vulnerable to exclusion.

1.5. Under the Equality Act 2010 (“the Equality Act”) schools must not discriminate against, harass or victimise children because of their: sex; race; disability; religion or belief; sexual orientation; because of a pregnancy / maternity; or because of a gender reassignment. For disabled children, this includes a duty to make reasonable adjustments to policies and practices.

1.6. In carrying out their functions under the Equality Act means schools must have due regard to the need to: International British School of Bucharest © All Rights Reserved 2018| 124

•

eliminate discrimination and other conduct that is prohibited by the Equality Act

•

advance equality of opportunity between people who share a protected characteristic and people who do not share it; and foster good relations across all characteristics – between people who share a protected characteristic and people who do not share it.

1.7. Exclusion itself can take many different forms and these may include: •

Time out within the class imposed by the teacher

•

Time out in another teacher’s class

•

Lunchtime exclusion

•

Fixed term exclusion

•

Permanent exclusion

2. Before Considering Exclusion 2.1. The School recognises that parents/carers are profoundly affected by the exclusion of their child and will work with them closely to ensure that only in rare circumstances will exclusion come as a surprise.

2.2. In most instances parents/carers will have been working with the school to prevent their child from being excluded.

2.3. Children at risk of being excluded are likely to have had a history of disaffection and to have had a variety of contracts (Behaviour Action Plans, Behaviour Support Plans, Pastoral Support Plans) before the question of exclusion arises.

2.4. In formulating these plans support services are likely to have been invovled, for example the Student Counselling Service. In all cases the involvement of these services will be with the consent of the parents/carers and in many instances they will have made direct contact.

3. The Executive Director’s/Headteacher’s Power to Exclude 3.1. Only the Executive Director/Headteacher can exclude a child and this must be on disciplinary grounds. A child may be excluded for one or more fixed periods (up to a maximum of 15 school days in a single academic year), or permanently.

3.2. A fixed period exclusion does not have to be for a continuous period. In exceptional cases, usually where further evidence has come to light, a fixed period exclusion may be extended or converted to a permanent exclusion.

3.3. Children whose behaviour at lunchtime is disruptive may be excluded from the school lunchroom premises for the duration of the lunchtime period.

3.4. The behaviour of children outside school can be considered as grounds for exclusion. This will be a matter of judgement for the Headteacher in accordance with the school’s published Behaviour for Learning Policy.

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3.5. When establishing the facts in relation to an exclusion the Headteacher must apply the normal standard of proof, i.e. ‘on the balance of probabilities’ it is more likely than not that a fact is true, rather than the criminal standard of ‘beyond reasonable doubt’.

4. Children who have Special Educational Needs & Disabilities - SEND 4.1. The Headteacher must take account of the non-binding UK statutory duties in relation to Special Educational Needs (SEN) when administering the exclusion process. This includes having regard to the SEN Code of Practice.

4.3. In those cases where a child who has Special Educational Needs is likely to be excluded, the school will try every practicable means to avoid the need for exclusion.

5. Vulnerable Children 5.1. Appropriate steps will be taken to seek to avoid their exclusion.

5.2. Student support services will be involved at the earliest opportunity whenever a child in seems likely to be excluded.

5.4. Children who are vulnerable or who have faced specific child safeguarding issues have particular rights of appeal if they are excluded and the Headteacher will take all necessary steps to make sure that these rights are respected and that appropriate information is shared with agencies, parents and carers.

6. The Run Up to a Possible Exclusion 6.1. In those cases where an exclusion seems likely to occur, the school will: • try to warn parents/carers in writing that the child is at risk of exclusion • if time allows, arrange a meeting with the parents to plan how to support the child and avoid the need for exclusion • take account of the views of the child • keep written notes of all verbal warnings to the child and advice to parents and carers • involve the student support services and/or other agencies as appropriate.

7. When to Consider Exclusion 7.1. Exclusion will be used sparingly in response to serious breaches of school policy or law.

Normally the decision to exclude a child will only be taken if: • there have been serious breaches of the school’s Behaviour for Learning Policy and • there is a danger that allowing the child to remain in school will seriously harm the education or welfare / health and safety of the child or others • a range of alternative strategies has been tried before excluding the child

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7.2. However, a permanent exclusion may be given for a first / single offence, for example in the event of serious, actual or threatened violence, using or selling illegal substances, and posting information online that brings the school’s reputation into disrepute.

7.3. Before reaching the decision to exclude a child, the Headteacher will: • consider all the relevant facts and such evidence as may be available to support the allegations made, taking into account the school’s Behaviour and Equalities Policies and the need to apply those policies consistently • allow the child to give his or her own version of events • check whether the incident may have been provoked, for example, by racial or sexual harassment • consult others, as appropriate 7.4. If the Headteacher is satisfied, on the balance of probabilities, that the child did what he or she is alleged to have done and that exclusion is the appropriate sanction given the nature of the issue, the Headteacher may exclude the child. (Only the Executive Director/Headteacher can exclude a child from school).

8. Lunchtime Exclusion 8.1. Children whose behaviour at lunchtime is disruptive may be excluded from the school lunchroom for the duration of the lunchtime period.

9. Fixed Term Exclusion 9.1. The Headteacher can exclude a child for up to 15 days in any one school year.

9.2. Individual exclusions will be for the shortest time necessary, because any exclusion makes it difficult for the child to reintegrate into the school.

9.3. The reasons for fixed term exclusion are: • to make it clear to the child that a particular behaviour is unacceptable, because it affects not only the right of others to a safe and secure environment but also interferes with the opportunities for learning • to support school discipline and to act as a clear statement to all children that certain behaviour is unacceptable • to ensure that parents/carers know of the behaviour and are involved in controlling it.

9.4. In all cases where a child is excluded for up to but less than six days, the school will take reasonable steps to set and mark work that is accessible and achievable outside of school.

9.5. Only in the most exceptional circumstances will the Headteacher exclude a child for a first or one---off offence. Such exceptional circumstances might include carrying an offensive weapon, using or supplying an illegal drug, sexual misconduct or serious actual/ threatened violence against another child or a member of staff, and posting information online that brings the school’s reputation into disrepute.

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10. Permanent Exclusion 10.1. Permanent exclusion is an extremely serious step Director/Headteacher will normally only consider such action if:

to

take.

The

Executive

• in response to a serious breach, or persistent breaches, of the school's Behaviour Policy • where allowing the child to remain in school would seriously harm the education or welfare of the child or others in the school • the child has been offered a full range of services and strategies designed to maintain that child’s inclusion in school • there is evidence that previous plans and strategies have been consistently applied but brought about no significant improvement in the child’s behaviour.

10.2. Permanent exclusion is usually the final step in the process for dealing with disciplinary offences. It is an acknowledgement by the School that it has exhausted all available strategies for dealing with the child.

11. Exclusion Procedure 11.1. Whenever a Headteacher excludes a child they must, without delay, notify parents of the period of the exclusion and the reasons for it.

11.2. They must also, without delay, provide parents with the following information in writing: • the reasons for the exclusion • the period of a fixed period exclusion or, for a permanent exclusion, the fact that it is permanent • parents’ right to make representations about the exclusion to the Executive Director/Headteacher and how the child may be involved in this • how any representations should be made 11.3. If alternative provision is being arranged (internal suspension) then the following information must be included: • the start date for any provision of full---time education that has been arranged for the child during the exclusion • the start and finish times of any such provision, including the times for morning and afternoon sessions where relevant • the location at which the provision will take place • any information required by the child to identify the person he / she should report to on the first day.

• it must be provided without delay and no later than 48 hours before the provision is due to start 11.4. The failure of a Headteacher to give notice of the information above by the required time does not relieve the Headteacher of the duty to serve the notice. A notice is not made invalid solely because it has not been given by the required time.

11.5. Parents/carers must be informed where a fixed period exclusion has been extended or converted to a permanent exclusion. In such cases the Headteacher must write again to the parents explaining the reasons for the change and providing any additional information required.

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11.6. Effective methods for providing the information may include email or text message; giving the notice directly to the parents; or sending the information home with the excluded child.

Where information is sent home with a child, Headteachers should consider sending a duplicate copy by an alternative method or confirming that the information has been received.

11.7. Headteachers should ensure that information provided to parents/carers is clear and easily understood. Where the parents’/carers first language is not English consideration should be given, where practical, to translating the letter or taking additional steps to ensure that the details of the exclusion and parents’/carers right to make representations to the Executive Director/Headteacher have been understood.

12. The Governing Body’s (Executive Director’s Duty) to Consider an Exclusion 12.1. The Executive has a duty to consider parents’/carers representations about an exclusion.

The requirements on a governing body to consider an exclusion depend upon a number of factors.

12.2. The Executive Director may delegate their functions with respect to the consideration of an exclusion decision to a sub---committee consisting of at least three members including a member for the SLT. 12.3. The governing body must consider the reinstatement of a permanently excluded child within 15 school days of receiving notice of the exclusion.

13. Reintegration into School 13.1. The Headteacher will convene a planning meeting to discuss and make plans for the reintegration of a child after an extended exclusion. The meeting will make the necessary preparations for the child’s return to school and will involve the parents/carers and the child as well as key members of school staff. In some cases it may be useful to include other agencies if they are directly involved in supporting the child.

13.2. The meeting will consider all aspects of reintegrating the child, including any modifications to the timetable or the provision of additional support. Any previous plans will be revised and new targets agreed. If there were no plans prior to the exclusion one will be drawn up. All plans will include elements of a contract between the parties involved so that the child will know how to achieve success, the school will set realistic targets and review dates will be set. The meeting will also consider whether the child has SEN and whether enough is being done to support those needs.

14. National Standard List of Reasons for Exclusions This list provides descriptors of reasons for exclusions and the main reason for exclusion. The 12 categories should cover the main reasons for exclusions and the 'other' category should only be used in exceptional circumstances. Appendix 1

15. Monitoring and Review 15.1. This policy is a working document. Therefore, it is open to change and restructure as and when appropriate.

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15.2. This policy will be reviewed bi-annually by the Senior Leadership Team in School.

Related Policies This policy should be read in conjunction with these documents: WS Health and Safety WS Child Safeguarding Policy WS Educational Visits Policy Exclusion from maintained schools, academies and pupil referral units in England – DfE Behaviour and discipline in schools DfE – February 2014

Appendix 1 1. Physical assault against pupil

2. Physical assault against adult

•

Fighting

•

Violent behaviour

•

Violent behaviour

•

Wounding

•

Wounding

•

Obstruction and jostling

•

Obstruction and jostling

3. Verbal abuse/ threatening behaviour 4. Verbal abuse/ threatening behaviour against pupil against adult •

Threatened violence

•

Threatened violence

•

Aggressive behaviour

•

Aggressive behaviour

•

Swearing

•

Swearing

•

Homophobic abuse and harassment

•

Homophobic abuse and harassment

•

Verbal intimidation

•

Verbal intimidation

•

Carrying an offensive weapon

•

Carrying an offensive weapon

5. Bullying

6. Racist abuse

•

Verbal

•

Racist taunting and harassment

•

Physical

•

Derogatory racist statements

•

Homophobic bullying

•

•

Racist bullying

Swearing that can be attributed to racist characteristics

•

Racist bullying

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•

Racist graffiti

7. Sexual misconduct

8. Drug and alcohol related

•

Sexual abuse

•

Possession of illegal drugs

•

Sexual assault

•

Inappropriate use of prescribed drugs

•

Sexual harassment

•

Drug dealing

•

Lewd behaviour

•

Smoking

•

Sexual bullying

•

Alcohol abuse

•

Sexual graffiti

•

Substance abuse

9. Damage

10. Theft

•

Vandalism

•

Stealing school property

•

Arson

•

•

Graffiti

Stealing personal property (pupil or adult)

•

Stealing from local shops on a school outing

•

Selling and dealing in stolen property

11. Persistent disruptive behaviour

12. Other

•

Challenging behaviour

•

Disobedience

Includes incidents that are not covered by categories 1-11 but this category should be used sparingly

•

Persistent violation of school rules

Fixed Term Exclusion: Information for Parents/Carers Hearing that your child has been fixed term excluded from school can be distressing for parents and knowing what rights and responsibilities you have as a parent can help. This leaflet answers some of the many questions you may have.

Headteachers do not exclude a child lightly. A school will usually have tried a number of other actions before excluding a child. It is always helpful if the school and parents/carers work together over an exclusion in order to avoid repeat exclusions.

Q What does a Fixed Period Exclusion (FX) mean?

A The Headteacher has decided that because of your child’s behaviour he/she cannot attend school for a period as a punishment.

Q Do I have any say in the matter?

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You can of course discuss the decision with the Headteacher who must consider anything you want to say but the rules vary according to how long the exclusion last: 1---5 days in a term (add all the days together if more than 1 exclusion) The Executive Director/Headteacher must consider anything you wish to say and may meet you.

They cannot reinstate your child (ie overturn the exclusion) but might put a note on file if they did not agree with the exclusion.

There is no time limit but it should be reasonably prompt.

The Executive Director/Headteacher can either uphold the exclusion or reinstate your child.

If the exclusion is over and the Executive Director/Headteacher do not uphold it, they will record this on the child’s file.

Q What happens to my child’s education during a FX? For the first 5 days of any exclusion, you are responsible for your child’s whereabouts during school hours.

Q What about schoolwork?

The school is responsible for setting and marking work during this period and you may be asked to collect and deliver it.

Q The letter I received refers to a “reintegration meeting”. What is this?

A reintegration meeting is intended to help your child return to school successfully.

Q When will the meeting take place and who must attend?

The Headteacher must arrange a meeting for any child excluded from school which should take place the morning they return to school. Parents must be present along with the excluded child.

Q What if I cannot attend on the day the school has set the meeting.

The school should as far as possible try to arrange the interview at a time and date convenient to you and the school.

Q What will happen if I do not attend?

The exclusion cannot be extended, but it may make a successful return for your child more difficult. Additionally, your failure to attend will be recorded and could be considered a factor for permanent exclusion in future due to lack of parental support should another incident occur requiring a fixed period of exclusion.

Q Can I get help with dealing with my child’s behaviour?

If you feel that the relationship between you and your child is breaking down, and that you are losing control over him or her, IBSB Student Support Services is available to help with student meetings, parents meetings, and student-parent meetings. Parents can contact student support services to ask for a meeting at the following address: studentcounselor@ibsb.ro Q My child has SEN, does that make a difference to how the school deals with excluding them?

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Exclusions should be the last resort for a child with SEN. Under the Disability Discrimination Act (DDA) disabled children should not be excluded for reasons connected to their disability.

If your child has Special Educational Needs it might be helpful for the SENCO (Special Educational Needs Coordinator) to be at some meetings.

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Lockdown Policy [What to do in the situation of a potential bomb threat]

Purpose The purpose of this is to provide a clear guideline with the stages and requirements for staff in regard to a bomb threat.

Overview Although bomb threats are extremely rare, IBSB is aware of both the potential for actual harm and the potential for severe disruption to its programme that can be caused by hoaxes and malicious threats. It is the policy of IBSB to put in place procedures intended to minimise the risk to security and safety from bomb threats on campus. This policy brings together the procedures in accordance with both UK standards and Romanian law. If a mass evacuation is required, then please refer specifically to the IBSB Mass Evacuation Plan (IBSBMEP).

Telephone Bomb Threats 1. Telephone bomb threats are nearly always hoaxes but must be taken seriously in the first instance. Even if genuine, the fact that the bomber has made a warning call indicates that the aim is to destroy property rather than take life, so there will be a period of time between the call being made and the bomb going off to allow for reaction on the part of the target.

2. The call may be made direct to an individual or to the office or may come via an outside agency (a local newspaper or broadcasting service newsroom). If received directly, the person taking the call must record as much detail as possible to enable an assessment to be made as to whether the threat may be genuine or not. If possible, the police should be informed whilst the call is still in progress since they may be able to trace it. A ‘BOMB THREAT CALL PROCEDURES’ should be kept under or close to all phones, ready for use should the need arise.

3. The person who has received the call must immediately give the Executive Director or Head of school (or other member of SLT) all the details that have been noted. An assessment will then be made, in conjunction with the Police, and any subsequent action notified disseminated to all staff via the phone tree and email. Evacuation of the building is not normally the best course of action, particularly since the location of the bomb is unlikely to be known. Generally, it will be safer to remain in the building in shelter areas than be exposed to flying debris out in the open.

Designated areas: 1. Primary School: PE Hall with blinds down 2. Secondary School: Lunch Hall 3. CODECS Building:

Level 3 Sixth Form common area- away form all windows Level 5 Hall with entry to exam room area

4. The School Safety Officer will normally direct that an immediate search be made of those parts of the building to which the public have had access and this is best done by staff familiar with those areas. Members of the public on the premises will have to be evacuated, taking all their belongings with them, and told to move right out of the area and not to return for at least an hour. The areas to be searched will be the Main gate entrance and fence perimeter (in case a device has been thrown over the fence). The International British School of Bucharest © All Rights Reserved 2018| 134

guards and Site Manager shall be responsible to check the perimeter. If a suspect package is found, the Executive Director/Head of School must be informed immediately so that necessary action can be taken. Normally, this will mean staff remaining in the building, but in shelter areas distant from the suspect device. If nothing is found, a hoax can normally be assumed, but the Executive Director/Head of School may decide that staff should remain in shelter areas a while longer.

1.0

Telephone Threats NB: Guidance Notes should be issued to all telephonists, office staff, senior management, and others who may have to respond to a threat case.

1.1. Notify the office manager or another employee by a pre-arranged signal system to alert management and contact the police.

1.2. Have someone present contact the police immediately via 112 1.3. Attempt to keep the caller talking as long as possible to enable the origin of the call to be traced.

1.4. Obtain as much detailed information as possible from the source, using the ‘BOMB THREAT CALL PROCEDURES’ form.

1.5. Immediately following the telephone call, fully and promptly complete the report form, while details are fresh.

1.6. Repeat all information received to a senior member of staff, so that the appropriate action can be taken, i.e. to evacuate or search.

1.7. Immediately contact one of the people listed below Name

Tel No

Alternative Tel No

Aura Bogdan

0745999090

0722273334

Kendall Peet

0748028545

0729625147

Ciprian Tiplea

0721213108

Alan Cornish

0756050926

1.8. If a bomb explosion is imminent, initiate procedure to inform all staff 1. Sound BOMB THREAT ALARM 2. Initiate Staff Phone Tree 3. Email all Staff 1.9 ON HEARING THE BOMB ALARM: 1. Get down low 2. Keep away from windows 3. Close office doors 4. Move to designated safe areas 5. Wait and follow verbal instructions Note: - The decision to evacuate or search must be made by the Executive Director/Head of School, based on the type of call and the information given by the caller. The call may come through a second party, e.g. the police or press and, if a specific time is stated for a bomb to detonate, the obvious decision would be to evacuate.

2.0 Letter Bombs 2.1. Experience in dealing with letter bombs indicates that in many cases they are: 2.1.1.

2.1.2.

2.1.3.

Placed in substantial envelopes or parcels containing paperback books In the form of flat letters weighing up to 102g In packages the size of a conventional book International British School of Bucharest © All Rights Reserved 2018| 135

2.1.4.

Delivered through normal postal services

2.2. The degree of caution to be observed in handling such items can be determined by the cumulative effect of the points giving rise to suspicion which include: 2.3. The postmark, if foreign and not familiar 2.3.1. The writing, which may have an unusual appearance, lack literacy, or is crudely printed.

2.3.2. The name and address of the sender, if the geographical area differs from the area of the postmark 2.3.3. ‘Personal’ or ‘private’ letters addressed to senior management under the job title rather than by name.

2.3.4. Weight, if excessive for the size and apparent contents 2.3.5. Weight distribution, if uneven, this may indicate the presence of batteries 2.3.6. Grease marks on the exterior of the wrapping (i.e. showing through from the inside), may indicate ‘sweaty’ explosive 2.3.7. Smell, some explosives have a smell of marzipan or almonds 2.3.8. Abnormal fastening, if the sealing is excessive for the type of package, this may be a form of booby trap 2.4. Damaged enveloped or packaging that exposes wires, batteries or fluid-filled plastic sachets should not be handled further.

2.5. Packages that rattle, feel springy or emit a ticking noise should be treated with extreme caution.

2.6. If suspicions cannot be alleviated: 2.6.1. Immediately contact the Executive Director/Head of School (or member of the SLT) 2.6.2. Do not attempt to open the letter/package or tamper with it. It will probably have been designed to withstand postal handling and to detonate during a normal sequence of opening 2.6.3. With minimum further handling, isolate it to reduce possible blast damage, place on table, clear all items from around it 2.6.4. Seal off the area to keep people away 2.7

On rare occasions warnings are received through the mail.

2.7.1 On receipt of such a warning the following action should be taken: 2.7.2 These directives apply to letters threatening or warning of a bomb (if there is the faintest suspicion that a letter or parcel may contain an explosive device, DO NOT HANDLE IT; evacuate the area and immediately contact one of the people named below.

2.7.3 Handle the letter as little as possible.

2.7.4 Place the letter inside a polythene bag provided so that the document can be read without further direct handling. Seal the bag and tag it with the time and date received.

2.7.5 Immediately (whilst still fresh in your mind) make a list of those who handled the material before it was protected.

2.7.6 Take immediate steps to recover the envelope (if separated from the letter prior to discovery) International British School of Bucharest © All Rights Reserved 2018| 136

2.7.7 Immediately contact the Executive Director/Head of School (or a member of the SLT) 3.0 Evacuate or Search 3.1

This decision must be made by the Executive Director/Head of School, based on the type of call and information given by the caller. The call may come via a second party, e.g. the police or the press and if a specific time is stated for a bomb to detonate, the obvious decision would be to evacuate to a designated safe area.

4.0

Bomb Search

4.1. If the decision is taken to search the premises as opposed to either a full or partial evacuation, the services of the local Police or Bomb Disposal Authorities should be sought. Phone 112.

4.2. The following points must be considered when undertaking the search: 4.2.1. Do not use portable radio transmitters as they can detonate explosive devices within a radius of 30 metres 4.2.2. Divide the hub site into pre-determined sections with a thorough search plan for each section.

4.2.3. If possible, utilise staff members familiar with the area to be searched, as they are more likely to identify packages that should not be there 4.2.4. As a bomb would most likely be concealed in a compartment, suitcase, briefcase, box or packaging, be suspicious of any items that are unattended or out of place.

4.2.5. Seal off all areas that have been searched to avoid repetition of the search 4.3. If there is any reason to believe that a bomb or incendiary device has been found, the following precautionary measures should be carefully observed: 5.0

DO NOT: -

5.1. Attempt to open a suspected package, leave it in its original position 5.2. Place a package believed to contain a bomb or incendiary device in water, water is a conductor of electricity and may cause detonation 5.3. Cut, remove or undo string or wire on a suspected package as this may release the trigger mechanism and cause the detonation.

5.4. Lift the cover of a box believed to contain a bomb or incendiary device 6.0

DO:

6.1. Cordon off the area, to prevent entry by unauthorised persons whilst awaiting expert assistance 6.2. Remain calm; keep voices as low as possible. Move in a positive style but do not run.

6.3. Do not openly speculate within hearing distance of any employee or visitor. All actions should reflect a â&#x20AC;&#x2DC;business as usualâ&#x20AC;&#x2122; attitude 7.0

Bomb Evacuation

7.1. Refer to the separate section of this Appendix relating to Evacuation Procedures. It is emphasised that different considerations exist when evacuating premises in the event of fire and responding to a bomb alert, i.e. where the risk of instantaneous devastation is too great to permit staff to exit within the vicinity of the premises.

7.2. The fire alarm system is the most efficient method of initiating an evacuation, but the following procedures should also be observed: 7.2.1. All lifts should be called to one floor above the ground floor, switched to manual operation and held there 7.2.2. All personnel to assemble at the designated safety area and await instructions International British School of Bucharest Š All Rights Reserved 2018| 137

7.2.3.

7.2.4.

8.0

Do not allow entry or re-entry into the building until given approval by the Police or Bomb Disposal Officers Once the police give the okay, to evacuate the building, or to return to your room/class.

Appendix 1

8.1. Responding to an Incident - Incident Flowchart The likely flow of events is: Telephone/ Written Warning

Suspicious package in post room

Inform Exec. Director/ Callof Police Head School 112

Suspicious package / vehicle elsewhere

Evacuate vicinity and advise Exec. Director/ Head of School Call Police 112

Obtain as much data as possible

Complete Questionnaire

Police Decision Hoax / Genuine / Error

Evacuate to designated area as advised by police. Initiate 'Search & Discovery' procedure Follow Police Advice

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After the Call Immediately contact one of the people listed on the report form (copy attached).

Leave line open and dial XXX to ascertain origin of call.

Fully and promptly complete the report form, while details are fresh.

NB: Guidance Notes should be issued to all telephonists, office staff, senior management, and others who may have to respond to a threat case.

Immediately contact one of the following: Name

Tel No

Alternative Tel No

Aura Bogdan

0745999090

0722273334

Kendall Peet

0748028545

0729625147

Ciprian Tiplea

0721213108

Alan Cornish

0756050926

Matthew Tansley

0752911601

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The Prevent Duty Policy Purpose IBSB is fully committed to safeguarding and promoting the welfare of all its pupils. Every member of staff recognises that safeguarding against radicalisation and extremism is no different to safeguarding against any other vulnerability in today’s society. The Prevent Duty Policy sets out our beliefs, strategies and procedures to protect vulnerable individuals from being radicalised or exposed to extremist views, by identifying who they are and promptly providing them with support.

This policy refers to the following DfE guidance: • PREVENT Strategy HM Gov • Keeping Children Safe in Education DfE 2014 • Working Together to Safeguard Children HM Gov 2013

Aims IBSB’s The Prevent Duty Policy is intended to provide a framework for dealing with issues relating to vulnerability, radicalisation and exposure to extreme views. We recognise that we are well placed to be able to identify safeguarding issues and this policy clearly sets out how the school will deal with such incidents and identifies how the curriculum and ethos underpins our actions.

The objectives are that: • All teaching and non-teaching staff will have an understanding of what radicalisation and extremism are is and why we need to be vigilant in school.

• All teaching and non-teaching staff will know what the school policy is on tackling extremism and radicalisation and will follow the policy guidance swiftly when issues arise.

• All pupils will understand the dangers of radicalisation and exposure to extremist views; building resilience against these and knowing what to do if they experience them.

• All parents/carers and pupils will know that the school has policies in place to keep pupils safe from harm and that the school regularly reviews its systems to ensure they are appropriate and effective.

The main aims of this policy are to ensure that staff are fully engaged in being vigilant about radicalisation; that they overcome professional disbelief that such issues will not happen here and ensure that we work alongside other professional bodies and agencies to ensure that our pupils are safe from harm.

Definitions & Indicators Radicalisation is defined as the act or process of making a person more radical or favouring of extreme or fundamental changes in political, economic or social conditions, institutions or habits of the mind.

Extremism is defined as the holding of extreme political or religious views.

There are a number of behaviours which may indicate a child is at risk of being radicalised or exposed to extreme views. These include; International British School of Bucharest © All Rights Reserved 2018| 142

• Spending increasing time in the company of other suspected extremists • Changing their style of dress or personal appearance to accord with the group • Day-to-day behaviour becoming increasingly centred on an extremist ideology, group or cause • Loss of interest in other friends and activities not associated with the extremist ideology, group or cause • Possession of materials or symbols associated with an extremist cause • Attempts to recruit others to the group/cause • Communications with others that suggests identification with a group, cause or ideology • Using insulting to derogatory names for another group In addition. There may be an increase in prejudice-related incidents committed by that person – these may include; • • • • • • • •

physical or verbal assault or provocative behaviour damage to property derogatory / prejudice related ridicule or name calling possession of prejudice-related materials inappropriate forms of address refusal to co-operate attempts to recruit to prejudice-related organisations condoning or supporting violence towards others

Procedures for Referrals Although serious incidents involving radicalisation have not occurred at IBSB to date, it is important for us to be constantly vigilant and remain fully informed about the issues which affect the city, country and society in which we teach. Staff are reminded to suspend any ‘professional disbelief’ that instances of radicalisation ‘could not happen here’ and to be ‘professionally inquisitive’ where concerns arise, referring any concerns to a member of the SLT. We believe that it is possible to intervene to protect people who are vulnerable. Early intervention is vital and staff must be aware of the established processes for front line School professionals to refer concerns about individuals and/or groups. We must have the confidence to challenge, the confidence to intervene and ensure that we have strong safeguarding practices based on the most up-to-date guidance and best practise.

Members of the SLT are trained as Designated Senior Leaders for Child Protection and Safeguarding and will deal swiftly with any referrals made by staff or with concerns reported by staff. The SLT will discuss the most appropriate course of action on a case-by-case basis and will decide when a referral to external agencies is needed.

As with any child protection referral, staff must be made aware that if they do not agree with a decision not to refer, they can make the referral themselves.

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The Role of Staff Members of the SLT are the leaders for referrals relating to extremism and radicalisation. In the unlikely event that no SLT members, referrals should be made to the schoolâ&#x20AC;&#x2122;s CSOâ&#x20AC;&#x2122;s.

Staff will be fully briefed about what to do if they are concerned about the possibility of radicalisation relating to a pupil, or if they need to discuss specific children whom they consider to be vulnerable to radicalisation or extremist views.

The SLT will work in conjunction with the Pastoral Care Team, including Student Support Services and external agencies, if deemed necessary, to decide the best course of action to address concerns which arise.

The Role of the Curriculum Our curriculum promotes respect, tolerance and diversity. Children are encouraged to share their views and recognise that they are entitled to have their own different beliefs which should not be used to influence others. IBSB values freedom of speech and the expression of beliefs / ideology as fundamental rights underpinning both British and international community values. Pupils regularly participate in discussion and debate, with speaking and listening being embedded in all subjects. Pupils and teachers speak freely and voice their opinions. However, there is an understanding that freedom comes with responsibility and free speech that is designed to manipulate the vulnerable or that leads to violence and harm of others goes against the moral principles in which freedom of speech is valued.

Our PSHE provision is embedded across the curriculum. It directs our assemblies and underpins the ethos of the school. It is recognised that children may be vulnerable to radicalisation and therefore we strive to equip our pupils with confidence, self-belief, respect and tolerance as well as setting high standards and expectations for themselves.

Children are regularly taught about how to stay safe when using the internet and are encouraged to recognise that people are not always who they say they are online. They are taught to seek adult help if they are upset or concerned about anything they read or see on the internet. We aim to educate our pupils on the appropriate use of social media and the dangers of downloading and sharing inappropriate material including that which is illegal under the Counter-Terrorism Act. We ensure that pupils are unable to access any inappropriate internet sites whilst using the school computers / tablets through the use of appropriate filtering, firewalls and security settings. Furthermore, we educate pupils through lessons and assemblies on the concepts of radicalisation and extreme ideology.

Staff Training All teaching staff must complete Prevent Duty training (all current staff completed the Educare training in the summer 2017) so they are fully aware of the threats, risks and vulnerabilities that are linked to radicalisation; are aware of the process of radicalisation and how this might be identified early on and are aware of how we can provide support as a school to ensure that our children are resilient and able to resist involvement in radical or extreme activities.

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In order to safeguard pupils from visitors to the School who may have extreme or radical views the School will: • • •

Ensure all visitors to IBSB are vetted and take immediate action if any individual or group is perceived to be attempting to influence members of the School community, either physically or electronically.

Supervise visitors to school at all times in line with our Visitor’s Policy.

IBSB will check any organisations which wish to have relationships with the School.

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Health & Safety Policy Purpose The purpose of this policy is to ensure a safe environment for our students, staff, and visitors.

Overview As a school we are committed to: • Providing a safe and healthy working and learning environment on and off site • Preventing accidents and work related ill health • Providing safe premises (including access and egress), plant and equipment • Maintaining safe systems of work among staff (including teaching and non-teaching staff) and pupils • Assessing and controlling risks from curriculum and non-curriculum work activities • Providing a safe means of use, handling, storage and transportation of articles and substances • Formulating effective procedures for use in case of fire and/or the need for emergency evacuation of the school • Providing adequate information, instruction, training and supervision to staff and pupils • Consulting with staff, pupils and their representatives on health and safety matters • Setting targets and objectives regarding health and safety performance to develop a culture of continuous improvement • Ensuring adequate welfare facilities exist throughout the school • Ensuring adequate resources are made available for health and safety issues, so far as is reasonably practicable.

Responsibilities It is the responsibility of all staff members to reflect on this aspect of school life and ensure the best possible experience for our students, parents and staff. All teachers and adults in the school must be aware of health and safety procedures and must act accordingly in order to provide a safe environment for the children.

The Health and Safety Coordinator in each school (Head of Primary and Secondary) will work in close relation with the School Leadership Team and Middle Management in order to ensure all policies are applied accordingly.

The Heads of School are responsible for health and safety management at the school. They will arrange appropriate delegation of health and safety management issues as detailed in this part of the Policy.

The Heads of School will ensure: • The promotion of a health and safety culture within the school and on off site visits in order to prevent accidents, work-related ill health and damage to property • That a comprehensive Health and Safety Policy is implemented effectively and communicated in accordance with national legal obligations and ISI guidelines • The effective management of the health, safety, and welfare of staff, pupils, contractors, visitors and others so far as is reasonably practicable • Adequate management of health and safety risks arising out of the school's activities • The provision and maintenance of safe premises, plant, and equipment International British School of Bucharest © All Rights Reserved 2018| 146

• • • • • • • • • •

Responsibilities for health, safety, and welfare are allocated to specific people and those persons are formally informed of these responsibilities Persons to whom health and safety responsibilities are delegated are competent to do their tasks i.e. that they have sufficient experience, knowledge and training to perform the tasks required of them and have sufficient time and resources to undertake the role The provision of adequate information, instruction, supervision and training for staff and pupils That arrangements are in place for the effective consultation with staff, regarding health and safety matters Clear procedures are created for risk assessment, the development of safe working practices and reporting of accidents/incidents The formulation of effective procedures for use in case of fire and/or the need for emergency evacuation of the school Sufficient funds are set aside for health and safety management An appropriate level of investigation into accidents, incidents, absence and complaints pertaining to matters of health and safety Health and safety performance is measured both actively and reactively and measures are put in place to monitor the effectiveness of the health and safety arrangements in controlling identified risks Health and Safety Policy and performance is reviewed at least annually and changes and improvements are part of the annual development plan.

The Middle Management Team (Heads of Departments/Key Stage Coordinators) will: • Develop and disseminate a departmental/team health and safety policy, if appropriate, detailing the particular roles and responsibilities for health and safety in that specialist area and the organisational arrangements in place for achieving this • Ensure they are familiar with current Regulations, Codes of Practice and Guidance appropriate to their specialist areas and with this Policy (this may require reading trade journals, CLEAPSS) • Ensure that risk assessments of the activities for which they are responsible are conducted and reviewed at least annually • Ensure that all staff under their control (to include supply teachers) receive adequate information, supervision and training (both induction training and ongoing training) in health and safety matters relevant to their specialist area • Ensure that all statutory notices and appropriate safety signs are displayed in their specialist area • Ensure that adequate first aid provision, protective clothing and equipment, registers and log books are available for use in their specialist area • Ensure that machinery, equipment and substances are accompanied by adequate information on use and that use is restricted to named individuals where necessary for reasons of health and safety • Evaluate promptly and, where appropriate, take action regarding criticism of health, safety and welfare arrangements reported to them, or refer them to the Head of School • Carry out regular inspections of their areas of responsibility to ensure that equipment, furniture and activities are safe and record these inspections where required • Investigate any accidents, which occur within their sphere of responsibility • Include information about Health and Safety area in the annual development plan and SEF for his/her department or area of responsibility • Review health and safety at departmental/team meetings and refer any concerns in the MMM to SLT. The Class Teacher will: • Take reasonable care for their own health and safety and for that of staff, pupils, volunteer helpers and visitors under their supervision • Ensure they are familiar with this Policy and the procedures in respect of fire, earthquake, lockdown, first aid, and other emergencies, and to carry them out as required International British School of Bucharest © All Rights Reserved 2018| 147

• • • • • • • •

Read all school policies as relating to Health and Safety and follow the procedures outlined Exercise effective supervision of pupils and give clear oral and written instructions and warnings to pupils as often as necessary Follow any safe working procedures issued for their subject area and generally Provide and require the use of appropriate protective equipment, clothing and guards where necessary and ensure they are used as required Make recommendations to their Head of School or Head of Department on health and safety equipment and on additions or necessary improvements to plant, tools, equipment or machinery Integrate all relevant aspects of safety into the teaching process and, where necessary, provide special lessons on health and safety in line with curriculum requirements for safety education Avoid introducing personal items of equipment (electrical or mechanical) into the school without prior authorisation Report all accidents, defects, and dangerous occurrences to their Head of School or Head of Department/Key Stage.

Non - teaching staff will: • Co-operate with the Head of School, their Head of Department and their Line Manager on health and safety matters • Act with due care for the health, safety and welfare of themselves, other staff and other persons at the School • Exercise effective supervision over those for whom they are responsible • Ensure they are familiar with the contents of this Policy and, in particular, the procedures in respect of fire, first aid and other emergencies • Implement safe working practices which comply with the approved school policies and procedures and set a good example personally • Act in accordance with any specific health and safety training received • Exercise good standards of housekeeping and cleanliness • Ensure that offices, general accommodation and vehicles are kept tidy and report any defects to their Line Manager • Ensure that tools and equipment are in good condition (and not use them otherwise), ensure that they are appropriate to that use and that adequate instructions for their use are provided • Report any defects in tools and equipment and actual or potential hazards to their Line Manager or the Head of School, in particular those, which are of a serious or imminent danger, and introduce procedures to minimise the possibility of mishaps • Use protective clothing and safety equipment provided (when appropriate) and ensure these are kept in good condition • Provide instructions, warning notices and signs as appropriate • Report all accidents in accordance with current procedure • Ensure that any accidents or incidents which could have resulted in personal injury are reported to the Head of School • Assist in the investigation of any accident (or incident where personal injury could have arisen) and take appropriate corrective action • Ensure that if authorising work to be undertaken or authorising the purchase of equipment, the health and safety implications of such work or purchase are considered • Ensure that if entrusted with responsibilities for specific aspects of health, safety and welfare they satisfy themselves that those responsibilities as appropriate are re-assigned in their absence • Minimise the occasions when an individual is required to work or study in isolation • Not interfere with or misuse anything provided to safeguard their health and safety • Members of staff are expected to be vigilant at all times but particularly where there are vehicles on site and when activity is taking place at height.

Pupils (in accordance with their age and aptitude) will: International British School of Bucharest © All Rights Reserved 2018| 148

• • • • •

Co-operate with the Head of School and staff on health and safety matters and in particular must follow the instructions of staff in the event of an emergency Take reasonable care for their own health and safety and that of others at the school Observe standards of dress consistent with safety and/or hygiene Use and not wilfully misuse, neglect, or interfere with anything provided to safeguard their health and safety Report all health and safety concerns to the Head of School

Visitors/Parents on campus will: All visitors and other users of the school premises (to include contractors, delivery people and visitors to the school) must: • Ensure that they have consulted with the Head of School or Executive Director regarding the appropriate means of their access to and egress from the site • Ensure that they are familiar with the school's fire and emergency evacuation procedures • Ensure that they have adequate information about premises, plant, and equipment (if appropriate).

• Present ID at the gate and leave this with the guard whilst on campus • Wear a visitors badge at all times whilst on campus • Comply with all directives as outlined in the Visitors Policy

Medical (Refer Medical and First Aid Policies) Children should not attend school unless they are physically fit to do so – if children are in school then they will be expected to join in with all school activities (including PE and playtime). Any exceptions to this should be arranged through the Head of School.

Allergic reactions or special medical conditions will come to the attention of the teaching staff through the medical form which parents fill in on applying for admission to the school. These should be noted on the appropriate form and kept in a prominent place in order for all staff to have easy access to it.

Parents are informed on admission of the medical insurance arrangement with the designated school medical clinic that enables sick children to be visited by the doctor at school. Parents are encouraged to take up this option. 2 Medicines can only be administered to children by the office staff if there is permission from parents or guardians in writing. 2 (See School Medical Policy) All students are required to present a medical certificate to confirm they are able to participate in in order for them to participate in PE lessons and activities.

Student Supervision Students are permitted to be on the school site from 8.00am and should leave the campus at 4.00pm unless they are involved in an after school activity and are supervised by a member a staff. (See School Attendance Policy) A member of staff will be on duty every morning between 8.00 – 8.15 am.

There will a Secondary School teacher and a Primary School teacher on duty between 8.15 – 8.30am every morning and 3.50 – 4.15pm every afternoon.

All break times are supervised by two teachers in both schools. At all break times students are expected to stay outside except when a bad weather break is called (see Playground and Lunch Duty Policy).

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Teaching and support staff are expected to be in school at 8:15 each morning and have a duty of care to ensure student safety during school hours and on educational visits. 3

Display Screen Equipment The Head of School is responsible for ensuring that DSE assessments are completed for administrative staff and teaching staff who regularly use laptops or desktop PCs. Staff are reminded that laptops should not be used on laps, chair arms, and other unsuitable surfaces.

Movement around Campus On entering the school children are expected to hang up their coats on the pegs provided in the corridors. The corridor should be left looking neat and tidy (while children are expected to leave the corridor tidy it is the teachers’ responsibility to ensure they do so). Lunchboxes, bags and PE kit should be stored in the classroom in the places provided and should also be left in a tidy and responsible way.

Children are expected to move around the school in orderly fashion. There should be no running or pushing. When moving as a class, children should move in single file. When using the staircases we should all keep to the right hand side and it is expected that all users of the building will respond courteously to others when passing through doors.

It is expected that children will be permitted to move around the building on their own in order to carry out errands for the teacher – this will encourage a sense of responsibility in the children.

Fire and Earthquake/Evacuation Procedures (Refer Fire and Earthquake Risk Policies) There are procedures drawn up for action in the event of fire or earthquake. These are displayed in each classroom- it is the responsibility of all staff to read these, to go over them with the students, and to be aware of the correct course of action in the event of these disasters. There ae regular fire alarm checks and there is a fire/earthquake drill once a half term which is logged.

Lockdown Procedure There are procedures drawn up for action in the event of a terrorist attack. The procedures are outline in the Lockdown Policy- it is the responsibility of all staff to read this policy, to go over the procedures with the students, and to be aware of the correct course of action in the event of a lockdown. There is a lockdown drill each year, usually in Term 1, to help familiarise students and staff with the procedure, which is followed by reflection and feedback- noted in the SLT meeting minutes tracking table.

School Lunch Lunch (hot or cold) is eaten in the dining room for both schools. However, Sixth Form students are eat in the new Sixth Form CODECS building eating area, and with parental consent may eat lunch off campus unsupervised by staff. Lunch should take 15 minutes and it is expected that the students will help maintain order and cleanliness in the lunch rooms or on the tables outside.

The remainder of the lunch break will take place outside on the main campus, if the weather permits, or in the classrooms at the discretion of the supervisor. As well as the usual whole school rules on behaviour applying, children are not allowed to climb on walls or go behind the school / fire escape – this area is out of bounds, unless collecting a bike from the school bike rack to go home.

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Children should wear appropriate clothing to school. There is a school uniform which all students in Years 1 to 11 are expected to wear. There is a dress code for Sixth Form students which they are expected to follow. Students should also wear the school PE uniform and proper trainers for PE lessons. (See School Uniform Policy) Children should also have suitable clothing for outdoors at playtimes – in winter they should have warm clothing and in summer it is advisable they have a cap. Students should not wear excessive jewellery to school.

School Egress At the end of the day in the Primary School it is the responsibility of the class teacher or the teacher in charge of an afternoon activity to ensure the children go with one of the designated Recipients. The school has a record of those authorised to pick up Primary School children and children must never be allowed go without anyone without prior written authority. Parents and other Recipients may gather on the playground in preparation for meeting their children and may then enter the school after the students have left the building if they wish to see a teacher.

Private cars are not allowed on the school grounds during school hours. School buses are permitted to enter the camps at selected times to drop off and pick up students in the specially designated area which is cordoned off for safety. Special care should be taken by staff (teaching and ancillary) on duty to ensure that students are kept away from the area with the school buses.

In the Secondary School the students who are not travelling on school buses or are not collected by parents will leave school by themselves. If a parent wishes a student to remain on campus under the supervision of staff until collected, a special request must be made to the office and the Head of Secondary informed for this provision to be arranged.

Risk Assessments Risk Assessment forms are completed in order to ensure the safety of all children in the following situations: departmental, educational visits, school events, sports days, science lab and using chemicals during Science lessons, Art and Physical Education lessons (in some cases). (See Educational Visit Policy, School Events Policy) The Risk Assessment forms must be written prior to an event taking place, approved by the Head of School, and discussed with the children and members of staff involved prior to the event.

Accidents In the event of a child being injured it is the responsibility of the staff member who witnessed the accident or is closest, to ensure the student/s are taken to the office to receive first aid attention as needed, or if necessary to provide First Aid or to find a staff member able to provide First Aid, depending on the situation: • If the incident happens on campus and the child can be safely moved, he/she should be accompanied to the school medical room to receive MFA there by an office staff member.

• If the incident happened off campus or the child cannot be moved safely, MFA should be administered on the spot as required by a qualified staff member: There are designated staff responsible for First Aid in both schools and in the office. There is a First Aid Box in the office and one located on each level in the main school buildings which contain gloves as well as other basic equipment. (See First Aid Policy and Floor Plans in rooms) • If necessary the school nurse/doctor can be called as a matter of emergency • A call will be made at the emergency number (112) in case of a serious injury.

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Bodily fluids are dealt with by the teacher or assistant in the case of looking after the child (injuries should be cleaned but not treated), while the school cleaners are responsible for any contaminated surfaces â&#x20AC;&#x201C; in both cases gloves should be worn and any surfaces should be cleaned with bleach.

There is an electronic accident/incident record book on the server for both pupils and staff. This will be used by the relevant Head of School, as soon as the accident/incident has been recorded on the Incident/Accident Form by the member of staff involved in giving First Aid or helping the child.

An Accident/Incident Report Log Form is available on the server: \\NEWSERVER\Academic\Teachers\Whole school\Admin\Accident, Incident Report The office personnel are responsible for immediately informing the parents by phone about the incident if MFA is applied, and should follow the phone call up with an email to ensure parents also have a written record of the event. (See First Aid Policy)

Monthly Health and Safety Audit A monthly health and safety audit/inspection is also carried out on the building and appliances contained therein by the site manager.

Electrical cables and equipment are inspected yearly and labelled with the date of the last inspection.

There is a faults book in the office and on the school server. Any faults in the building should be recorded in this so that the administration can rectify them.

Staff Training Staff are trained yearly in regard to health and safety procedures, including fire and earthquake procedures, fire extinguisher use, MFA training, completing risk assessments, Basic Child Safeguarding training, Online safety, educational visits. Selected staff also receive biannual Advanced Child Safeguarding training.

Romanian law dictates that staff sign a document indicating that they know the guidelines for health and safety at work quarterly.

24 Hour Security The school has 24 hour security staff at the gates and CCTV.

Smoke free Campus The school is a No Smoking area.

Working at height The relevant Headteacher is responsible for the purchase and maintenance of all ladders in their school. All ladders conform to BS/EN standards as appropriate. The Headteacher is also responsible for completing risk assessments for all working at height tasks in the school.

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Staff are reminded that `working at height’ applies to all activities which cannot be undertaken whilst standing on the floor. If you need to hang decorations or displays then a step stool or small step ladder must be used.

Standing on desks, chairs or other furniture is not permitted. Do not work at height when you are alone. If you are planning to use a step ladder ask a colleague to help you erect it properly and have an assistant to hold the ladder steady and pass you the materials you need. Your knees should be no higher than the top platform of the ladder. Never overreach. Try always to keep one hand free on the ladder to steady yourself.

Manual handling and lifting The relevant Headteacher will ensure that any significant manual handling tasks are risk assessed and these tasks eliminated where possible. No member of staff should attempt to lift or move any heavy furniture or equipment themselves but must ask a colleague for assistance. Pupils are not allowed to move or lift any heavy or unwieldy furniture or equipment.

Lone Working Lone workers can be defined as anyone who works by themselves without close or direct supervision. Facilities and cleaning staff may be regular lone workers but teachers and other staff may also work in isolated classrooms/offices after normal school hours or during holiday times. Any member of staff working after hours must notify the Headteacher of the relevant school and security of their location and intended time of departure. Lone workers should not undertake any activities which present a significant risk of injury.

Annual Review This policy is subject to an annual review

Related Policies First Aid Policy/Medical Policy/Admissions Policy/Year 9-13 Cycling Policy Educational Visits Policy/Anti-bullying Policy/Computer Use Policy Internet Use Policy/Departmental Policies/PSHE Policy/CAS Policy School Events Policy/Visitor’s Policy/Playground and Lunch Duty Policy School Closure Policy/Child Safeguarding Policy/Staff Recruitment Policy School Uniform Policy/Missing or Lost Student Policy/ Recriutment of Ex-Offenders Policy/School Evacuation Policy Disclosures and Disclosure Information Handling Policy

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Spiritual, Moral, Social and Cultural Policy (SMSC) Purpose The purpose of this policy is to provide a clear framework for the provision of SMSC across the school curriculum in order to best prepare our students to live full active lives as part of their community as they mature into adulthood.

Aims and objectives At IBSB, we strive to create a learning environment which promotes respect, diversity and selfawareness and equips all of our pupils with the knowledge, skills, attitudes and values they will need to succeed in their future lives.

The curriculum provides a wide range of artistic, sporting and cultural opportunities that encourage pupils to work together and use imagination in their learning. Activities are planned that require pupils to reflect and empathise with others as well as giving them the confidence to provide their opinions and develop their own view points.

Definitions Spiritual Development Pupils’ spiritual development is shown by their: • • • •

beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feelings and values sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible use of imagination and creativity in their learning willingness to reflect on their experiences

Moral Development Pupils’ moral development is shown by their: • • •

ability to recognise the difference between right and wrong, and their readiness to apply this understanding in their own lives understanding of the consequences of their actions interest in investigating, and offering reasoned views about, moral and ethical issues

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Social Development Pupils’ social development is shown by their: • • •

use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socioeconomic backgrounds willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively interest in, and understanding of, the way communities and societies function at a variety of levels

Cultural Development Pupils’ cultural development is shown by their: • • •

understanding and appreciation of the wide range of cultural influences that have shaped their own heritage willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities

School Ethos At IBSB, the children and their learning are at the very heart of every decision made. We aim to develop learners who are passionate, take ownership of their learning, and are proud of their achievements.

The ethos of our school is such that all people who come into our school, whether staff, a pupil, parent or visitor, are valued as individuals in their own right. They should set, and be entitled to expect from others, good standards of behaviour marked by respect and responsibility.

The school will help the students to make up their own minds and be ready to accept responsibility for what they do. They will grow through making choices and holding to the choices that they have made. They will want to be honest with themselves and with others.

Planning In planning lessons, teachers are aware of the need to plan opportunities to develop a wide variety of spiritual, moral, social and cultural needs. SMSC should be present in all lessons, but a majority will be delivered through cross curricular activities as well as specific PSHE activities.

Spiritual Development Planned opportunities for spiritual development in all subjects can be seen across the school.

Children are given opportunities to reflect upon the meaning of spiritual experiences.

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• • • • • •

Curiosity and mystery Awe and wonder Connection and belonging Heightened self-awareness Deep feelings of what is felt to be ultimately important A sense of security, well-being, worth and purposefulness

The school will develop a climate or ethos within which all pupils can grow and flourish, respect others and be respected; accommodating difference and respecting the integrity of individuals.

These can occur during any part of the school day, e.g. when listening to music, discussing the care needed for animals, exercising empathy or creativity, how we live, contemplating the future, etc.

Moral Development At IBSB we believe that a morally aware pupil will develop a wide range of skills. These can include the following: • • • • • •

Distinguish right from wrong, based on knowledge of the moral codes of their own and other cultures Develop an ability to think through the consequences of their own and others’ actions Have an ability to make responsible and reasoned judgements Ensure a commitment to personal values Have respect for others’ needs, interests and feelings, as well as their own Develop a desire to explore their own and others’ views, and an understanding of the need to review and re-assess their values, codes and principles in the light of experience

Our school supports moral development by: • • • • • • • •

Providing a clear moral code of the behaviour expectations as a basis for conduct around school, which is promoted consistently through all aspects of the school and is highlighted through display in all classrooms Promoting racial, religious and other forms of equality through global learning Giving pupils opportunities across the curriculum to explore and develop moral concepts and values – for example, personal rights and responsibilities, truth, justice, equality of opportunity, right and wrong Promoting agreed values: friendship / respect / perseverance / responsibility / kindness / creativity. These are promoted through display and actions.

Developing an open and safe learning environment in which pupils can express their views and practice moral decision making Rewarding expressions of moral insights and good behaviour through awarding certificates e.g. “Star of the Week” certificate in Primary Monday assembly Recognising and respecting the codes and morals of the different cultures represented in the school and wider community Encouraging pupils to take responsibility for their actions, for example, respect for property, care of the environment, and developing codes of behaviour, providing models of moral virtue through literature, humanities, sciences, arts and assemblies; reinforcing the school’s values through images, posters, classroom displays, etc. and monitoring in simple ways, the success of what is provided.

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Teachers always discuss with their classes a code of conduct for the classroom based on the values held by the school. We teach the children to be aware of their own actions, take responsibility for their own bodies and encourage independence. We will help the children to identify their feelings and think these through so that they are expressed in behaviour that is socially acceptable.

This is done through PSHE/life skills/P4C sessions. We are interested in the development of the whole child and will endeavour to raise their self-esteem through praise, stickers, public recognition (e.g. Inspire to Achieve), and other means that highlight both academic and social achievements (please refer to our Behaviour for Learning Policy).

Social Development At IBSB we recognise that pupils who are becoming socially aware are likely to be developing the ability to: • • • • • • • • • •

Adjust to a range of social contexts by appropriate and sensitive behaviour Relate well to other people’s social skills and personal qualities Work successfully, as a member of a group or team Share views and opinions with others Resolve conflicts maturely and appropriately Reflect on their own contribution to society Show respect for people, living things, property and the environment Exercise responsibility Understand how societies function and are organised in structures such as the family, the school Understand the notion of interdependence in an increasingly complex society

Our school develops pupil social development by: • • • • • • • • •

Identifying key values and principles on which school and community life is based.

Fostering a sense of community, with common, inclusive values.

Promoting racial, religious and other forms of equality.

Encouraging pupils to work co-operatively in lessons and in outside learning.

Encouraging pupils to recognise and respect social differences and similarities through their global learning experiences.

Providing positive experiences to reinforce our values as a school community – for example, through assemblies, residential experiences, school productions and performances.

Helping pupils develop personal qualities which are valued in a civilised society, for example, kindness, responsibility, respect for difference, moral principles, selfrespect and an awareness of others’ needs.

Providing opportunities for engaging in the democratic process such as School Council.

Providing opportunities for pupils to exercise leadership and responsibility; roles such house captains, CAS programmes, prefects and school council reps.

Cultural Development Children should be made aware of the diversity of other cultures. This can be done through music, PE, art and many other curriculum areas. Pupils who are becoming culturally aware are likely to be developing some or all of the following characteristics:

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• •

An ability to reflect on important questions of meaning and identity An interest in exploring the relationship between human beings and the environment

Our school develops pupils’ cultural development by: • • • • •

Extending pupils’ knowledge and use of cultural imagery and language Encouraging them to think about special events in life and how they are celebrated Recognising and nurturing particular gifts and talents; providing opportunities for pupils to participate in literature, drama, music, art, crafts and other cultural events and encouraging pupils to reflect on their significance Reinforcing through developing partnerships with outside agencies and individuals to extend pupils’ cultural awareness, for example, theatre, museum and gallery visits Auditing the quality and nature of opportunities for pupils to extend their cultural development across the curriculum in collaboration with the subject leaders of PSHE/life skills and MFL.

Pupil Voice The term ‘Pupil Voice’ describes how pupils give their input to what happens within the school and classroom. Our desire is for pupils to know that their expertise, opinions and ideas are valued in all aspects of school life. Pupil Voice permeates all levels of our work together, from pupils participating in small group classroom conversations to students establishing procedures, events and contributing to the overarching ethos of the school. For example, the School Council representatives meet regularly and before each meeting, the class reps invite pupils to share anything for the agenda. Reps then feedback to their classmates.

Monitoring and review The planning and coordination of SMSC are the responsibility of the Pastoral leader in the Primary School and Secondary School, who also: • • • •

Support colleagues in their teaching, by keeping informed about current developments in the subject, and by providing a strategic lead and direction for SMSC Give the Head of Primary/Secondary regular feedback in which evaluations of the strengths and weaknesses (reflections) of events with regard their impact upon the ethos of the school and indicate areas for further improvement Ensure evidence of the school’s work is accessible on the school’s website and twitter Keep a record of SMSC events and its impact on the school environment

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