School Policies

a. General

• Students should be polite and courteous to both adults and other students.
• Students should respect property – each other’s and that of the school and staff.
• Students should show consideration for others.
• Honesty should always be encouraged.

b. In the classroom

• Students should be aware of and adhere to class routines and rules, so that everyone can tackle tasks in a quiet, orderly way without interference from others.
• Attentiveness and hard work should always be encouraged, as is taking care of equipment and valuing the work of others.

c. Moving around school

• Students are advised of the need to walk quietly around the school, to reduce the disturbance of others who are working.
• Students moving around by themselves are expected to keep out of certain areas, (e.g. staff room, staff toilets, storage areas etc).

d. Playground

• All students should be on the playground at break-times, unless they have permission to be elsewhere.
• All students should wear comfortable shoes at all times.
• Students should wash hands after each playtime and before class times.
• Playground equipment is shared among school children. Students are expected to take turn, show respect and avoid play or movement that may harm others. Play should be sensible and safe.

e. Toilets

• Students should use the allocated toilets.
• Washing hands is mandatory after using toilets.
• Students are encouraged to use toilets at the end and start of playtime and at the end of sessions.
• Toilet attendants are always on site to clean toilets after each use and assist students whenever needed.

f. Snack and Lunchtimes

• Parents are encouraged to pack healthy food and drink for snack and lunch times.
• Lunch boxes and water bottles should be in a plastic container and tightly secured for no spill.
• Lunch boxes and water bottles should be kept clean and clearly marked with child’s name.
• Children are encouraged to drink plenty of water through the day to avoid dehydration.
• Peanut or food containing peanut product is not allowed at school.
• Sweets, other sweet foods, chewing gum and fizzy drinks should not be brought into school.
• Students are not allowed to share food and drink at school except on special occasions.
• Parent should inform the school in writing in regards to serious allergies.
• Teachers will supervise snack and lunch times.
• School attendants and playground supervisors will supervise lunchtime and playtime after lunch. Report on irregularities during these times will be passed on to class teachers.
• Students are expected to display good table manners.
• Students should dispose unwanted bottles, juice boxes, tissue papers and wastes in the bins provided, both in the classroom and the playground.

g. School Uniform

• Prep II and Grade level students should wear the designated school uniform at all times.
• Sportswear should be worn for PE classes (students are allowed to come to school wearing the specified sportswear).
• Clothing should be clean and in good condition.
• Shoes should be polished and cleaned regularly.
• Students are not allowed to bring or wear valuables, jewelleries and toys to school. The school is not responsible for any lost or missing items.
• Girls should not wear any form of make-up including nail varnish.
• Different Hair styles allowed.

h. Punctuality

• Punctuality is expected from all children. Latecomers should report to the Office. Office staff will accompany late coming students to class.
• Parents will be contacted for frequent latecomers and written warning will be issued.
• Repetitive lateness may result in temporary or permanent expulsion from Flipper International School.

i. Bullying

• Bullying is one person or a group of people exercising power over another, which results in intimidation. It can take a wide variety of forms, e.g. physical harm, verbal and emotional abuse, etc.
• It is our moral responsibility as a school to address the problem. People are not born bullies; bullying is a form of behaviour which develops, and therefore the "bully" is also a person in need of some form of help. In this regard:
  • The behaviour of the bully will be monitored, with their knowledge. Other appropriate adults (teachers, classroom assistants, lunchtime supervisors) will be informed to support both the victim and the bully and help in the monitoring process.
  • Appropriate sanctions may be used against the bully where no effort to modify bullying behaviour is observed. They may include extra supervision at lunchtimes, missing playtimes etc.
  • Parents of a child bullying others will be informed at an appropriate time depending on the nature of the incident(s) and children involved.
  • Parents of the victim will be informed of the situation and steps being taken to support their child.
  • Bullying may result in temporary or permanent expulsion from FIS.
  • The school expects parents to reinforce positive behaviour among students and display exemplary behaviour in the school vicinity.

Appropriate educational resources may be imported, locally purchased or prepared by the school. All educational resources, including books and software programs are registered, appropriately labelled and stored in the resource room. To support children's reading and the learning process, books and textbooks can be provided for children to take home and return on time. Books and textbooks should be properly labelled and lost/ damaged item's fee should be indicated on the cover of the book. At the end of the school year, all educational resources will be collected and stored for the coming academic year.

Formal Communications:

All formal communications between the school and parents/guardians will be in writing. Such communication should bear the individual child’s name and parents have to sign a receipt of such notice. School Administrators will follow up the communication in person or through telephone as required. All written communication coming from the parent/ guardian should be addressed to the school administration. All school administrators will be responsible to pass on such communications to the higher management. In such cases, the school should immediately provide a confirmation note indicating that it has received a letter from the parent. The school administrator should officially respond to parents/guardians within two working days in regards to the submitted request, complaint or comment. For any information, parents must directly contact the office since teachers are not allowed to provide their personal contact numbers, as this will cause miscommunication between parents and the office.

Informal Communications:

Administrators should avail themselves to parents at drop off and pick up times to facilitate informal communication. Administrators should enquire teachers on weekly meetings to gather parent comments, suggestions or requests directly addressed to class teachers or teaching staff. All comments, complaints, requests or suggestions collected informally from parents should be recorded and informed to higher management.

Our school places great consideration on children’s Social and Emotional Aspects of Learning -empathy, self-awareness, managing feelings, social skills and motivation. We aim to develop independent young people who are confident, flexible and able to co-operate with others. Any form of behaviour that threatens the safety, happiness or concentration of other children is not acceptable in the school. Class teachers will clearly display classroom and playtime rules and will reinforce it positively. Students are constantly encouraged to comply with school rules. Rewards may be given appropriately and by taking into consideration individual children's behaviour. Rewards may vary based on the situation and can be applause, verbal recognition, child of the week sticker, display child’s work, school award etc. These awards will be given both for academic and behavioural achievements.

For students not complying with school rules, the first step will be to assist the child in understanding the rules and their meaning. Students will also be given the opportunity to observe proper behaviour within the school compound. Time out can be given to a child to help the child reflect on his/her unwanted behaviour. It is important that the school’s code of behaviour is clearly understood by students and parents with whom the school aims to form a close working partnership.

When persistent behaviour problems are encountered students will be referred to the school management team. And the school management will be kept informed and involved as a last resort. When the school has concerns about a child, parents will be informed and the school will enlist their support in helping the child to overcome his / her difficulty. The school will inform parents about the steps being taken in school and provide regular reports on progress. Staff members will closely monitor students exhibiting repetitive behavioural problems and parents will be consulted in this regard. In case of a serious incident (for example, bullying, verbal abuse, theft, physical violence, disruption of the teaching/ learning process, bringing harmful or unauthorized substances to school etc…) investigation will be led by members of the school management team. Such serious incidents may result in temporary or permanent exclusion from Flipper International School.

There is no corporal punishment at Flipper International School. The school emphasizes on the positive approach of encouragement, praise and reward. It is the school’s belief that criticism should always be constructive and helpful so that the pupil clearly understands the cause of concern. The school administrator should be kept fully informed about any child giving rise to concern about his / her behaviour. The child should only be referred to the administrator for disciplinary action in exceptional circumstances, when the severity of the incident warrants the school administrator’s involvement. The school administrator reserves the right, in discussion with the school management body and the parents, to exclude a child either temporarily or permanently.

Concern about individual children’s behaviour should be shared on weekly staff meetings. Concerns about a child should be informed immediately to parents and the school management should outline parents support in helping the child overcome his / her difficulty. The teaching staff/ administrative staff should keep parents fully informed about the steps being taken in school and provide regular reports on progress. The school administration together with teaching staff should try to ensure that parents feel able to openly discuss their concerns and that a partnership can develop where regular meetings and joint reward systems can be devised as and when appropriate.

Aims 

It is a primary aim of Flipper International School that every member of the school community feels  valued and respected, and that each person is treated fairly and well. We are a caring community,  whose values are built on mutual trust and respect for all. The school’s behavior policy is therefore  designed to support the way in which all members of the school can work together in a supportive  way. It aims to promote an environment in which everyone feels happy, safe and secure. 

The school has a number of rules, but our behavior policy is not primarily concerned with rule  enforcement. It is a means of promoting good relationships, so that people can work together with the  common purpose of helping everyone to learn. This policy supports the school community in aiming to  allow everyone to work together in an effective and considerate way. 

The school expects every member of the school community to behave in a considerate and respectful  way towards others. We treat all children fairly and apply this behavior policy in a consistent way. 

This policy aims to help children grow in a safe and secure environment, and to become positive,  responsible and increasingly independent members of the school community.

The school recognizes and promotes good behavior, as it believes that this will develop an ethos of  kindness and cooperation. This policy is designed to encourage good behavior, rather than merely  deter anti-social behavior. 

Staff Responsibility 

Behavior Management is the responsibility of all staff at FIS. 

Role of the Principal 

It is the responsibility of the principal to implement the school behavior policy consistently throughout  the school, and to report to senior management, when requested, on the effectiveness of the policy. It  is also the responsibility of the principal to ensure the health, safety and welfare of all children in the  school. 

The principal supports the staff by implementing the policy, by asserting the standards of behavior,  and by supporting staff in their implementation of the policy. 

The principal keeps records of all reported serious incidents of misbehavior including bullying. 

The principal has the responsibility for giving fixed-term exclusions to individual children for serious  acts of misbehavior. For repeated or very serious acts of anti-social behavior, the principal may  permanently exclude a child. These actions are taken only after the senior management have been  notified.

The Role of the Class Teacher during Class time 

∙ It is the responsibility of class teachers to ensure that the school rules are enforced in their  classes, and that their classes behave in a responsible manner during lesson time. ∙ The class teachers in our school have high expectations of the children with regard to behavior,  and they strive to ensure that all children work to the best of their ability. 

∙ The class teacher must be a role model for the children and treat each child fairly, and enforce  the classroom code consistently. The teachers treat all children in their classes with respect and  understanding. 

∙ The class teacher should ensure that parents are aware of repeated low level negative behavior  such as calling out or disrupting the class. 

∙ If a child misbehaves repeatedly in class, the class teacher keeps a record of all such incidents.  In the first instance, the class teacher deals with incidents him/herself in the normal manner.  However, if misbehavior continues, the class teacher seeks help and advice from the respective  admin, then the SEL Expert and if necessary the principal.

∙ The SEL Expert is employed by the school to support children who, for a variety of reasons,  find the school environment challenging. The Senior Management Team, agree with staff,  those children who need to be supported and the SEL expert reports progress to the class  teachers and the principal. 

∙ The class teacher reports to parents and guardians about the progress of each child in their  class, in line with the whole-school policy. The class teacher may also contact a parent (in  discussion with the SEL Expert respective admin and the principal) if there are concerns about  the behavior or welfare of a child. 

The Role of Support Staff 

∙ Support staff should provide a positive model of behavior and ensure high expectations are  made explicit to the children. They should inform class teachers of any inappropriate behavior,  homeroom teachers to follow up in accordance with the guidelines. 

The Role of Parents and Guardians 

∙ Parents and Guardians agree to a Home School Agreement (Parent-School Behavior  Agreement) when enrolling their child at the school. Parents are expected to adhere to the  Home School Agreement and support the actions of the school but are able to address any  queries regarding sanctions firstly to the class teacher, then to the respective admin and  principal.

∙ The school collaborates actively with parents and guardians, so that children receive consistent  messages about how to behave at home and at school via the communication book. We expect  parents and guardians to support their child’s learning, and to cooperate with the school. 

Organization 

School Rules 

∙ The six main school rules were generated by the children for everybody. The school rules are  put up in each classroom by the school. They should be revisited with the children at the  beginning of each term and at other times when necessary. 

The School Rules are as follows: 

✔ Always try your best and never give up. 

✔ Set a good example and always show kindness to one another. 

✔ Treat others as you would like to be treated. 

✔ Always tell the truth. 

✔ Respect each other’s belongings. 

✔ Walk around the school sensibly.

Class Rules 

∙ Homeroom teachers, support staff and children in their class devise class rules at the beginning  of the academic year to more strengthen class room management. 

∙ They are intended to be guidelines for the sort of behavior the children and adults would like to  see in their classroom. 

∙ They should focus on the positive rather than the negative. 

∙ Rules should be written up neatly and prominently displayed in the classroom. 

Homeroom Time 

∙ All classes use Homeroom Time sessions as a tool for promoting positive behavior. ∙ Homeroom Time sessions should be used as combination of games and opportunities for children  to respond positively to each other in a safe, friendly environment; along with the other homeroom  time duties. 

∙ They should also provide the class with an opportunity to discuss inappropriate behavior and plan  ways to improve the situation.  

Promoting Positive Behavior 

We praise and reward children for good behavior in a variety of ways: 

∙ Teachers congratulate children.

∙ Teachers give children a variety of rewards including stickers, stamps and brain bucks. ∙ On the fourth week of every month, two children from each class are nominated to receive a  certificate in the Awards Assembly, to celebrate good behavior, attitudes and achievement. ∙ Certificates are sent home to parents/guardians each month to celebrate positive behavior and  achievements. 

∙ Positive behavior is rewarded by a raffle ticket which is placed in a draw at the end of the week.  These tickets are also added up each term to present children with small prizes from prize boxes. ∙ The principal actively encourages staff members to send children to him/her for good behavior,  improved attitudes to learning, and outstanding achievement. 

∙ FIS expects school rules to be followed to ensure a safe and positive learning environment and  we review each situation on an individual basis. 

∙ FIS expect children to listen carefully to instructions in lessons. If they do not do so, we ask them  either to move to a place near the teacher, or to sit on their own. 

∙ FIS expect children to try their best in all activities. If they do not do so, we may ask them to redo  a task, or complete it during playtime. 

Steps to correct behavior in classrooms 

∙ If behavior is inappropriate then a verbal warning is given to the child and the class teacher  should explain to the child what he/she is doing that is not acceptable. 

∙ If a child is disruptive in class, the teacher reprimands him or her. If a child misbehaves  repeatedly, we isolate the child from the rest of the class until s/he calms down, and is able to  work sensibly again with others. 

∙ There are Time Out tables in every classroom where a child can be placed in order to reflect on  his/her behavior.

∙ The safety of the children is paramount in all situations. If a child’s behavior endangers the safety  of others, the class teacher stops the activity and prevents the child from taking part for the rest of  that session. The teacher may at this point seek further support from the respective admin or  principal by sending an SOS card to the office. The school then contacts the child’s parents or  guardians and seeks an appointment in order to discuss the situation, with a view to improving the  behavior of the child. The meeting will be held with parents, SEL Expert and school admins.

 

Positive Behavior Code of Conduct 

The first order of any rule prior to giving consequences is to find out why the student is exhibiting the behavior by ∙ Conducting assessment of students situation 

∙ Enlisting the help of other teachers, parents, psychologist, school administration to find out why behavior is occurring ∙ Finding a solution for the problem behavior.

Code of Conduct	Corrective Measure  Level one	Corrective Measure  Level two	Corrective Measure  Level three
I. Respect  Be respectful towards self and others  ∙ Using insults and other unfavorable words  towards others	Ask student to stop and give a verbal  warning  Exclude or separate from situation  until behavior stops and learning can  continue  Student should apologies and state  something positive about the person  he/she insulted	Lose recess time to write a letter of  apology and what damage is done  by insults  Send to the office for written warning	Send note home to parent   asking parent to come to the  office  Develop a Behavior   Improvement Plan (BIP)
Respect school and others’ property  ∙ Property destruction	Lose recess time to restore what they  have destroyed and pay back when  appropriate	Written warning to student and a  note home to parent letting them  know about the behavior  If behavior reoccurs exclusion from  school 1-3 days	Call parent and have the come  in to office   Develop a BIP

	Get assigned extra work that requires  physical action (straitening up class  room, etc.)		Destruction could lead to   expulsion
Be an active listener  ∙ Disruptive behavior   ∙ If Disruption continues	Remind student about the rule  Give a verbal warning   Exclude from class until the student  calms down and is able to learn   Do the assigned work they have  missed taking away time from recess  or afterschool	`  Complete the assigned work and  extra work during recess  Send to the office where their  behavior will be recorded in the log  and get a written warning  Send a note home to parent about  the problem and ask the parent to  supervise the completion of   assigned work	Create a Behavior Improvement  Plan (BIP) with parent, the office  and the head teacher.  If behavior does not improve  exclusion from school (1-3 days)
Value the work and ideas of others  ∙ Making fun of or degrading others’ work	Remind the student about rule and  give a verbal warning  Verbal apology as well as finding and  stating something positive about the  person and their work	Write a letter of apology and state  how he/she was wrong. The letter  has to also state the positive   characteristics of the person made  fun of  Send a not home about the action of  the student   Put child on written warning	Ask parent to come in to office  Develop a BIP  If behavior is deemed as bullying  and causing harm to other   students it could lead to   expulsion
Demonstrate courtesy and good manners  ∙ Being rude and bossy towards others	Verbal warning to stop/ remind student  about rule  Remove the child from where this is  occurring until the student stops  behavior	Write about good manners, what  they are, why they are necessary  and how to demonstrate good  manners in school  Give student assignment where  demonstrating good manners is  necessary (Greeting students at the  door, being the helper of the day  etc. for 1-5 days)  Put the student on written warning  from the office	Ask parent to come in and help  develop a BIP

II. Responsibility-Follow school rules
Be punctual   ∙ Late coming in the morning  ∙ Late coming to class after break	Remind student of the rule about  being punctual  Letter will be sent home to parent to  bring the child on time  Student will be kept back from break  for not more than 15 minutes or  detained after class	List of late children will be posted  outside   Send a written warning to parent	Parent will be fined if lateness is  persistence
Dress appropriately   ∙ Not wearing uniform during school and  school sanctioned activities   ∙ Not wearing proper PE attire and shoes fit  to wear during PE  ∙ Putting on make-up (facial, nail polish etc.)  during school hours	Reminder about the rule and verbal  warning  Let the child participate in PE if the  clothing allows  Have the child remove make-up	Send a note home to parent letting  parent know that the student has  been put on verbal warning   Student will be excluded from sports  if inappropriately dressed for it  Lose recess time for not wearing  uniform or coming to school with  make-up	Written warning will be issued   Student will be sent home for the  day  Parent will be called to office to  discuss problem and a plan of  correction
Demonstrate good learning by doing assigned work in  a timely manner  ∙ Not finishing classwork during class  ∙ Not completing homework by due date	Warn the student to complete work Student should complete work during  recess  Complete homework during   recess/lunch or after school	Written warning and a note home  asking parent to supervise   incomplete work  Assign extra work for 1-3 days	Parent will come to office to  work on a BIP
Carryout a task or duty as required  ∙ Not carrying out tasks assigned by teacher
Take responsibility for keeping school and personal  materials clean and tidy.  ∙ School materials are placed where they  cause others to trip on them.	Student will be made to arrange the  classroom, playground and other  materials to a satisfactory level	Arrange classroom and playground  materials for 1-5 days	Call parent and develop a BIP

 

∙ Not putting back all classroom materials  where they belong after using them  ∙ Books and other materials are not kept tidy  at all times	Assign extra work that requires  arranging classroom materials during  recess	Send to office and send a note  home to parents and a written  warning
Be responsible for personal and classroom materials ∙ Not all necessary materials are brought to  school  ∙ Not informing a teacher/ aid or any adult  about damaged materials	Verbal warning and reminder of the  rule to bring books etc. to school   Student will make a list of all the  things he/she needs to bring to class  and pin it to their school bag  Send not to parent to remind student  to bring materials to school  Remind student the necessity to tell  adults about damaged materials.	Call parent and state what the child  needs to bring and that the student  is on warning  Give extra assignment to be   completed at home directly related  to the materials that was not brought  to class  Write about why its is important to  inform adults about damaged   materials	Call parent and develop a BIP
III. Safety  Keep oneself and others safe from harm  ∙ Playing games that do not hurt oneself or  others  ∙ Run on or jump from stairs  ∙ Fight or hurt one another either physically  nor verbally	Warn student to stop  Give extra physical work to be   completed during recess   Give student the charge of reporting  such activities (e.g. During recess  make them sit out their recess and  guard the stairs to warn others not to  jump)  Give extra physical work to be   completed during recess with the  person they were fighting with when  possible i.e if the fighting has   subsided.	Give short written assignment about  dangers of engaging in such   activities  Send a not home to inform parent  about activity   Put on written warning  Give assignment for student to write  about other ways he/she could  resolve conflict without fighting	Parent will be called to come in  to develop a BIP

 

To inform adults about accidents, fights or anything  that can cause harm to others,  ∙ Tell a grown up about broken things that  could cause harm	Verbal warning and explanation as to  why it is important to inform adults	Student will write out a report about  what happened and their role in the  situation  Written warning
Usage of classroom and other materials safely  ∙ Not using materials for their intended use ∙ Bringing unauthorized materials	Verbal warning   Put back material inappropriately  used/lose the privilege of using it for  the time	Written warning sent home  Extra work assignment   Lose recess time
IV. Caring  Help others who are having difficulties   ∙ Not helping children who have been hurt ∙ Not helping children who have disabilities	Verbal warning and explanation about  importance of the rule.  Provide opportunity where child can  provide help to children having   difficulty	Written assignment about how to  help others  Get paired with child with difficulty to  assist (with clear expectations of the  student should do) for 1-3 days	Send a note home to parent  asking for their assistance in  teaching child about importance  of helping others  Ask parent to take child to   community programs where  child can help eg orphanage,  elderly care program etc
Be considerate of others’ feelings,  be emphatic, fair, kind and understanding
Treat others as equals member NO ONE IS BORN  BENETH US OR TO SERVE US  ∙ Giving orders or bossing people around ∙ Disrespecting teachers and attendants	Verbal warning to stop behavior  Create opportunity where student can  demonstrate things such as asking  nicely, showing respect etc  Create opportunity where student can  take polite requests from others and  be thanked for it (get the child to assist  students, attendants or teachers)	Send a not home about behavior  and ask parent to continue to create  opportunity where student can  demonstrate behavior  Lose recess to complete extra  assignment	Call parent to office to develop a  BIP  If behavior is deemed as bullying  it could lead to expulsion from  school
Be a good friend
Be empathetic towards others who have been hurt ∙ Not helping those who have been hurt or  not getting someone to help them	Verbal warning to stop behavior	Send a note home explaining   behavior and desired change	Call parent to office and develop  BIP

∙ Make fun of people who have been   hurt/jokes about peoples accidents	Remove from situation where student  is making fun of a hurt person  Explain importance of empathy  Child should apologize and find  empathetic things to say to the person  that was hurt	Give written assignment about  behavior and how it hurt others  Put on written warning to stop  behavior
DO NOT harm others  ∙ Taking part in activities that you know will  hurt others neither physically nor   emotionally	Repeat process above	Repeat process above	Repeat process above
V. Cooperation  Participate and share in school and all school  sponsored activities  ∙ Not participating in-group assignments by  doing your share (group presentations,   theater etc.)  ∙ Not engaging in all school-sponsored   activities (Culture day, field trips etc.)	Verbal warning   Give second chance to participate in  activities	Give extra work that provides child  with opportunity to participate in  group or do work alone and present  to group  Give written warning
Use appropriate problem solving strategies  ∙ Not trying to find positive solutions to   problems
Be a good team player  ∙ Not doing your share until group work is  done/ quit before work is complete	Guide child back to group work so  he/she can participate	Give extra work to be completed  during recess or at home
Pride  ∙ Doing their best work always  ∙ Take pride in their identity (national/cultural) ∙ Tell others about your culture  Have a positive attitude  ∙ Towards one’s self  ∙ About the school  About teachers	No corrective measure will be taken  for this, instead teachers encourage  students to be proud in terms of the  mentioned points.	No corrective measure will be taken  for this, instead teachers encourage  students to be proud in terms of the  mentioned points.	No corrective measure will be  taken for this, instead teachers  encourage students to be proud  in terms of the mentioned points.

Making safe and good choices  ∙ Be proud of not engaging in unsafe   activities because of pressure

 

Bullying 

∙ The school does not tolerate bullying of any kind. If we discover that an act of bullying or intimidation  has taken place, we act immediately to stop any further occurrences of such behavior. While it is very  difficult to eradicate bullying, we do everything in our power to ensure that all children attend school free  from fear. 

1. Age Appropriate Sanctions 

∙ All classrooms in the school have a behavior log that is kept in the classroom to record negative  behavior. 

∙ Teachers need to ensure all staff, particularly attendants and snack/lunch time supervisors  know that a child is under sanction or has behavior targets. 

1.1 Early Years 

∙ Teachers, and other adults speak to the children about their behavior, using age appropriate  language and try to help the children build an understanding about behavior that is appropriate at  school. 

∙ During homeroom sessions children are reminded about the expectations for behavior. If they do  not follow these then they are given a warning. 

∙ Any aggressive or violent behavior results in a child being sent immediately to time out. If poor  behavior continues after the time out session they will be sent to see the respective  admin/principal. 

∙ Staff meet weekly to discuss children’s behaviors and agree strategies to be adopted by the  whole staff team to meet the needs of the individual children. Adults will discuss any of their  concerns regarding a child’s behavior with their parents or guardians. An individual support  program might be arranged in consultation with SST, principal, and Parents/Guardians. 1.2 (Prep 2-Grade 4) 

∙ Teachers warn children verbally if their behavior is inappropriate. 

∙ Second warning and the child is told by the teacher to stop and think about the inappropriate  behavior. 

∙ If behavior does not improve they are sent to time out for 5 minutes. If calm and returned to  expected behavior the student gets back to previous seat. The time out table is where a pupil can  be seated away from classmates for a chance to calm down, reflect or continue their work silently. 

∙ If the child is not calm and cooperative after some time at the table then they can spend the  remaining time of the class on the time out table area. 

∙ If there are persistent behavior issues or incidents with a child the class teacher will speak or send  a message to the parents/Guardians with the respective admin to talk through ideas for a solution. 

1.3 (Grade 5 and above ) 

∙ Try to diffuse the situation. 

∙ Teachers warn children verbally if their behavior is inappropriate. 

∙ If their behavior continues the child receives a second warning and the child is placed on the  time out table where they can be seated away from classmates for a chance to calm down,  reflect or continue their work silently. 

∙ If the child is not calm and cooperative after some time at the table then they can spend the  remaining time of the class on the time out table area.

∙ If a child is sent out of their seat to the time out table twice in one week a phone call is made to  the parent then a message is always sent home to invite parents and guardians in to talk  through how we can work together to change the behavior. 

∙ The teacher might also decide to make the child stay in at playtime or give them lunch time  detention as punishment. Lunchtime detentions are recorded. Detentions are only issued by  class teachers. 

∙ If a child continues to not follow the behavior policy an internal exclusion may be organized. A  meeting will take place with the parent/guardian to explain this decision. All information will be  logged in incident forms. 

∙ In cases of extreme violence the parents are always informed either verbally, by letter, or phone  call. 

∙ Children that are identified, because they regularly display negative behavior, should be  referred to the SEL Expert and the principal to identify problems and support them with a  program of strategies to manage their behavior. 

2. Detention (Grade 5 and above) 

∙ Child must be told and explanation given by class teacher. 

∙ Detention is on the following day. 

∙ If a child hasn’t finished work / homework or low level behavior issues they should / could stay in  with the class teacher at morning or lunchtime break. 

∙ Teachers must check their records on students’ behavior. More than 3 detentions in 2 weeks  and parents must be notified and a meeting arranged. 

∙ Detention is given and supervised by the teacher who gave detention. Any child In detention  should never be left unsupervised. 

∙ Supervisors in liaison with the class teacher can give a joint detention. 

Cafeteria Expectations  

∙ The time for lunch is on each student's schedule.  

∙ Lunch is considered a school assignment and attendance is mandatory. Students are expected  to arrive at the lunchroom PROMPTLY and are not permitted to leave the cafeteria during the  lunch period without a permission from the lunch time supervisor. 

∙ At all times during the school day, food and beverages are to be consumed in the cafeteria, not  carried out to corridors, classrooms or lockers.  

∙ Glass bottles present a hazard and should not be carried in the school.  

∙ Food brought into the school should remain in lockers until the designated lunch time. ∙ During the lunch periods, students are responsible for cleaning up after themselves and are  expected to demonstrate good citizenship while using the cafeteria.  

∙ Students who cannot demonstrate appropriate behavior and decorum will be assigned special  seats or special areas in which to eat; serious misbehavior will result in special lunch  arrangements. 

∙ Absolutely no food or other objects are to be thrown in the cafeteria. 

Playground Expectations  

∙ Expectations for playground behavior are very clear to all staff and children. ∙ Children are reminded about how to use each playground area and the equipment. Adults warn  children verbally if their behavior is inappropriate.

∙ If the child receives a second warning then they are asked to shadow the adult for 5 minutes. If  inappropriate behavior continues timeout outside for 5 minutes. The adult may decide that they  cannot go to the small playground as a consequence. 

∙ Any more serious incidents such as aggressive behavior both physical and verbal are dealt with  by the principal or the respective admin. 

∙ Staff will be made aware if any individual child is having particular difficulties with their behavior  or are following an individual behavior plan. 

∙ Snack/lunch supervisors write concerns to homeroom teachers. 

Early Years Monitoring / Playground Expectations 

∙ Positive behavior acknowledged with brain bucks. 

∙ Behavior concerns are recorded on incident forms by snack/lunch supervisors detailing incident,  responses and action taken, and reported to the homeroom teacher. 

∙ Serious misbehaviors are reported verbally to the homeroom teacher. Persistent concerns and  emerging behavior patterns are monitored at weekly planning meetings. 

Behavior Monitoring 

The following systems are in place to monitor behavior: 

∙ Each class has a behavior log. This log is to be kept in the classroom. 

∙ Children who are involved in incidents will have the incident recorded in the log detailing the  incident, the child’s response and action taken.

∙ Class teachers will have copies of letters that they can send home to parents/guardians if they  want to discuss a child’s behavior. If a letter is sent home, this needs to be recorded in the log  and the letter sent to the office for posting. The principal must be informed if a letter is sent  home. Any phone calls must also be logged. 

∙ If a teacher sends a letter home and receives no response from the parent/guardian within two  school days, the principal or admin should be informed. A second letter will then be sent to the  parent/guardian from the principal or admin or a phone call will be made. 

∙ Non-class based teachers should follow all the procedures in place and should communicate  action taken to all relevant staff. 

∙ Serious incidents are recorded in an incident form in the principal’s office.

 

Behavior Triggers where children are immediately sent to principal or admin 

1. The following behavior triggers a child being sent immediately to the principal/admin: a. physical violence or threatening behavior 

b. destroying property 

c. swearing intentionally to cause offence 

d. bullying 

e. stealing 

f. bringing unauthorized items 

g. repeated disobedience 

h. continued inappropriate behavior after returning from Time Out 

2. If sent to the principal or admin, a phone call will be made to parents/guardians as soon as  possible. 

3. The principal or admin will log parent contact/incidents in the school behavior log.

 

FIS Overviews of Sanction 

Further Sanctions 

We do not wish to exclude any child from school, but sometimes this may be necessary. Therefore  when all reasonable strategies have been attempted and have failed (including internal sanctions and  the application of any available support), exclusion is the next option for the school. 

Exclusions will occur if: 

∙ Children repeatedly violate the Behavior Policy. 

∙ Children seriously assault children or staff. 

∙ Children commit serious breaches of the Behavior Policy. 

∙ Exclusions from lunchtimes will also be considered if children are repeatedly violating the  Behavior Policy during this time. 

Prep2- Grade 2 Self-Contained classes 

A Color Classroom Behavior Chart Using Clothespins 

∙ Good classroom management is the foundation of successfully managing behavior. Manage  behavior, and you can focus on instruction. 

∙ This color chart is appropriate for self-contained classroom. It helps a teacher differentiate according to the needs of students. It is an effective and easy strategy to implement to  create positive behavior support. 

∙ An advantage of this system is that everyone begins on the green, ready to learn. Everyone  starts at the same level and has the opportunity to move up, as well as moving down.  

How It Works 

You create the chart with construction paper, overlapping the paper in the back before you mount the  titles and laminate the chart. The bands from the top are: 

∙ Red: Outstanding 

∙ Orange: Great Job 

∙ Yellow: Good Day 

∙ Green: Ready to Learn. Everyone starts here. 

∙ Blue: Think about it. 

∙ Purple: Teacher's Choice 

∙ Pink: Parent Contact. 

Establish a classroom rubric that establishes: 

1. Rules for how you move down. What behaviors are unacceptable and move you from one level  to another? Don't make these too rigid. It's a good idea to give students a warning. You might 

even move a child's clip to your sleeve and put it back if they have followed the rules to the next  transition. 

2. The kinds of behavior or character qualities that will move your clip up. Being polite to  classmates? Taking responsibility for an accident? Turning in high-quality work? 3. Consequences of moving down the scale. There should be a list of teacher's choices: Loss of  recess? Be sure these choices stay at school, and they shouldn't include extra work or busy  work, like writing sentences. Teacher's choice is also not the time to send a note home. 4. Benefits for reaching outstanding: three out standings give a student a homework pass? A  single outstanding qualifies a student for a preferred job, like being a line leader? 

Create the clothespins. Children who are in second grade should probably create their own: it gives  them ownership in the chart. Those of you who like everything to always be tidy, remember that you  want the clip to be your students, and not yours. You want them to own their own behavior, not blame  you. 

Conscious Classroom Management 

Procedure 

∙ Place, or have students place, their clothespins on the green. 

∙ During the day, move students' clothespins when they break a rule or exhibit exemplary  behavior: i.e. "Zerubabel, you left your seat during instruction without permission. I'm  moving your pin down." "Aisha, I really like how you kept everyone working in your group  at the math center. For outstanding leadership, I'm moving your pin-up."

∙ Administer consequences or benefits in a timely way, so it continues to be a learning  experience. Do not use the loss of a party on another day as a consequence. 

Physical and verbal Punishment 

Staff are not allowed to punish students verbally or physically under any circumstances. Physical abuse includes: 

∙ Spanking, slapping, pinching, pulling, twisting, and hitting with an object. 

∙ Teachers are not allowed to make students face the wall, make them go up and down the stairs  as a form of punishment. 

Verbal abuse includes: 

∙ Language that tends to cause fear or physical or mental distress; 

∙ Language that includes words denoting racial, ethnic, religious, gender, disability, or sexual  orientation which tends to cause fear or physical or mental distress; 

∙ Language that tends to threaten physical harm; and 

∙ Language that tends to belittle or subject students to ridicule.

 

Bullying is one person or a group of people exercising power over another, which results in intimidation. It can take a wide variety of forms, e.g. physical hurt, verbal abuse, emotional assault, etc… Often it is aimed at someone who is perceived to be "different" in some way. It often takes place at times of the day which are less closely supervised by adults. The "bully" is also in need of some help. It is our moral responsibility as a whole school to address the problem. We must constantly raise awareness to know what constitutes bullying. We must never ignore any situation. The status of bully or victim must not be established. We must create a safe environment for all our children through high standards of care and supervision and an appropriate enforcement of positive behaviour. It is also important to cultivate a climate within school that allows children to talk freely about their worries in the knowledge that they are being listened to and taken seriously. In case of the slightest indication of bullying, staff members should inform the administration immediately and intervention procedure involving parents, children and teachers will follow.

Staff should maintain good order and discipline among the pupils, safeguarding their health and safety within school and when they are involved in school activities elsewhere. Staff should supervise the pupils at the beginning and end of the school day, at break, at lunchtime, when moving to and from the lunch area room, and at all times. Staff should ensure that children are aware of rules and guidelines and remind the class and individuals from time to time and as necessary. Any possible danger in regards to children’s safety should immediately be reported to the office. The report should be recorded on “Flipper Facility Maintenance file” and the administrator should follow-up the situation and take immediate action. Drop off and pickup times are very important times in regards to children safety and well-being. At the beginning of the school year, the school gathers full information in regards to key people collecting children at the end of the school day. Children cannot be collected by any other person other than specified on the list. If a person mentioned on the information list comes to collect a child for the first time, the school should request for a picture ID and confirm that the name on the list and the person identity match. Parent should inform the school administration if their child will be collected by any other person or other parent. If this information is passed through phone, the office will dial parents’ phone number for confirmation – after this confirmation the office will authorize the class teacher to allow the person to collect the child after checking the individual’s picture ID. In regards to morning drop off time,

Flipper’s known culture is to welcome each child every morning with open arms, smile and a hug. The child is then accompanied to the class to arrange his/her school bag and is directed to the play area until class time. This warm welcome love and attention to individual child has been proved to foster confidence and allow children to follow the daily schedule with better attention and interpersonal relation. The relation between Flipper staff and students is more of a loving big family rather than a distant school. This “Flipper attitude” should be displayed by all staff members at all times.

To support the learning process, the school organizes one or two school trips per year for the Grade 2 classes and up. Such school trips are considered part of the lesson plan and the learning outcome will be properly planned.

Consent forms should be signed by parents/ guardians to allow their child to participate on the school trip and share responsibility for accidents and incidents which may occur outside the school ground.

Students from Nursery to Prep II may celebrate birthdays at school. Children’s birthday may be celebrated at school without affecting regular teaching. School birthday celebrations must be short and simple. To celebrate child’s birthday at school, parent must inform class teachers at least a week earlier. The teacher then reprograms daily schedule accordingly and facilitates the celebration. Upon such request, teachers must inform parents on the followings:

• Number of children in the class;
• No more than three adults can attend the celebration;
• Picture and video clips may be taken by family members using home camera with inbuilt flash lights (professional camera/ video crew is not allowed);
• Parents/ guardians can bring cake (peanut free) and packed juice to be shared with the class;
• Parents/ guardians must also provide paper plates, plastic cups, napkins and forks required for the celebration;
• Regular candles could be used - sparkling, explosive or scented item are not allowed to be used for the celebration
• Birthdays should be celebrated within the classroom and with minimal disturbance to other classes
• Gift bags are considered unnecessary for class celebrations; therefore, birthday hat is sufficient for the children to share the birthday spirit.
• Parents/ family members should assist in setting and cleaning the birthday area
• Preferred time for birthday celebration:
• The school suggests that Nursery classes celebrate birthdays right after snack time i.e 10:15 am, KG to Prep II, celebration should take place in the afternoon before heading home i.e 2:00 pm

All information about individual child is private and will only be shared with staff members who need to know about the child in order to provide the appropriate service. All information including medical and personal information along with addresses and telephone numbers of parents/guardians will be passed to or shared with a third party without getting full consent of the parent. The School Administrator will inform all staff members in regards the school’s “confidentiality policy” and will also direct staff members to handle all individual issues in a sensitive manner. Photographs or video footage of children should not be used without the permission of parent/guardian, particularly for the press or television. Parents will only have access to their child’s file, marks and grades. It is clearly understood by all those involved in the school that all personal information about a child is highly confidential. Parents/guardians and children need to be aware that the school cannot guarantee total confidentiality, in some legal circumstances’ confidentiality will be broken (upon legal request).

The school grounds are covered by Hibret Insurance Policy. The school administrator should initiate the claim for accidents occurred within the school compound.

Teachers and caretakers should do their level best to assist children in taking their belongings back home at the end of the school day. Teachers of younger children should take extra care not to mix up children’s items. At the beginning of the school year, class teachers should request parents to clearly mark children’s belongings to avoid mix up. The school doesn’t allow children to wear or bring valuables to school. In case, a child brings valuable to school, it should be notified to the school administrator. The valuable item must be removed from the child and handed over to parents at home time. Unidentified clothing should be kept with the school supervisor until it is claimed. All valuable must be kept with the school administrator until claimed.

In the event of a fire, all classes will be immediately notified. Upon such notification, children and staff should vacate their classroom immediately and go to the playground area – away from the fire. Evacuation should occur in an orderly manner, at a walking pace, and in the strictest of silence. No personal belongings may be brought out of school. Staff will be the last to leave the classrooms and classroom doors must be closed after departure. Staff will be the last to leave the building having ensured that all of their class have vacated. Teaching assistants should check the toilet areas. Class teacher should have a head count and make sure that all children are gathered together safely. Any situation should be immediately communicated with Administrative Staff. The school administration should call fire-fighting authorities and make necessary arrangement in-order to contain fire damage. Children and staff members will return to classroom after the school administration confirms and gives clearance to proceed.

The school expects all children to attend school regularly. If a child couldn’t come to school for any reason, we expect parents to call the office and provide sufficient explanation. All information in regards to child absence should be communicated with the school administration on a daily basis and recorded on “Children Attendance File”. If a child is absent for more than a day, and parent fail to inform the school, the school will make a call on the second day of absence to make an inquiry. The communication detail should be recorded on the upper mentioned file. If a child is missing school due to sickness, the office should continue to call parent/ guardian every other day to follow up the situation. Such calls should also be recorded for future references.

Up to date information is kept on parent/guardian contact details including mobile phone numbers, alternate phone numbers and emergency contact number. To avoid cross infection and the spread of diseases from one child to another child/adult, parents should refrain from sending their child to school after an illness unless fully recovered. If school teacher or care taker notices unusual situation in regards to a child’s health at drop off time, parent should immediately be notified to pick the child and attend a doctor. If the situation is observed during the day, the class teacher/ assistant teacher should immediately communicate with school administrator. If found necessary, the child will be placed at the school’s sick bay/ office. Parent should be immediately contacted and child health information should be referred. If child suffers from fever, fever reducer medication and cold compress can be administered after checking child’s medical allergy from child’s information file or upon consultation with parent. If parent communication has been unsuccessful, emergency contact person should be communicated, if this fails, and the situation is an emergency, the child should be taken to the nearest paediatric center and get proper treatment for the illness. All medical procedures and accident should be reported to parents in writing – FIS – Form 108. The school administrator should follow up situation that required child’s pick up at the middle of the school day. All medical procedures and administration should be provided with gloves and infected areas thoroughly cleaned after treatment. All procedures should be recorded on “Child Attendance file”

To administer medicine at school, parent/ guardian should provide a written permission and information on medicine, dosage and time of dosage to the school administration. This information together with the child’s name should be attached to the medicine and stored out of children’s reach (refrigerator may be used if required). A copy of this information should be provided to the class teacher – and the class teacher should take the responsibility of administering the medicine as per the information. The medicine administrator should record time and dosage provided through the day. This information together with the medicine should be returned to parent at the end of the day. Parents are responsible for the disposal of unused medicine.

Up to date information is kept on parent/guardian contact details including mobile phone numbers, alternate phone numbers and emergency contact number. Pick up time is within 30 minutes from end of school day. During this period of time all children will remain under full supervision of teaching staff. If a child is not collected after 30 minutes, this information should be passed on to the admin office to make contact with parents. If contact could not be made with parent or guardian, the child will remain another 30 minutes under the supervision of the teaching staff. The admin office should continue to try to contact parents. If within this period of time the office is unable to make contact, emergency and all alternate numbers on the file will be communicated within the next hour. If this is still unsuccessful, higher management will be notified on the next step. For the safety of children, children should be supervised by teaching staff till pick up time. For delays which occur past to 5:00 pm, 2 adults should be assigned to stay behind and supervise the child until the child gets collected or the higher management intervenes. Frequent late collection should be reported in writing to the admin office for the office to take action.

No class or playground with children should be left unsupervised for any reason. The school administrator should ensure that full and appropriate supervision of all children occurs throughout the school day. All possible measures should be taken in order to prevent injuries. In case of injury, major or minor, the administration office should be informed and information should be recorded on “student attendance file”. For minor injuries, the school nurse should be contacted for first aid treatment and parent should be informed on the situation and first aid procedure undertaken. For major injuries, the school nurse should immediately respond with first aid treatment and at the same time parent should be contacted in order to take the child to the hospital. For an emergency situation, children should immediately be taken to the nearest paediatric hospital and at the same time parent/ guardian or emergency contact person should be contacted and informed on the situation. In case of injury or school accidents, the school administrator should make a phone follow up on the child’s status afterwards and should inform the higher management as well. Accident/ sickness FIS-Form 108 reporting slip should be provided to parents.

To withdraw a child from the school, parent should give formal notification to the school administrator at least a month ahead from the last day of school. The school administrator will record the reason and date of withdrawal and add the information to the student file. Upon confirmed withdrawal, the school administrator will:

• Inform class teachers
• Consult the finance department for any outstanding payment and get written confirmation;
• Consult class teachers for any unreturned books or school materials
• Consult librarian for any unreturned books
• Consult afterschool administrator for extra-curricular activities outstanding fee
• Issue payment request for immediate settlement of all outstanding fees
• Prepare progress reports and letter of recommendation (if requested)
• Withdrawal clearance sheet should be signed by all the upper mentioned parties and attached to student file
• PROGRESS REPORT AND OR LETTER OF RECOMMENDATION CAN ONLY BE PROVIDED WHEN ALL FEES ARE SETTLED AND ALL SCHOOL MATERIALS RETURNED

Our school prides itself on the quality of the teaching and care provided to the students. However, if parents/ guardians or students have complaints, they can expect it to be addressed by the school in accordance with the following procedures.

The school assures that most complaints and concerns will be resolved quickly and informally. If the complaint cannot be resolved on an informal basis, then the complainant should put their complaint in writing to the School Management. The School Management will decide, after considering the complaint, the appropriate course of action. In most cases, the school management will speak to the complainant within a day of receiving the complaint. If possible, a resolution will be reached at this stage. Otherwise, it may be necessary for the school management to carry out further investigations. Complaints made directly to the school management will usually be referred to the relevant class teacher, assistant teacher or class attendant unless the school management deems it appropriate to deal with the matter personally.