• Anti-Bullying Policy

    The Children and staff at Lagos Preparatory School have defined bullying as: “Being made unhappy by the deliberate and continued actions and or words of others”. These might include any of the following:-

    • Name calling
    • Threats – verbal or non verbal
    • Violence
    • Ignoring
    • Invading privacy or personal space
    • Interfering with property
    • Ridiculing
    • Demanding money
    • Deliberately failing to recognise someone’s efforts or worth
    • Inciting others to act in any of the above ways


    • At LPS we are committed to embedding an ethos that embraces the ECM Agenda. This Anti-Bullying policy and its implementation pays particular attention to the following ECM Standards:
    • Ethos
      • An ethos of trust ensures children are free from bullying and discrimination
      • Children and adults ensure that the safety of others and themselves is always a priority
      • Children feel safe and secure in reporting bullying, discrimination and any incidents of dangerous behaviour
      • An open ethos enables the views of children, parents/carers, staff and other partner/service providers to be valued, respected and acted upon
      • An inclusive ethos fosters individual and collective responsibility in helping others
      • A culture of community care, involvement and respect for the environment is promoted
      • A welcoming ethos ensures that children and their parents/carers feel able to approach staff for advice and guidance to support their decision-making about future opportunities and life chances
    • Policy
    • The racial equality, anti-bullying and behaviour policies reflect the ECM outcome ‘stay safe’ and children are able to report any incidents of discrimination, harassment, bullying or anti-social behaviour

    • The Environment
    • Staff are on duty at break and lunchtime to supervise the safety of children

    • Personalised Learning
      • An effective system of pastoral care exists to support the well-being and learning of children and young people
      • Children and young people feel safe and secure to flourish as individuals within the educational setting
      • Children and young people know who to go to and where to seek further help from when faced with potential danger, conflict or problems that create barriers to learning
      • Children and young people follow safety rules and procedures and behaviour codes of conduct during learning, recreational and social activities
    • Presence, Participation and Personal Development
    • Children and young people demonstrate tolerance, respect and empathy, and value difference and diversity


    • There are many varied reasons why people become bullies but a common theme is their need to be in control of someone or of a situation, giving them a feeling of power. This is often the result of having no power over some other aspect(s) of their lives – perhaps they are being bullied themselves.WHAT IS THE EFFECT OF BULLYING?
      Bullying undermines a person’s self esteem
    • They can feel worthless, and somehow in blame for what is happening to them
    • They will feel unwilling to participate in group events or even to come to school each day.
    • They feel helpless, unhappy and demoralised.
    • They feel that they have lost the right to be themselves and are unable to report the situation in case it makes it worse.


    • The school employs a variety of methods for preventing and tackling bullying. These include policy implementation, training for staff, curriculum development and delivery, pupil buddy systems and the employment of a Deputy Headteacher responsible for pastoral care.Through these:
    • We will use learning methods here at LPS and use the opportunities to discuss and act on such situations. This can be done in class time, circle time or through role play (drama).
    • We will encourage children to see that others have the same right as themselves – the right to be an individual.
    • We will make it clear that it is alright to admit to being bullied.
    • We will use the support of other children to challenge/prevent bullying behavior.
    • This can include the ‘no blame’ approach in which the bully is encouraged to see and help heal the harm done by his/her actions.
    • We will encourage the children to adopt a ‘Do as you would like to be done by’ approach to their treatment of others.
    • We will encourage all personnel to see differences between us as strengths
    • We will ensure that the children realize that they are involved in bullying if they see it happening yet do nothing. There is no such thing as a bystander or observer.

    We will work with parents of children who persist in bullying, and those who we know/suspect might be being bullied so that we can work together to help the children overcome their feelings.

    • We will encourage the children to make posters for their own areas to advertise no bullying.
    • We will produce a booklet for the children by the children to help with the recognition and prevention of bullying.
    • We will listen attentively to any child who comes to us with tales of bullying incidents.

    This policy is reviewed annually

    Admission Policy

    As an international preparatory school, we will admit children from the international community here in Lagos, as well as children from the host country. The school’s motto is ‘Non sibi sed omnibus’ – ‘not for one but for all’ and therefore we accept application for admissions from all children. An application for the registration of a pupil must be made by the parents or caregiver/guardian of the pupil. Documents necessary for registration must include, birth certificate of the child, 2 recent passport sized photographs, international passport ‘info page’, an immunization card and reports and transfer documents from the immediate previous school. Prospective pupils along with both their parents will be interviewed by the Headmaster, the Deputy Headteacher, if the Head is not available the appropriate Key Stage Leader and the Deputy Head Business & Administration.

    Once this has been carried out and in order to maintain an optimum level of academic functioning across the school, the prospective pupil will be expected to undertake activities and/or written tests over the course of a school day which must be successfully passed. The applicant will be observed to determine several social and personal character traits such as ability to settle, disposition, temperament and so on.

    Applicants will be expected to undertake a range of age appropriate activities – for the very youngest this may involve drawing a picture, answering questions orally, sorting activities and identification games. Older applicants will be expected to undertake formal written tests in numeracy and literacy. These tests will be based on the work they have undertaken in the preceding term. The older applicants will also be required to undertake a further written test, the focus of which remains confidential to the school.

    Following the assessment visit, a meeting with both parents/caregivers of the hopeful applicant will again take place. This will provide parents and the applicant with detailed feedback on the assessment time and activities. Parents will be advised accordingly by the Headmaster to accept the school’s professional determination of the ability of the applicant to benefit, or not from the curriculum offered here and the high standards expected. No applicant can return for a further attempt to seek admission within a two school term period, should they be unsuccessful in gaining admission.

    The school currently has a maximum class size of twenty-two in all year groups with the exception being fifteen in pre-nursery. There are waiting lists in most year groups. Admission is offered therefore to the first available child on the waiting list who has undertaken and passed the selection process as mentioned above. Priority in accessing a place will be given to pupils who have siblings currently in the school.
While the school has a very active and experienced special needs department and we therefore offer learning and language support to pupils with occasional or mild learning or behavioural needs, it cannot be expected to guarantee these facilities for those pupils with severe difficulties (even though they may have technically passed the admissions criteria).

    Administration of Medicine Policy

    Regular school attendance is vital for every child and Lagos Preparatory School does all that it can to maintain high attendance figures. Nevertheless, from time to time every child will become ill and may require some time out of school to recover. In general, where a child requires medication (or treatment) they should be kept at home until the course of treatment is complete.

    There are, however, a few exceptions:

    • When a child has almost fully recovered and simply needs to complete a course of medication (eg antibiotics) for a day or so.
    • Where a child suffers from asthma (or any occasional ailment) and may need to use an inhaler.
    • Where equipment such as an inhaler is necessary, we strongly encourage children to take personal responsibility for these items as soon as possible.


    • Is any specific training required to administer medicines?
    • Is any necessary protective clothing or equipment available?
    • Has the parent completed the Medication Consent Form? Has a copy been filed?
    • Is the member of staff clear on what they are expected to do?
    • Is the emergency contact information, particularly for the parent or guardian clear?
    • What action is necessary in the event of an accident or failure of the agreed procedures?
    • Will medication be stored in a same place and at a suitable temperature?

    The following information must be completed by the parent:

    • Name and date of birth of the child
    • Name of parents/guardian, contact address and telephone number
    • Name, address and telephone number of GP
    • Name of medicines
    • Details of prescribed dosage
    • Date and time of last dosage given
    • Consent given by the parents/guardian for staff/school nurse to administer these medicines
    • Expiry dates of the medicines
    • Storage details

    The Parent Consent Form, providing all the information above, will be copied and retained in a central file as a record for future reference. All medicines should be stored in the original container, be properly labeled, and kept in a secure place, out of reach of children. Arrangements may be needed for any medicines that require refrigeration. These should be clearly labeled and kept separated from any foodstuff.

    Medicine should only be kept while the child is in attendance. Any unused or outdated medication will be returned to the parent for safe disposal.

    Children with infectious diseases will not be allowed in school until deemed safe by their Doctor and/or the School Nurse.

    Performance Management Policy


    The Policy applies to all staff employed by the school.

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

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

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

    To ensure this the following provisions are made in relation to moderation, quality assurance and objective setting. The Business Manager will ensure all objectives:

    1. Are consistent between those who have similar experience and similar levels of responsibility
    2. Comply with the school’s performance management documentation & policy.
    3. That all staff to have at least 1 whole school objective

    All objectives set will be rigorous, challenging, achievable, time-related, fair and equitable in relation to staff with similar roles/responsibilities and experience, and will have regard to what can reasonably be expected of any colleague. They shall also take account of the colleague’s professional aspirations.

    The appraiser and appraisee will seek to agree the objectives but where a joint determination cannot be made the appraiser will make the determination in conjunction with the Director of Learning and The Business Manager.

    Performance management is an assessment of overall performance of staff objectives and cannot cover the full range of a colleague’s responsibility. Objectives will, therefore, focus on the priorities for an individual for a particular academic year. At the review stage it will be assumed that those aspects of colleagues’ roles/responsibilities, as identified in their Job Description, not covered by the 5 specific annual PM objectives have been carried out satisfactorily.

    The whole performance management process and the statements generated under it, in particular, will be treated with strict confidentiality at all times.

    The Directors will ensure in the budget planning that, as far as possible, appropriate resources are made available in the school budget for any training and support agreed for reviewees. An account of the training and development needs of teachers in general, including the instances where it did not prove possible to provide any agreed CPD, will form a part of the Head Teacher’s reports to the Directors about the operation of the performance management in the school.

    The performance of staff must be reviewed on an annual basis. The PM cycle is driven by three formal meetings between appraisers and appraisees during the academic year, one meeting in each of the three terms. For a ‘worked example’ of the detailed timing of the cycle please see the attached time line for the 2015/16 academic year.

    During the first INSET training session in September, before the new academic year begins for pupils, every employee is given the following by the school’s administrative team:

    • A new Performance Management File
    • The year’s PM Structure : A Complete List of the Appraisers and their Appraisees.
    • New Core Documents
    • A Letter communicating the previous year’s PM categorisation and the resulting new salary for the coming academic year.
      • Performance Managers then distribute new Performance Management Files and Core Document to their appraisees and request that the appraisee prepare 5 key objectives with appropriate measures for discussion at Formal Meeting 1. For personnel in Teaching Roles, Part A Teaching Roles Contributing Evidence grid should be sign posted as the focus for objectives setting.

        Performance Managers set up 30 minute appointments with each of their appraisees – to take place during Week2 – 4 of the Michaelmas Term.

        Formal Meeting 1 – Michaelmas Term
        Review of previous year’s Performance Management achievements and key areas for improvement/ training. Use appraisee’s new Performance Management File and Core Document. The Discussion points in section A2 of the Core Document could aid this review.

        Appraisee presents Performance Manager with the 5 key objectives, with appropriate measures, which they believe will most impact their performance in the current year. Performance Manager and appraisee review/ agree objectives and measures together and complete A3 table in the Core Document.

        Formal Meeting 2 – Lent Term
        The Performance Manager and Appraisee meet to review progress. As part of the Review process, A2 A2 questions in the Core Document are useful in generating a clear understanding of the appraisee’s point of view. Next, there is a review of the appraisee’s 5 objectives and measures, listed in A3 of the Core Document. Discussion and review of the appraisee’s Performance Management file. Appraisers are advised: If you and the appraisee had to score each objective now – what would that score be? Guide the appraisee into better performance over the coming terms, prior to the final Performance Management meeting in the Trinity Term.

        Performance Manager then asks appraisee to complete Part A of the Core Document and agrees a date with each appraisee for their Formal Meeting 3 during the first three weeks of the second half term.

        Formal Meeting 3 – Trinity Term
        Performance Manager and appraise review together Part A of the Core Document: A1, A2 Discussion Points, A3 5 Core objectives and measures, A4 professional aspects, A5 areas for focus.

        Continue to Part B which is the Performance Manager’s Assessment of the appraisee’s work over the past academic session: All Part B items are mirrored by Part A items which the appraisee has completed/self scored. Compare any key differences in how the appraisee evaluated themselves and how the Performance Manager evaluates the appraisee.

        B1 – Job Purpose

        B2 – Discussion Points – note actions

        B3 – 5 Key Objectives and Measures

        B4 – Professional Aspects

        B5 – Personal Development Aims

        Meeting then turns to the future:

        B6 – Required skills and experience

        B7 – Objectives for development

        B8 – Training needs

        Finally, Performance Manager advises appraisee of Performance Management Overall Achievement classification:

        Unsatisfactory, Satisfactory, Good, Very Good, Outstanding.

        Performance Manager advises classification of each of their appraisee’s to School Business Manager and School Bursar.

        SLT meet to determine % pay increases for next academic year, for all personnel based on their Performance Management classification in the previous academic year.


        The performance management cycle in this school, runs for each academic year.

        1. Where a colleague starts their employment at the school part-way through a cycle, the Head Teacher , shall determine the length of the first cycle for that colleague, with a view to bringing her/his cycle into line with the cycle for other colleagues at the school as soon as possible.
        2. Where a colleague transfers to a new post within the School part-way through a cycle, the Head Teacher, shall determine whether the reviewer should charge.

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

        The Head teacher will regularly update the Directors on the progress of the Performance Management process as part of his written termly updates.

        To ensure employees are fully briefed on the performance management process at LPS, all new staff that join the school will be given detailed training, as part of their induction at the school.

    Assessment Policy


    • To gather information about the performance of individual pupils, groups and cohorts of pupils so that it can be used to inform target setting at a range of levels.
    • To gather information to inform teachers what will be taught next.
    • Formative
    • the information gained “forms” or affects the next learning experience.

    • Diagnostic
    • finding out what attitudes, knowledge, understanding or skills are not properly learned or acquired and therefore preventing pupils making the expected progress.

    • Evaluative
    • informing the strategic planning and direction of the whole school by evaluating the impact of planning, teaching and the curriculum on pupils’ achievements.

    • Summative
    • systematic recording of information which leads towards a summary of where the pupils have reached at a point in time. This is an essential tool for identifying progress over time

        Effective assessment at Lagos Preparatory School is characterised by:

        • Pupils’ involvement in self assessment;
        • Parents’ involvement;
        • Meaningful and useful information about the pupils’ achievement and progress as they transfer through the key stages of education provided at Lagos Preparatory School is carefully recorded and progress tracked


        • Key Stage 1 to Key Stage 2
        • Key Stage 2 to Key Stage 3.

        At LPS we are committed to embedding an ethos that embraces the ECM Agenda. This Assessment Policy and its implementation pays particular attention to ensuring that ‘Enjoy and Achieve’ is embedded.

        Class teachers’ planning will be monitored on a weekly basis over the course of each term.

        Who uses the assessments? Teachers Teachers, pupils, parents/carers, learning support assistants. The next teacher, pupils, parents/carers, the whole school and the next school.
        Are the assessments recorded? Mainly no; yes for some aspects, e.g. teacher’s own notes, annotation of work, marking, highlighting significant achievements in planning Some group and class records, individual pupils’ targets, some individual notes/comments Yes, for each child, including end of Key Stages 1 and 2 transfer record
        Should records be retained or discarded? Mainly discarded Keep only the most recent work and targets Retained and passed on, e.g. annual reports, information on skills, knowledge, understanding and next steps.
        How do the assessments relate to teaching and planning? Strong link to daily/weekly planning Links to medium term planning – highlight issues in planning, target setting – review progress towards curriculum and other targets. Links to long-term planning, e.g. balance overall, strengths and weaknesses within curriculum provision.
        Where will the information be used? Individual teachers Individual teachers, SENCo, school management team Individual teachers, school management
        Class teachers’ planning will be monitored on a weekly basis over the course of each term.

        There are a range of strategies which may be used;

        Differentiation by rate (pupils working at a rate appropriate to them)
        Differentiation by task (groups within a class working on different areas of the same subject)
        Differentiation by outcome (pupils attempting the same task but with different expectations and results)
        Differentiation by input (providing some individuals or groups with targeted adult support)
        Differentiation through the level of questioning from the teacher/adult
        Breaking the task into smaller simpler steps to help pupils with particular Special Needs
        Extension work for more able pupils which takes them beyond what the others in the class/group might be asked to do
        As a school, it is fundamental that we create an environment in which the children enjoy learning, can reflect upon as well improve and grow in confidence.

        Teachers will know:

        where are the pupils starting from?
        has the class overall learned what was planned?
        are all the pupils making expected progress?
        are they making sufficient progress against national expectations?
        how are pupils applying their skills, knowledge and understanding across the curriculum?
        which pupils need more help and in which areas?
        which pupils need extension work?
        is the planning for activities, resources and staffing well targeted?
        how can the teacher do it better next time?
        The head teacher, other teachers and subject leaders will know:

        are the pupils making progress?
        are there any major problems?
        how does their performance compare with those in parallel classes or in other years?
        is the pupils’ progress in line with the school’s targets?
        how does the school compare with other similar schools?
        what aspects of the curriculum and teaching need to be strengthened?
        Lagos Preparatory School parents/carers will know:

        is my child making good progress?
        are there any major problems?
        how is my child doing compared with others of the same age?
        what can I do to help?
        Recording will be manageable and relevant at short, medium and long-term levels. The degree of detail in the recording will depend upon whether:

        it is a core or foundation subject;
        the subject is a focus for school improvement. Lagos Preparatory School has agreed to maintain: Short-term recording Record some notes about individual or groups of pupils’ strengths and weaknesses where appropriate.
        The notes will help planning at short and medium-term to be useful when talking to another teacher / SENCo or in identifying particular problems;
        inform the teaching approach; inform the grouping of pupils; inform the choice of resources.
        The school will make effective use of verbal assessment. Teachers will:

        use questions to check understanding at the beginning of lessons, e.g. “Think of three things you can remember from our last lesson about……
        make explicit to pupils the purposes of the lesson, e.g. “By the end of the lesson you will be able to……..” use different types of questioning to focus on: Outcomes:
        “What will the finished work look like?”
        and Thinking: “How will someone else know that you have been successful?”
        “What would they see?”
        “How will you know you have been successful?”
        Teachers will use a range of closed and open questions. Teachers will:

        provide opportunities for pupils to explain their thinking to each other in pairs, groups or
        as a class using appropriate technical vocabulary.
        use the plenary to check understanding and reinforce learning.
        conference with pupils so that they know what it is they need to improve.
        provide opportunities for pupils to review their achievements.
        mark/respond to pupils’ work including pointers for improvement, “can do” statements and
        annotation for other adults such as teachers, parents and carers on the pupils’ work.
        Recorded assessments will inform:

        any discussion with parents and carers;
        target setting for improvement with individuals or groups of pupils.
        literacy (Writing) and Numeracy progress over time will be recorded in a progress book
        In this way the teachers, subject leaders, the head teacher, pupils and parents, can monitor pupils’ progress towards curricular targets.
        Practice will be in line with the school’s expectations for assessment in English, mathematics and science. Specific guidance is provided for teachers in other subjects.
        The school’s minimum expectation for foundation subjects is for teachers to note any pupil’s performance which is unexpected and where pupils achieve well above or below the planned expectations.
        The guidance in the QCA draft schemes of work is used in planning to identify expected achievement and that which is above or below expectations.
        A table as below (or similar) will accompany specified units of work:

        Achievement below expectations
        If achievement is lower than expectations then teachers should record the names of individual pupils or a whole group e.g. Blues. Relevant comments about the under-achievement can be made.

        Expected achievement
        If achievement is in line with expectations teachers are expected to do nothing.

        Achievement above expectations
        if achievement is higher than expectations then teachers should highlight the names of individual pupils or a whole group e.g. Reds. Relevant comments about the high achievement can be made.

        Teachers may make comments about groups as opposed to several individual comments if appropriate.

        SPECIAL EDUCATIONAL NEEDS. Individual Education Plans will be reviewed half termly. Portfolios of children’s work will be compiled in subjects to illustrate standards and improvements we are making as a school over time. For example –

        English – samples of narrative writing in a year group portfolio that are levelled against the National Curriculum, and which identify strategies for improvement.
        This will be repeated the following year to identify and demonstrate improvements based on the impact of teaching, learning and curriculum provision. Issues for development will be identified.
        History unit about the Victorians – samples of work in a year group /key stage portfolio that identify application of key skills across the curriculum. This will be repeated with another history topic to identify and demonstrate improvements based on the impact of teaching, learning and curriculum provision. Issues for development will be identified.Long-term recording:
        Recorded assessments will be:

        Foundation assessment
        Statutory assessments at the end of Key Stage 1 and Key Stage 2, including the end of Key Stage 1 and 2 transfer record Other assessments used by the school, e.g. Year 3, 4 and 5 optional
        Annual reports to parents will identify clearly gains in skills, knowledge and understanding, with the next steps in learning. The Interim Report will summarise progress to date and expected levels of attainment by the end of the school year.


        to analyse records to help clarify patterns of performance over time and responses to specific teaching approaches.
        to review curricular targets so that they can be amended if necessary and yet still be realistic and challenging.
        to review and, if necessary, adjust curriculum provision in terms of breadth and balance.
        to inform the governing body of the school’s standards and improvement through the head teacher’s reports to the governing body. (This will include an analysis of comparative data.)
        to analyse performance in terms of cohorts of pupils as well as analysis of the achievement and attainment of pupils:
        with special educational needs;
        boys and girls;
        with English as an additional language;
        The head teacher, with the support of subject leaders, will ensure this policy is implemented consistently throughout the school using strategies such as discussion with teachers, pupils and parent1s/carers, sampling pupils’ records and reports and sampling teachers’ planning.

        This policy will be evaluated and reviewed in line with the teaching and learning policy. Any implications relating to issues for the whole school will considered for improvement.

        NFER Nelson progress tests will be carried out as detailed below. Progress in English 5; end of Reception/beginning of Yr 1

        Progress in English 6; end of Yr 1/beginning of Yr 2
        Progress in English 7; end of Yr2/beginning of Yr3
        Progress in English 8; end of Yr3/beginning of Yr4
        Progress in English 9; end of Yr4/beginning of Yr5
        Progress in English 10; end of Yr5/beginning of Yr6
        Progress in English 11;end of Yr 6/beginning of Yr7
        Progress in Maths 5; end of Reception/beginning of Yr 1
        Progress in Maths 6; end of Yr 1/beginning of Yr 2
        Progress in Maths7; end of Yr2/beginning of Yr3
        Progress in Maths8; end of Yr3/beginning of Yr4
        Progress in Maths9; end of Yr4/beginning of Yr5
        Progress in Maths10; end of Yr5/beginning of Yr6
        Progress in Maths11; end of Yr 6
        For children joining the school, the appropriate tests should be carried out within two weeks of their starting in the appropriate classes.

        Writing Audits will be carried out once every half term and will focus on unit work as being covered by the children incorporating handwriting and spelling for assessment.

        Audits will be moderated from time to time as a whole staff exercise. End of term exams will be carried out towards the very end of term with enough time given to mark the scripts, record them and send results home to parents. The end of term report cards will be issued as a grade only card. It will detail individual children’s efforts in percentages and overall averages. Overall grades to be made up of as follows: 40% – CAs (class assessments) and 60% exam scores. The overall grade interpretation will be represented by the letters A to E as follows:

    Attendance Policy

    As a school we aim to:

    Maintain an attendance rate of a minimum of 95%
    Maintain parents’ and pupils’ awareness of the importance of regular attendance.
    Good attendance is important because:

    Statistics show a direct link between under-achievement and poor attendance
    Regular attenders make better progress, both socially and academically
    Regular attenders find school routines and school work easier to cope with
    Regular attenders find learning more satisfying
    Regular attenders have an easier transfer to secondary school
    Parents are expected to:

    Ring on the first morning of all absences with the reason and saying when the child will return
    Arrange dental and doctor’s appointments out of school hours or during school breaks
    Send in a note explaining the reason for absence on their child’s return to school after an illness
    Keep us updated by telephone or letter if their child has an extended period of absence due to illness
    In line with our responsibilities we:

    Follow up unexplained absences by phone calls and letters as soon as possible
    Remind parents of the importance of regular attendance and punctuality.
    Encourage children to appreciate the importance of regular attendance.
    Let parents know if we have concerns regarding their child’s attendance
    In the case of “authorised absences” (for example: if a child is ill, family bereavement, religious observance, etc) we recognise that there can be compelling reasons for absence and deal with these sympathetically.

    There are times when children are absent for reasons, which are not acceptable. These are “unauthorised absences”. Examples of unauthorised absence are:

    Waiting on a delivery – Going shopping or for a hair cut
    Going for a family day out – Because it is a child’s birthday
    Sleeping in after a late night – Unapproved Holidays
    Where there is no explanation for the absence or where the explanation or reason for the absence is considered unsatisfactory.

    Morning registration is at 8.00am. Children must be in the classroom by this time.
    It is important to be on time as the first few minutes of the school day are often used to give out instructions or organise schoolwork for the rest of the day.
    Late arrivals are disruptive to the whole class and often embarrassing for the child. We appreciate the difficulties sometimes caused by Lagos traffic, but expect that parents will factor this in to their morning routine.
    Arrival after the close of registration will be marked as an absence and these children must therefore sign in late so that we know that they are in school.
    Children who are frequently late will be reported to the Deputy Head (Pastoral) who will contact the parents to try to establish why and secure some improvement
    Children who remain uncollected at the end of school time will be referred to a place of safety if not collected or the school contacted by school closing time.
    We are always concerned about the amount of school time pupils’ miss as a result of family holidays. There is no entitlement to time off in term time. Leave of absence is only allowed at the discretion of the head teacher in accordance with the school policy as agreed by the board of governors.

    It is our policy that:

    Requests for long term holidays of more than 10 days will not be authorised once children reach statutory school age.
    That only in exceptional circumstances will holidays be allowed and then only up to a maximum of ten days. (The cheaper cost of holidays in term time is not an acceptable reason for an application)
    Parents wishing to apply for leave of absence for term-time holidays need to apply well in advance and before booking. The head teacher will consider your request and advise you of his/her decision, (possibly asking to meet with you to discuss) further time than allowed will be considered as unauthorised.
    Holidays should be organised to minimise time out of school by timing holidays at either end of a school break.
    Taking a holiday in September is especially unsettling for a child as they miss the start of the school year. Avoid taking a holiday in SATS years (Y2 + Y6)
    If the school does not agree and you take your child on holiday, the absence will be unauthorised.
    All school time is important and that the more time your child misses from school, the more difficult it is for them to catch up with their work. Valuable learning time is lost which may put your child at a disadvantage with their peers. A good understanding of the work covered can only take place when the pupil is in the classroom.
    It is our collective responsibility to ensure that we are good role models and demonstrate a positive attitude towards attendance so that children develop good habits for later life.

    Asthma Policy

    In order to give the best possible care to pupils, parents are asked to read the following policy and complete the form attached to it.

    The school nurses compile a list of children known to be asthmatic. The list is in the sick bay. If asthma is diagnosed after admittance, then the nurses must be informed as soon as possible.

    Children should be supplied with their prescribed inhaler (LABELLED WITH NAME AND CLASS) to carry with them and a spare one which will be kept in the school clinic for use if your child misplaces/forgets their own.

    Children should take their inhalers with them at game time, to the poolside when swimming and on school trip.

    It is your responsibility as the parent to ensure that the school clinic is informed of any changes to your child’s condition or medication and that your child is supplied with an inhaler to carry with them and a spare to be kept in the sick bay.

    Each clinic has a nebulizer which will be available for use for asthmatic pupils during attacks, if the situation requires such a treatment. We feel this is necessary in order to prevent casualties.

    Please, indicate which of the following you would prefer to be used for your child when necessary:

    being nebulized if he/she requires such a treatment using normal

    Saline {2.5mg/5mg}
    Ventolin nebules {2.5mg/5mg}
    If you have any concern about the management of your child’s asthma at school, then please speak to the nurse:

    Funmi Adeosun – lower school
    Meccan Udoh – upper school
    Sometimes, no matter how careful you are about taking your asthma medicines and avoiding your triggers, you may find that you have an asthma attack.

    The following guidelines are suitable for both children and adults and are the recommended steps to follow in an asthma attack:

    Take your reliever inhaler immediately as prescribed. Call for help.
    Sit down and ensure that any tight clothing is loosened. Do not lie down.
    If your symptoms do not improve within five minutes you should get your doctor.
    You are having an asthma attack if any of the following happen:

    Your reliever does not help symptoms
    Your symptoms are getting worse( cough, breathlessness , wheeze or tight chest)
    You are too breathless to speak, eat or sleep.
    Do not be afraid of causing a fuss even at night, let someone know so you can receive help.
    After an emergency asthma attack:

    Make an appointment with your doctor for a review within 48hours of your asthma attack
    You will also need another review within one or two weeks after your asthma attack to make sure your symptoms are better controlled
    Do not ignore worsening symptoms

    Most people find that asthma attacks are the result of gradual worsening of symptoms over a few days.
    If your asthma symptoms are getting worse do not ignore them! Follow your personal asthma action plan. If symptoms continue to get worse make an appointment to see your doctor. Quite often, using your reliever is all that is needed to relieve your asthma symptoms when you start to have an asthma attack.
    At other times, symptoms are more severe and more urgent action is needed.

    Behaviour Policy


    Treat others as you could like them to treat you
    Take good care of our school
    Call others by their proper names
    Join in lessons fully
    Always walk quietly and sensibly around school
    LPS promotes a high standard of behavior and an atmosphere where all members of the school are valued as individuals. The school believes in the development of self esteem, respect for others and self discipline. The golden rule for all members of the school community is

    ‘Treat others as you could like them to treat you’

    Children are expected to be polite and to show respect for other people and property. In class, children should join in the lesson to the best of their ability by listening carefully, answering and asking questions and by taking part fully in activities.

    At LPS great emphasis is place on positive reinforcement of behavior through praise. Children’s confidence and self-esteem are developed through encouragement, incentives and rewards, both verbal and written. Positive and constructive comments are written at the end of children’s work to recognize effort, improvements and achievement of targets set. Stickers. Stamps and merit points are awarded and rewards for helpfulness, kindness to others, positive attitude, politeness and effort in work.


    To develop a moral framework within which initiative, responsibility and sound relationships can flourish;
    To enable children to develop a sense of self worth and a respect and tolerance for others;
    To produce an environment in which children feel safe, secure and respected.

    Self confidence;
    Pride in their achievements;
    Self control;
    An interest in their activities;
    Respect and tolerance for others;
    Empathy with others’ feelings;
    Responsibility for their learning and their environment;
    An understanding of the need for rules
    Non-racist or non-sexist attitudes;
    An independence of mind and self esteem;
    A respect and tolerance for others’ ways of life and different opinions
    A persistent approach to tasks;
    A sense of fairness;
    The ability to accept fair criticism;
    An acceptable reaction to bullying and abuse

    Treat all children equally, irrespective of gender, race or religion;
    Be alert to signs of bullying and racial harassment and deal firmly with such problems, in line with school policies;
    Deal sensitively with children in distress, will listen to them and deal with any incident appropriately;
    Play an active part in building up a sense of community and will apply to agreed standards of behavior consistently;
    Record any incident of racial harassment and alert the Head teacher and other staff;
    Support each other in maintaining good classroom management and show sensitivity to each other’s needs and difficulties.
    Have a responsibility to model the type of behavior felt to be acceptable;
    Should treat others as they would like to be treated i.e., fairly and with tolerance and respect for other’s views and rights;
    Rewards will be accessible to all children
    Examples of children’s work and achievement will be displayed in the classrooms and around the school.
    Should accept responsibility for their own choices and actions;
    Assembly will be used as an opportunity to acknowledge achievements and to foster a sense of community;
    Should be given opportunities to show responsibility by taking turns to do appropriate jobs;
    Children’s achievements, academic or otherwise, will be recognized.

    Praise from staff;
    Individual rewards which contribute to class/group rewards to develop a sense of community;
    Showing good work in school assembly;
    Responsibility given;
    Extra play time or additional activities;
    Showing work in class at the end of the week;
    Quality time in the classroom when good work and good behavior are acknowledged;
    Showing good work to the head teacher or deputy;
    The use of awards – individual staff may wish to award points/merits or stickers and do so at their discretion.
    Informing parents (verbally, by letter, postcard home);
    Year 6 pupils may be awarded prefect status to reward consistent efforts, attitudes and contributions to school life. A special badge will be awarded to prefects in recognition of their achievement. Prefects are there to set an example to others of the qualities embodied in the code of conduct. They will be awarded a badge to keep. Prefects may be appointed at any time during year 6. Prefects’ status may also be withdrawn by the Head teacher for a serious breach of behavior policy.


    Disobedience to a reasonable instruction;
    Damaging property;
    Biting, spitting, hitting and kicking;
    Answering back, rudeness or aggression to adults;
    Racist comments;
    Foul language and swearing;
    Forming gangs and bullying;
    Making unkind remarks;

    When children’s behavior falls below an acceptable standard a range of sanctions may be used to correct this.
    A firm reprimand from a member of staff is expected to be sufficient to correct most misbehavior. However, if this fails to correct the behavior of a child the following procedures may be adopted:
    Time out – removal from the scene of an incident. This may mean working at a different place, working in the corridor outside the head teacher’s office by prior arrangement.
    Completing/repeating work
    Loss of privileges
    Loss of free/play time
    A pupil is taken indoors for a five minute cooling off period
    A Community task – e.g. tidying a shelf or cupboard helping staff.
    Exclusion from a favored activity – this must be immediate, but can only be used occasionally. It has to be considered whether it is educationally sound to deprive children to particular lessons. They cannot learn to behave in lessons if they are removed from them.
    Exclusion from the right to represent the school. This sanction should be used only rarely.
    The establishment of a behavior record or home-school report book.
    A verbal disciplining from senior members of staff – Head or Deputy Head.
    A requirement for a written apology.
    A regular report to be given to the head teacher.
    A letter/telephone call to a parent from the Head teacher or Deputy.
    A meeting with parents.
    Other sanctions following discussion between parents, class teacher and Head teacher.
    A pupil is reprimanded, the Head teacher is informed and a record of the incident kept.
    For a repeated offence, a record is kept and parents will be informed.
    In persistent cases, parents may be asked to discuss the matter with the Head teacher or a school director in line with the school’s equal opportunities policy.

    Child Protection Policy

    Lagos Preparatory School fully recognises its responsibilities for child protection. Our policy applies to all staff, directors and volunteers working in the school. There are five main elements to our policy:

    Ensuring we practice safe recruitment in checking the suitability of staff and volunteers to work with children.
    Raising awareness of child protection issues and equipping children with the skills needed to keep them safe.
    Developing and then implementing procedures for identifying and reporting cases, or suspected cases, of abuse.
    Supporting pupils who have been abused in accordance with his/her agreed child protection plan.
    Establishing a safe environment in which children can learn and develop.
    We recognise that because of the day to day contact with children, school staff are well placed to observe the outward signs of abuse. The school will therefore:

    Establish and maintain an environment where children feel secure, are encouraged to talk, and are listened to.
    Ensure children know that there are adults in the school whom they can approach if they are worried.
    Include opportunities in the curriculum for children to develop the skills they need to recognise and stay safe from abuse.
    Ensure we have a designated senior person for child protection who has received appropriate training and support for this role.
    Ensure we have a nominated director responsible for child protection.
    Ensure every member of staff (including temporary and supply staff and volunteers) and governing body knows the name of the designated senior person responsible for child protection and their role.
    Ensure all staff and volunteers understand their responsibilities in being alert to the signs of abuse and responsibility for referring any concerns to the designated senior person responsible for child protection.
    Ensure that parents have an understanding of the responsibility placed on the school and staff for child protection by setting out its obligations in the school prospectus.
    Contact parents if there is an unexplained absence of more than two days of a pupil who is on the child protection register.
    Develop effective links with relevant agencies and co-operate as required with their enquiries regarding child protection matters including attendance at case conferences.
    Keep written records of concerns about children, even where there is no need to refer the matter immediately.
    Ensure all records are kept securely; separate from the main pupil file, and in locked locations.
    Develop and then follow procedures where an allegation is made against a member of staff or volunteer.
    Ensure safe recruitment practices are always followed.
    We recognise that children who are abused or witness violence may find it difficult to develop a sense of self worth. They may feel helplessness, humiliation and some sense of blame. The school may be the only stable, secure and predictable element in the lives of children at risk. When at school their behaviour may be challenging and defiant or they may be withdrawn. The school will endeavour to support the pupil through:

    The content of the curriculum.
    The school ethos which promotes a positive, supportive and secure environment and gives pupils a sense of being valued.
    The school behaviour policy which is aimed at supporting vulnerable pupils in the school. The school will ensure that the pupil knows that some behaviour is unacceptable but they are valued and not to be blamed for any abuse which has occurred.
    At LPS we are committed to embedding an ethos that embraces the ECM Agenda. This Child Protection policy and its implementation pays particular attention to the following ECM Standards:

    An ethos of trust ensures children are free from bullying and discrimination
    Children and adults ensure that the safety of others and themselves is always a priority
    Children feel safe and secure in reporting bullying, discrimination and any incidents of dangerous behaviour
    An open ethos enables the views of children, parents/carers, staff and other partner/service providers to be valued, respected and acted upon
    A welcoming ethos ensures that children and their parents/carers feel able to approach staff for advice and guidance to support their decision-making about future opportunities and life chances
    The ECM outcome ‘stay safe’ is reflected in the Child Protection Policy and Safeguarding
    Personalised Learning
    An effective system of pastoral care exists to support the well-being and learning of children and young people
    Children and young people know who to go to and where to seek further help from when faced with potential danger, conflict or problems that create barriers to learning
    Multi-agency working
    Frontline workers from multi-agency services provide advice, guidance and information to support the health and well-being of children and young people
    Professionals from education, health and social care fulfil their duties to safeguard, protect and promote the welfare of children and young people
    Multi-agency service practitioners work in partnership with staff in the educational setting to remove barriers to learning and participation among children/young people
    Multi-agency professionals provide valuable inputs to support the PSHE curriculum
    Professional Development
    Staff participate in relevant ongoing training related to child protection and safeguarding children

    Complaints Policy

    At Lagos Preparatory School, we undertake to provide a friendly and safe environment in which pupils will be helped to achieve their potential, both academically and socially. We recognise that sometimes things can go wrong and parents, carers and members of the public may need to make a complaint or raise concerns they have with the school.

    This policy tells you what to do if this happens.

    Most complaints/issues can be resolved informally and quickly by discussion with the member of staff concerned or member of the senior leadership team or the Head teacher. Alternatively parents/carers can write to the member of staff or the Head teacher outlining the issue clearly.

    Any complaint/issue that is put in writing should be written clearly outlining all the issues and what it is hoped that the preferred outcome should be. All complaints will be acknowledged in writing within 3 – 5 working days.

    Parent/carers should make an appointment to discuss their concerns with the member of staff who knows about the issue or incident. If the complaint relates to a pupil, ideally the member of staff concerned should be directly involved with the pupil, for example, class teacher or form teacher.

    The member of staff will usually write notes during the meeting. Parents/carers can ask for a copy of these notes.

    There are three formal stages:

    STAGE 1
    If a parent/carer is still dissatisfied after the informal stage, they, or the member of staff can refer the matter to the Head teacher. This can be done in writing, as this will often make the situation clear to all involved parties.

    The Head teacher will offer a meeting with the parent/carer or other complainant at a mutually convenient time. At the meeting, and through discussion, the Head teacher

    will clarify what the issues are. The hopes of what the parent/carer is trying to achieve will also be discussed. Together all parties will agree an acceptable outcome. This should be to the satisfaction of all parties involved. These should be written down and agreed by all parties so there is no misunderstanding. Again parents/carers should be given a copy of this.

    If the issue is complex the head teacher may need to speak to other staff and pupils to investigate the concerns. This should happen within 10 school days. If this timescale cannot be met the head teacher should inform the parent/carer that this will take longer, explain the reasons for this and give a timescale for when the investigation will be completed.

    STAGE 2
    After meeting with the head teacher if the complaint is still not resolved to the parent/carer’s satisfaction, the complaint can be referred to a link director. This can either be in writing to the school, or alternatively the school can ask the link director to contact the parent/carer direct. The Head teacher can also refer the complaint to the link director.

    If the head teacher is the subject of the complaint, the complaint should go straight to the chair of link director and miss out Stage 1. The link director may ask for the complaint to be put in writing (if this has not already happened).

    The link director will offer to meet with the parent/carer or other complainant, at a mutually convenient time.

    The link director has 15 school days to investigate the complaint. If it cannot be resolved within this time, the director will inform the complainant and explain why it is taking longer. Reasons for this may be that the complaint is complex and needs more time or someone involved is absent through sickness or holidays. The director should, however, give a realistic timescale for when the complaint should be resolved. The director should inform the complainant of when it is expected that the investigation should be completed.

    STAGE 3
    If a complaint is not from a parent/carer of a pupil of the school (an example being a member of the public) these should be made directly to the head teacher, preferably in writing.

    All complaints will be recorded formally by the school in a central log.

    It should be noted that schools do not need to consider complaints made more than 6 months after the incident/situation.

    If a complaint is made about an issue that is over 6 months old the school will write to the complainant explaining why this is the case.

    Counselling Policy

    The Counsellor Mr Aisida is part of a school team, focusing primarily on the personal and social, educational and vocational development of the pupils. The aim is to professionally answer the guidance and counselling needs of the pupil (our central figure in the learning process) in the context of the overall school mission and our commitment to philosophy that every child matters. Guidance and Counselling includes:

    Counselling is an interactive learning process between counsellor and pupil, whether individual or group, which approaches, in a holistic way, personal, educational and/or vocational issues. Moreover, the availability of a counselling service can support individual pupils inside/outside the classroom context, the pastoral and the disciplinary structures in the school. Competitiveness, bullying, social exclusion, family crisis, scholastic under-achievement, abuse, peer pressure, and racism are some of the problems which can be assisted with the support of counselling.

    Individual Counselling – is an interactive process, which facilitates meaningful understanding of the self and environment and/or clarification of goals and values for future behaviour.
    Group Counselling – is a broad term covering types of counselling for more than two people. In group counselling members listen to, support and challenge each other and thus, learn to be open, constructive, assertive and to experience how others see them.
    Peer Counselling – occurs on limited and well prepared occasions where pupils help and support each other on topics educational and vocational but not necessarily on personal issues.
    It is essential that a counselling service within the school operates in collaboration with processes within the school, which promotes the wellbeing of the school, particularly the pastoral team (Headed by Mr Tim Gardner). Mr Joseph Aisida acts as school counsellor

    The Counsellor along with other staff i.e. Heads of Lower and Upper Prep and Class Tutors, facilitate and partake in developmental programmes designed to help pupils with their personal/social, educational and vocational development.

    In personal/social development the programmes would include personal and social skills, self-awareness, decision-making skills, planning and health promotion.

    In educational development the programmes would include subject motivation and learning and study skills/exam techniques.

    All pupils have a right to confidentiality in their dealings with the Counsellor. The right is not universal, however, and there are some cases in which – for the pupil’s best interest – confidentiality cannot be guaranteed e.g. in the case of abuse, bullying, and risk to another pupil’s life. In counselling the pupil, the counsellor should make the pupil aware that confidentiality could not be guaranteed in any of the above cases and that information of this nature would have to be referred on. In short, pupils who meet with the Counsellor will be informed of the following:

    All things discussed are confidential between the pupil and the Counsellor except when the pupil himself or another person is at risk
    Any information which highlights that the pupil or another person is in danger.
    If the pupil is in danger of doing grievous harm to himself.
    Ethical awareness is a prerequisite for the Counsellor. He is obliged to operate, in policy, process and practice in an ethical manner. The primary focus is the welfare of the pupil and he is ethically bound to act in the best interest of the pupil. The Counsellor is expected to be competent in and mindful of the legal and ethical responsibilities of his/her work. Furthermore, the Counsellor is ethically obliged to seek out new developments in the personal, educational and vocational fields with a view to improving the overall counselling service to the pupil.

    Information is an essential component of the Counsellor’s portfolio. The Counsellor must be involved with

    Information gathering
    Information organisation
    Information dissemination.
    The main function of the above is to provide as much information as possible on the widest range of options open to the pupil. The Counsellor needs to be familiar with:

    The requirements of pupils parents, pastoral structures and school administration e.g. a familiarity with the whole school body and its extensions into the community
    The sources of useful information locally and nationally e.g. relevant I.T. programmes, newspapers, essential addresses etc.
    Methods of processing and using information for the pupil in an integrated way e.g. making it clear, understandable and pupil friendly.
    The goal of the information service is to help the pupil in decision making processes, problem solving and with skills enhancement directed towards the ever-changing circumstances of their own development.
    The Counsellor is involved in preparation of transitions with the pupils at different stages of the pupil’s education.

    The incoming first year (which ever one that may be) might find the move to a different school/state/country very off-putting, not to say, intimidating. Help with adjustment to his new educational environment would be part of the Counsellor’s brief.
    Pupils leaving school after the Y6 SATs etc.
    The junior cycle pupil, moving into transition – Y7 will need preparation regarding subject levels, work experience and the importance of decision-making now for his future.
    Preparation for the actual leaving of school must now intensify. Information is the key factor in the pupil leaving LPS altogether.
    The Counsellor alone will not be able to deal with the totality of preparation necessary. However, preparation for transitions can be successfully undertaken as a member of a team, which includes parents and pastoral colleagues.
    The Counsellor is a member of an overall educational team which includes subject teachers, class tutors, Heads of Prep, deputy headteachers, Headmaster, specialist teachers P.E., Special Needs, Child Protection Officer, PSHE and non academic staff. Furthermore, the Counsellor, will be central to and supportive of pastoral teams and policies which attempt comprehensively to deal with in-school issues e.g. anti-bullying, substance abuse, crisis response, bereavement, child protection etc.

    Referral is, in essence, a two way process. The Counsellor may refer and he in turn may be the recipient of referrals. Referrals may come to the Counsellor from parents, staff, and senior leadership team members. Pupils who are referred to the Counsellor cannot be forced to attend and their choice must be respected. If, however, a pupil is referred and comes to the Counsellor their presence will be acknowledged and welcomed. The Counsellor, in consultation with the relevant parties – parents, Headmaster, relevant staff -, may also refer a pupil to an external, appropriately qualified professional.

    A legitimate referral (one made with the received permission of the necessary people e.g. parents) may occur after the Counsellor has made an informed decision that the pupil’s situation requires assistance beyond the Counsellor’s professional training. Assistance for pupils may be sought for problems such as learning difficulties, bereavement and personal crisis from other staff/agencies.

    Records of counselling sessions should be kept to a minimum. It is also advisable for the Counsellor to use one’s own personal notation if records are to be kept.

    The Counsellor is mindful of his obligations to the Leadership team, staff and pupils alike and recognises that he is responsible for the school guidance throughout the school. The counsellor discusses with and informs both staff and pupils of information that is relevant and pertinent to their situations.

    Multi culture and internationalism are facets of modern school life here at LPS. The Counsellor will encounter multi culture on a daily basis and must be aware of that. The Counsellor operates from his own cultural background and recognises that each pupil he encounters is operating from and in his own cultural network. The Counsellor best serves his pupils if he recognises that multi culture is not a narrow ethnic or racial band. Multi culture, rather, is finely woven through society in strands e.g. gender, age, physical and mental disability, religious belief or socio-economic grouping. For the Counsellor awareness of, acceptance of and a willingness to learn more about different cultures informs his counselling.

    With regard to the school guidance service, each class should be visited at the beginning of the school year to inform them or remind them of the school guidance service. Particular attention should be paid by the SGC in introducing the elements of the service to the first year classes. It is important that the availability of the service is made known to them, as it will be a new educational resource to incoming first years. Pupils are to be informed or reminded of the procedure of using a guidance slip to leave class.

    It is important that parents are made to feel free and welcome to come and visit the guidance counsellor. An appointment system is the best operational mode in this way. Alternatively, a phone call from parents over a concern can be accommodated quickly. Also, as part of overall school information dissemination e.g. school notices, parent-teacher meetings, open nights, enrolment days etc. information regarding guidance and counselling is made available as required.

    Transparency is the key word for the Counsellor in dealing with colleagues. Particularly with regard to pupils who have educational, physical, social, behavioural problems. Bearing in mind the Counsellor’s obligation to confidentiality he should consciously and freely make available all relevant information about pupils to his colleagues. Information and new developments in guidance are to be shared with and made available to staff members. Enquiries are to be encouraged and a sense of inclusivity fostered.

    Curriculum Policy

    Our school’s curriculum is all the planned activities that we organise in order to promote learning, and personal growth and development. It includes not only the formal requirements of the English National Curriculum, but also the various extra- curricular activities that the school organises in order to enrich the children’s experience. It also includes the ‘hidden curriculum’ – what the children learn from the way they are treated and expected to behave. We want children to grow into positive, responsible people, who can work and cooperate with others while at the same time developing their knowledge and skills, in order to achieve their true potential.

    We endorse the aspirations concerning curriculum that are set out in the ‘DfES’ document Excellence and Enjoyment 2003, and we seek the highest standards of attainment for all our children. We also value the breadth of the curriculum that we provide. We aim to foster creativity and thinking dispositions in our children, and to help them become independent learners. Above all we believe in making learning fun.

    Our school curriculum is underpinned by the values that we hold dear at our school. The curriculum is the means by which the school achieves its objective of educating children in the knowledge, skills and understanding that they need in order to lead fulfilling lives. The staff and directors of LPS are in full agreement with the values statement included in the introduction to the National Curriculum Handbook for Primary Teachers in England. These are the main values of our school, upon which we have based our curriculum:

    We value children’s uniqueness, we listen to the views of individual children, and we promote respect for diverse cultures.
    We value the spiritual and moral development of each person, as well as their intellectual and physical growth.
    We value the importance of each person in our community, and we organise our curriculum to promote inclusion, cooperation and understanding among all members of our community.
    We value the rights enjoyed by each person in our society. We respect each child in our school for whoever they are, and we treat them with fairness and honesty. We want to enable each person to be successful, and we provide equal opportunities for all our pupils.
    We will strive to meet the needs of all our children, and to ensure that we meet all statutory requirements regarding inclusion.
    We value our environment, and we want to teach our pupils, through our curriculum, how we should take care of the world, not only for ourselves, but also for future generations.
    The aims of our school curriculum are: to promote the development of each pupil regardless of gender, race or social class so that all the children achieve their maximum potential. We wish to recognise the potential and to maximise the achievements of the school community.

    We will develop strong links with parents, families, directors and the wider community to enable them to enhance their educational experiences and to make them feel part of the school family. To achieve this we will: Develop a positive ethos within which we will promote high standards for raising achievement. Have high expectations of pupils, encouraging them to have enquiring, imaginative and creative minds, to enable them to become ‘independent learners’.

    Provide clear direction and purpose for each individual and always strive to improve on prior achievement. Develop an understanding of the need for good behaviour and courtesy and teach them to take responsibility for their own actions.

    Develop an appreciation of their own and other cultures, teaching tolerance, understanding and respect. Provide an enriching and stimulating curriculum through creative and high quality teaching and learning experiences. Encourage good personal health, interests and skills to make the best use of life long leisure and educational opportunities.

    Ensure a safe and secure learning environment for all. Prepare children for a smooth transition for the next step in their education and help to lay the foundations for lifelong learning.

    We plan our curriculum in three phases. We agree a long-term plan for each key stage on a two year rolling cycle and for the Foundation Stage . This indicates what topics are to be taught in each term, and to which groups of children. We review this long-term plan on an annual basis.

    Through our medium-term plans we give clear guidance on the objectives and teaching strategies for each topic. As we have adopted the National Literacy and Numeracy Strategies for our school as deemed appropriate for the needs of our children, we take our medium-term planning directly from the guidance documents and from electronically published supporting material. We also use the national schemes of work as a basis for much of our medium-term planning in the foundation subjects. In Early Years we deliver the Foundation Stage curriculum.

    Our short-term plans are those that our teachers write on a weekly or daily basis. We use these to set out the learning objectives and success criteria for each session, and to identify what resources and activities we are going to use in the lesson.

    In the Foundation Stage, and at both Key Stages, we adopt an multi-disciplinary modular approach to curriculum planning. We plan the curriculum carefully, making good use of natural links, so that there is coherent and full coverage of all aspects of the National Curriculum and early learning goals, and there is planned progression in all curriculum areas.

    The curriculum in our school is designed to be accessed by all children who attend the school. If we think it necessary to modify some children’s access to the curriculum, in order to meet their needs, then we do this only after their parents have been consulted and by detailing the alternative plan on an Individual Education Plan.

    If children have special needs, our school does all it can to meet the individual needs, and we comply with the requirements set out in the SEN Code of Practice. If a child displays signs of having special needs, then his/her teacher makes an assessment of this need. In most instances the teacher is able to provide the resources and educational opportunities that meet the child’s needs, within normal class organisation. If a child’s need is more severe, we consider the child for a statement of special needs, and we involve the appropriate external agencies in making an assessment. We always provide additional resources and support for children with special needs. The school provides an Individual Educational Plan (IEP) for each of the children who are on the special needs register. This sets out the nature of the special need, and outlines how the school will aim to address it. The IEP also sets out targets for improvement, so that we can review and monitor the progress of each child at regular intervals.

    The curriculum that we teach in the Nursery and Reception classes meets the requirements set out in the revised National Curriculum at Foundation Stage, and the guidance produced in 2002. This encompasses the revised Early Years Foundation Stage Statutory Framework (EYFS, 2008) – Our curriculum planning focuses on the Early Learning Goals, as set out in these documents, and on developing children’s skills and experiences. Our school fully supports the principle that young children learn through play, and by engaging in well-planned and structured activities. Teaching in the reception classes builds on the experiences of the children in their pre-school learning. We do all we can to build positive partnerships with the various nurseries and other pre-school providers in the area.

    During the reception year the teachers will assess the skills development of each child, and record this in the Foundation Stage Profile. This assessment forms an important part of the future curriculum planning for each child.

    We are well aware that all children need the support of both the parents and the teachers to make good progress in school. We strive to build positive links with the parents of each child, by keeping them informed about how the children are being taught, and how well each child is progressing.

    The following skills have been deemed ‘key skills’ in the revised National Curriculum:

    application of number;
    information technology;
    working with others;
    improving one’s own learning and performance;
    In our curriculum planning we emphasise these skills, so that the children’s progress in all of these areas can be identified and monitored. Teachers in all subject areas seek to contribute to a child’s progress in these skills, because we believe that all children need to make good progress in these areas if they are to develop their true potential.

    The role of the subject leader is to:

    provide a strategic lead and direction for the subject;
    support and advise colleagues on issues related to the subject;
    monitor pupils’ progress in that subject area;
    provide efficient resource management for the subject.
    The school gives Key Stage leaders non-contact time according to needs identified on the school Improvement so that they can carry out their duties. It is the role of each subject leader to keep up to date with developments in their subject, at both national and local level. They review the way the subject is taught in the school, and plan for improvement. This development planning links to whole-school objectives. Each subject leader reviews the curriculum plans for the subject, ensures that there is full coverage of the National Curriculum, and sees that progression is planned into schemes of work. The subject leader also keeps a portfolio of children’s work, which s/he uses to illustrate the achievements of children at each key stage, and to exemplify the attainment expected.

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

    Standard 1 – Ethos
    Standard 2 – Policy
    Standard 4 – Leadership and Management
    Standard 5 – Personalised Learning
    Standard 6 – Curriculum Entitlement, Access and Choice
    The Senior Deputy Headteacher is responsible for the day-to-day organisation of the curriculum. The SLT monitors the weekly lesson plans for all teachers, ensuring that all classes are taught the full requirements of the National Curriculum, and that all lessons have appropriate learning objectives.

    Heads of Department and Subject leaders monitor the way their subject is taught throughout the school. They examine long-term and medium-term planning, and ensure that appropriate teaching strategies are used. Subject leaders in liaison with the school’s Administrator also have responsibility for monitoring the way in which resources are stored and managed.

    Display Policy

    Display should be seen as an important part of the everyday life of the school, enriching the children’s experience and encouraging an imaginative and enthusiastic approach to learning.

    It will reflect the ethos of the school and set a high standard for all to see. Displays should stimulate and sustain children’s interest in a topic.

    Within the school there should be a variety of types of display:

    • Informative displays
    • Interactive displays
    • Proactive display where children take a leading role in the display, e.g. K.S.2. pupils planning and putting up work.
    • Displays which reflect the aspects of the curriculum being covered in particular classrooms.
    • Temporary displays which reflect a current topic of high general interest, e.g. World Cup, news items
    • Photographic displays to reflect recent visits or events.

    There should be a variety of these displays within the classroom, reflecting different areas of the curriculum. Displays should always be attractively presented to achieve the highest impact. Display work must be edited and corrected.

    All children should have the opportunity to have their work displayed.


    1. have backing material to cover the display board, e.g. frieze paper, foil, textiles;
    2. have borders to complete the display;
    3. have work mounted with wall staples or blue tac. Have mounts: Mounted individually or by use of contrasting colour sheets on background material; if at all possible all work should be double mounted.
    4. be changed regularly to reflect curriculum areas being covered, they should not become wallpaper;
    5. be labeled. Children should see a variety of print:
    6. Teachers’ writing,
    7. Computer fonts, (comic sans) Stencils,
    8. Children’s writing.

    All individual work should be clearly labeled.

    These can provide objects to handle and experiment with. Children should be encouraged to take responsibility for making sure that the display area is kept tidy and attractively set out. These displays are of short duration and should be dismantled before children lose interest.

    These should be relevant to the learning in the classroom and should be within reach of the children. They could be books, artefacts any items of interest.

    The entrance displays will reflect current issues e.g. Independence, seasonal activities e.g. Christmas. The theme or topic will always be obvious.

    It is the responsibility of every class teacher to ensure a high standard of display in their own class to create a stimulating learning environment. Children should learn how to mount their own work and the best of ALL children’s work should be displayed at some time each term. The overall purpose then is clear: to help create an interesting and attractive environment in which learning is facilitated and enhanced by the joy of display!

    Drama Policy


    • develop pupils’ self-confidence and sense of self-worth by creating a supportive and constructive learning environment
    • develop pupils’ respect and consideration for each other by encouraging turn-taking, acknowledgement of ideas, appropriate and safe behaviour and focused listening
    • develop imaginative and creative processes and responses by involving pupils in a range of drama methods and activities
    • develop the capacity to express ideas and feelings through drama by encouraging constructive responses to drama work, sharing ideas and selecting appropriate drama methods
    • provide opportunities to see and hear different types of performance and drama
    • develop the ability to work constructively as a member of a group using skills of leadership, discussion, negotiation and the blending of different people’s ideas
    • develop oral and physical skills, including using language and movement appropriate to role, through drama activities and responding to drama
    • offer pupils the opportunity to experience aspects of theatre by rehearsing and presenting their work to others
    • develop script reading and script writing skills through structured activities and lesson plans
    • encourage a positive ethos


    • Drama is occasionally taught through direct subject teaching, but more often integrated within a topic or other curriculum subject.
    • Drama games and other simple, discrete drama activities provide a strong basis for teachers to introduce drama to pupils. These will develop appropriate responses, an awareness of drama rules, speaking and listening skills, interpersonal skills and self-confidence whilst also ensuring that teachers’ skills and confidence with the subject are being developed.
    • Teachers usually teach drama to their own class but the subject co-coordinator may undertake to teach drama for another class teacher and also may use non-contact time to assist class teachers throughout the year, especially during the rehearsals of school productions!
    • Children in Nursery and Reception are introduced to drama through simple games, activity poems, action rhymes, structured play, character exploration and other activities based on traditional stories, simple speaking and listening activities and the opportunity to present and respond to improvisation.

    There are strong links to other subjects including English, history, music, PE, PSHE and Citizenship, geography, art and religious education. Drama methods can be used within these subjects to explore a variety of roles, topics, feelings, situations and facts: Specific aspects of all subjects can be explored using drama, such as character motivation, scenes and situations, roles, emotions, pivotal moments, debates, decisions and personal choices, and reactions or responses. It is necessary to ensure that appropriate drama methods are selected to develop learning and enhance subject awareness.


    • The curriculum of our school is designed to provide equal opportunities for all pupils regardless of differences in race, sex, religion, social or economic class.
    • The school strives to achieve cohesion and continuity in the curriculum in order to allow each child to progress easily from stage to stage.
    • During the course of Key Stage 2 pupils should be offered the chance to extend their drama knowledge and skills through participating in TIE projects and school drama sessions, both of which can be offered either during or after school hours. Where necessary a charge may be made for these services.

    It is our policy to ensure that every child is given the opportunity to receive her/his curriculum entitlement (see SEN policy). For the most part we are able to do this by providing experiences which are appropriate to the individual child ensuring that the child has the resources necessary to carry out the work. Gifted and talented children should be encouraged to join school and external extra curricular activities, such as drama clubs and youth theatres, to help provide a focus for their extra abilities. They should also be provided for in terms of differentiated written work tasks, such as playwriting.

    Health and Safety is the primary concern for all those involved with children in the school. The Health and Safety guidelines are strictly followed when children are engaged in practical drama activities both in the classroom or in other areas of the school, or when involved in visits further afield.

    Health and Safety guidelines are also strictly followed when children are rehearsing or performing on the premises out of school hours and adhered to with regard to audiences attending school performances

    Much of the work in drama is rooted in the children’s own experiences of early and structured play. They are helped to draw on these experiences in order to develop skills, concepts, knowledge and understanding in drama.

    Drama is taught through a variety of conventions (methods) which achieve the general teaching objectives of writing and performing drama, improvisation and role play, and responding to drama. Conventions to be used include working in role, hotseating, freeze frame, communal voice and teacher-in-role. Additional drama methods will be drawn from external sources as appropriate.

    All children are encouraged to learn and use correct drama terminology when discussing ideas and expressing opinions on drama they have experienced or observed, including improvisations and performances given by other children.

    All Key Stage 2 pupils have the opportunity to take part in extra curricular groups, such as the school drama club or youth theatre. This group allows for further performance opportunities and the chance to perform in full-scale productions.

    In class drama, children may work in groups, pairs, or as individuals during drama activities such as improvisation and role play. The class teacher may work with these groups/individuals, but more often will use a whole class approach.


    • The drama co-ordinator’s responsibilities are as agreed in the relevant job description.
    • Each teacher, unless otherwise agreed, is responsible for teaching drama to their class and ensuring that children have access to the resources provided and that these are returned intact to the relevant storage areas.
    School Clinic - Drug Administration Policy

    We want to welcome you to Lagos Preparatory School, Ikoyi and would like to familiarize you with the School Clinic services for your children. We have two equipped clinics at LPS which are staffed by two qualified nurses. The nurses are responsible for administering any first aid or prescription medicines that your child may require during the school day.

    We are be on duty in each clinic every day, and the purpose of the clinic is to provide first –aid treatment for school related injuries. It is neither equipped, nor designed to care for out –of- school injuries or illnesses and it is not intended to take the place of parent direct medical care. Also, Physician’s and Dentist’s written instructions for treatment which may need to be carried out during the school hours will be followed, as we are aware there are circumstances when children require medication during school hours.

    Although your son/daughter will normally receive medical care from your GP practice, we hold medical information on all our pupils in order to ensure that we can provide appropriately for their needs, or look after them if they are injured or have an accident. We would therefore be grateful if you complete and return the medical questionnaire enclosed with this document before he/she joins the school.

    Your consent will be sought for these examinations:

    • Annual Eye Screening [February]
    • Annual Dental Check [May]
    • Annual Hearing Assessment [November]
    • Quarterly De-worming Exercise [March, June, September and December].

    We keep records of all treatment that your child receives during his/ her time at school. We also record all accidents and injuries to your child. Access to these records is restricted to the nurses, Headmaster and Deputy Head Business and Administration-lower school, Deputy Head Teacher – upper school

    We will always contact you if your child suffers anything more than a trivial injury, or if he or she becomes unwell during the school day, or if we have any worries or concerns about his/her health. A medical / injury report will accompany your child home to notify you of any treatment given in the school. We will ask you to collect your child if he/she becomes ill during the school hours.

    If your child has a medical condition which necessitates regular access to medication, please inform the nurses, so that an appropriate regime can be devised. The relevant academic and pastoral staff will be informed, in confidence, of any condition that is likely to affect him/her in any area of school life.

    At Lagos Preparatory School, Policy concerning medication must be followed for the protection of all our children:

    • A special medication administration permit must be filled out by parent/guardian before medications such as antibiotics, antimalarials or any other such medication, can be administered to a child. These forms are already available in the school clinic. Any dosage change{s} must also have written instruction by parents.
    • No child is to have any medicine [this includes over-the counter and prescription medicine] on their own at any time. Parents must deliver medicine to school and pick up any left over medication.
    • In the event that medication is sent by a child, the medication will not be dispensed unless a Parent/guardian/or parent’s designee comes to school to verify and sign for the medication with the School Nurse.
    • All medication must be sent in their original containers.
    • Written permission from the doctor must be submitted at the onset of prescription medicine use, for any change, and when medication is discontinued.
    • Non – prescription medicines must have the pupil’s name written or taped on the container.
    • All medication must be brought to the school clinic. The medication will be stored/ kept in a locked cupboard in the clinic.
    • Only with specific instructions from the doctor may the pupils keep the medication with them. These instructions must be presented to the clinic especially inhalers for asthmatic pupils.
    • When a child’s medication bottle is empty, the school will send it home for you to get a new one.
    • If your child is on a course of antibiotics, to be administered twice daily, we suggest you give this to your child at home.
    • The school clinic must be aware if a child is on any special treatment.
    • If your child is being given any drug or is sick, please alert the school clinic. Any comment or message to be passed on to the School Nurses can be done by a letter or calling the clinic on 0702-9089-569-upper school, 0819-1251-546-lower school or by calling the School Administrator on 0819-1251-549.
    • A sick child does not benefit much from class work, it is better to allow a child stay at home.
    • The clinic does not supply antibiotics, antimalarials or any other such medication, except minor analgesics which will only be given with parent’s permission.
    • Please, do inform the school clinic if your child reacts to any medication or has any allergy.

    Parents of new pupils are requested to complete and return the attached questionnaire to the nurses –

    • Funmi Adeosun – lower school
    • Meccan Udoh – upper school
    Early Years Foundation Stage Policy

    A child’s initial impression of school has a lasting effect on the way he or she progresses through the Early Years. One of the objectives of Early Years is to create an ethos where each child feels happy, safe and secure. In addition, an environment is created for pupils to develop, at an early age, self confidence, independence, enthusiasm for learning and an appreciation of what can be achieved through hard work. Play activities from an import aspect of learning.


    • To make the transition from home to school smooth and trouble free
    • To provide a stimulating and structured curriculum which recognises pupils’ abilities to learn through play and practical application,
    • stretches their concentration and develops their skills
    • To underpin future learning by supporting, fostering, promoting and developing pupils’;
    • Personal, social and emotional well-being;
    • Positive attitudes and disposition towards their learning;
    • Attention to skills and persistence;
    • Reading and Writing Skills;
    • Mathematical skills;
    • Knowledge and understanding of the world;
    • Physical development;
    • Creative development.

    There are two reception classes, with maximum of 22 pupils and 4 adults in each class. The two classes (known as the Reception Classes) are formed after consideration of a wide range of factors including sibling placement, ratio of boys to girls, age range, and ability (to create mixed ability classes).


    • At the end of the first year in the Reception class, we would hope that each pupil will;
    • have settled into school life;
    • feels happy and relaxed working and playing with his or her peers and teachers;
    • has begun to read, write and understand numbers and the concepts of addition and subtraction;
    • is developing and enquiring mind and learning from the world around them.
    • Is working through the six areas of learning in the curriculum for the foundation stage and preparing for learning in Key stage 1.

    The orientation activities are created to ease the transition from home to school by providing support to both child and parent. There is an initial meeting with the parents/child and senior school staff. After the full round of interviews and time spent by the child being observed in the EYFS, parents will be advised both orally and in writing should a place be offered.

    A high proportion of children have attended full time nursery education and so they have experienced separation from home and interaction with adults and peers. Consideration is always given to those children who have not had previous school experience.

    The first morning at school is devoted to settling the children into school routines and the environment. At the beginning of the term, great emphasis is placed on settling the children into the school routine. Safety and security are the main aims. The pupils visit the cloakroom to use the toilet and wash their hands independently. The development of each pupil’s social, emotional and physical skills are revealed during daily routines. Activities are designed to encourage the pupils to:

    • Work and play together
    • Listen attentively to adults and their peers
    • Obey simple instructions
    • Line up and walk safely to other areas of the school

    Positive behaviour is encouraged at all times and praise and encouragement are seen as essential ingredients. Pupils receive stars for an assortment of reasons including; good manners, trying hard and for their work. A Star Reward Chart is kept in each classroom.

    Every pupil is introduced to a curriculum that is rich and varied, challenging and inspiring. The successful progress of the pupils in the Reception classes is achieved through a combination of adult-directed and child-centred activities. The activities and work are carefully planned and differentiated to cater for pupils with differing needs, using six areas of learning in the Foundation Stage, and preparing the pupils for Key Stage 1. These Early Learning Goals establish the expectations for the majority of pupils. A variety of approaches to teaching and learning are used to ensure that the pupils are reaching/working towards expected outcomes, ready for Key Stage 1. The six areas of learning, in the curriculum for the foundation stage, are split up as follows:

    Personal, Social and Emotional Development

    • Disposition and attitudes
    • Self-confidence and self-esteem
    • Making relationships
    • Behaviour an self-control
    • Sense of community

    Communication, Language and Literacy

    • Language and communication
    • Language for thinking
    • Linking sounds and letters
    • Reading
    • Writing
    • Handwriting

    Problem Solving, Reasoning and Numeracy

    • Numbers for labels and counting
    • Calculating
    • Shape, space and measure

    Knowledge and Understanding of the World

    • Exploration and investigation
    • Designing and making skills
    • Information and communication technology
    • A sense of time
    • A sense of place
    • Cultures and beliefs

    Physical Development

    • Movement
    • A sense of space
    • Health and bodily awareness
    • Using tools and materials

    Creative Development

    • Exploring media and materials
    • Music
    • Imagination
    • Responding to experiences and expressing and communicating ideas

    By the end of the first Year at LPS, some pupils will have exceeded the goals set in the Foundation stage, whilst others will continue to work towards some, or all, of the goals. In Year 1, work is differentiated and pitched at the level attained in Reception. Learning in Year 1 consequently builds on the pupil’s experience and knowledge.

    Continuity in the curriculum (Reception to Year 7) is maintained by; the Deputy Head Teacher, Teaching and Learning, Subject Co-ordinators, HOD’s and HOF’s and Assistant Head Teacher, Lower Prep.

    Opportunities for all staff to observe colleagues lesson and share good practice are also encouraged and further ensures continuity.

    The day is broken up with a variety of activities. A careful balance of formal work and/or play sessions, gives the pupils the valuable experience of an integrated day. There are opportunities for the pupils to communicate with others, sharing experiences and knowledge. Through theme-based topics, they are able to look closely at interesting objects and ask and answer questions about what they see and hear. The joy of books is shared with pupils. Pupils listen to stories and poems, join in repetitive phrases and look at illustrations. Each pupil spends some time each day on a day-to-day basis, reading or developing the skills needed to commence reading. Basic numeracy skills are addressed and appropriate mathematical language is introduced. There are opportunities for the pupils to express themselves through painting, drawing and other creative activities. They begin to develop their pencil control and handle scissors, paintbrushes and simple tools. Within this broad learning scheme, the pupils venture out of the classroom situation and attend specialised teaching sessions. The combined affect of the school day provides a rich, differentiated and balanced curriculum. Specialist activities outside the classroom include:

    The pupils visit the librarian on a weekly basis to learn how to use the library and how to care for, and appreciate books. The pupils are encouraged to select a book, which they borrow and return the following week. At the end of the library session, they have the opportunity to listen to and enjoy a variety of stories, read to them by the librarian. The library is also used as a source for classroom books. The pupils’ work can often be seen displayed in the library.

    The lower prep specialist music teacher takes each class for a half hour music session per week. During these sessions the pupils learn the basics of making, through song, rhythm and use of instruments. Specialist music opportunities occur during class and year group assemblies and Christmas performances.

    The pupils have 45mins lessons of PE per week. The aim of the PE sessions is for each pupil to learn to control their gross motor skills, to become aware of how their bodies move and how to use equipment safely. Pupils are encouraged to run, jump, climb and balance and use small apparatus with increasing confidence. The pupils also develop the skills for the variety of events at the annual sports day.

    The pupils have swimming for one session per week in small groups. The pupils learn issues of safety in and around the pool, and learn their basic swimming strokes. The pupils develop their swimming skills and gain confidence in swimming distances for which they may gain certificates.


    • All teaching staff attends a weekly staff meeting. Early Years staff have separate meetings chaired by The AHTLP
    • The Assistant head of Lower Prep holds an additional weekly meeting with Early Years teachers.
    • Assistant teachers meet with the Head of Pre-Prep on alternate weeks (fortnightly).

    Assessment starts when the pupil is invited to come to school for an individual assessment of his or her basic skills. e.g colour recognition, numeracy and understanding of phonics. This allows teaching staff an opportunity to gather information about the pupil, their abilities, learning difficulties and what step need to be taken to ensure that every pupil will have the opportunity to achieve their potential goals. This information is gathered in a relaxed atmosphere, using table top games and through general conversation.

    Throughout the year, teacher assess the pupils’ learning through examples of their work, observations and questioning, and record this against the learning goals, stepping stones that form par of the Foundation Stage Profile. This in turn allows teachers to support and expand on the pupils’ learning and informs curriculum development. The Foundation Stage Profile provides a rounded picture of the pupils’ progress and development, in relation to the early learning goals at the end of the year.

    At the end of your child’s year in reception, we complete a detailed EYFS Profile, which summarises your child’s learning and development against 13 assessment scales and 69 learning goals which have been determined by the government. Parents are most welcome to view these profiles at any time during the year.

    The Early Years of school consists of:

    • 7 Classrooms
    • A reading room
    • A quiet area for stories and assemblies and shared teaching
    • A computer room
    • An outside play area designed to encourage free flow learning and play.

    A formal ‘interview’ is held between teacher and parents, to discuss the pupil’s progress to date, areas of development, concerns and the general well being of the pupil. A written report is given in the Summer term. This highlights areas of the curriculum that have been addressed, and the progress and developments made by the individual pupil. It may also indicate areas of improvement that could be made.

    Parents are encouraged to liaise on a constant basis with teaching staff and address areas of concern before a problem arises. Equally, teachers will bring to parents attention, any concerns or highlight positive behaviour and examples of good work, they feel individual pupils may have shown.

    There is an Assistant Head of Lower Prep who liaises on a regular basis, with the Headmaster and the parents to address any issues of concern.

    Every child is given a home reading record diary when he/she joins Reception. As well as recording reading progress and achievements.

    We hope that you will not feel the need to complain and that any difficulty can be sensitively and efficiently handled before it reaches the stage. However, we undertake to investigate all complaints following the whole school Complaints Policy.

    The school’s child protection policies, including its policy for the safer recruitment of staff, are enforced rigorously throughout the school. Medical Matters.

    We request that you keep your child at home if he or she is ill or infectious and phone us on the first day that he/she is ill. An ill child will not be happy in school, and will only infect others. We will therefore telephone you and ask you to collect your child if he/she becomes ill during the day.

    We have access to our school nurses who will assess and advise in any medical situation. Both nurses are qualified Paediatric first Aiders. We will always contact you at once if your child suffers anything more than a trivial injury, or, if he/she becomes unwell during the school day.

    Prior to entry, a medical form is sent to parents; this information is stored with our school nurse to ensure that we can provide appropriately for each child’s needs.

    Any medicine brought into school must be handed in to our school nurse who will administer as prescribed during the day.

    The safety of the children is our highest priority and because they are so young, we need to be particularly vigilant. We therefore:

    • Only allow your child to go home with you and with any person with the pick up tag or unless we have received your advance permission that he/she may be collected by another adult.
    • There are always at least two adults in charge of the outside play area
    • All visitors are required to go to the school office, to sign in and wear security badges before being escorted to the Early Years department.
    • All pupils are registered at the start of the morning and afternoon sessions.
    • If you are late collecting your child, after 3.30pm they will be handed over to our receptionist to await collection.

    We update and review our risk assessments on the Reception, departments, classrooms and other indoor areas, the outdoor play space and all equipment and toys used by the children every year.

    The display of work plays a vital part in the Early Years Department. It acts as both a stimulus and a learning support for the pupils. Colour, boldness, and dimension within a classroom are very important areas of pupils’ growth and development. The displays seen around the Early Years are a combination of the pupils’ work and teachers’ input. Information displayed is linked to the term’s theme and acts as a starting point or stimulus for discussion and investigations. It is important that the pupils realise the importance and value we give their individual work and by using it as part of the overall display, the pupil can appreciate not only their own work, but also that of their peers.

    When appropriate, the pupils are taken out on a school trip. This is usually linked to the theme during that term and is used as an additional teaching/learning aid.

    Educational visits encompass several learning experience for the pupils. Not only does it enable the pupils to expand their knowledge, within new surroundings, on the topic in hand, but it also aids both their physical, social and emotional development.

    Staff development is defined in this context as the repertoire of learning used to promote of individual staff and the school: courses and training will occur both in school and outside. The school takes responsibility to organise a staff development programme of events (school-based) to meet training and development needs of staff at the school and communicate and disseminate staff development opportunities.

    Information received from organisations about courses, seminars and workshops that may be of interest to staff are disseminated to staff by the Assistant Head of lower prep.

    Any member of staff can attend any course, workshop or seminar (as far as resources permit). Forms requesting details of the course, venue, cost, date, duration and the member of staff’s reason for wishing to attend the INSET are available from the School administrator. Feedback after attendance on a course, workshop or seminar is essential and promotes the sharing of good practice. The course should be relevant to the members of staff’s performance management objectives and should accord with the current SDP.

    In the Early Years all staff are reviewed annually, alternately in year groups (peer review) and the SLT.

    The school will aim to ensure that all pupils have an equal opportunity to develop their own potential within the experiences, activities and challenges provided by the school regardless of social and ethnic background, culture, language, religion, gender and disabilities, so long as in the last matter the child is able to involve him or herself in the activity concerned. Differences will be recognised and respected and all staff are expected to further this objective by personally contributing towards a happy and caring environment and by showing respect for, and appreciation of, each other as individuals.

    English Policy

    The study of English develops children’s abilities to listen, speak, read and write for a wide range of purposes, so using language to learn and communicate ideas, views and feelings. It enables children to express themselves creatively and imaginatively, as they become enthusiastic and critical readers of stories, poetry and drama, as well as non-fiction and media texts. Learners gain an understanding of how language works by looking at its patterns, structures and origins. Children use their knowledge, skills and understanding in speaking and writing across a range of different situations.


    • to enable children to speak clearly and audibly in ways which take account of their listeners;
    • to encourage children to listen with concentration in order to be able to identify the main points of what they have heard;
    • to enable children to adapt their speech to a wide range of circumstances and demands;
    • to develop children’s abilities to reflect on their own and others’ contributions and the language used;
    • to enable children to evaluate their own and others’ contributions through a range of drama activities;
    • to read with confidence, fluency and understanding;
    • to show an interest in books, read with enjoyment, evaluate and justify their preferences;
    • understand phonics and use this knowledge to read and spell accurately;
    • to help children enjoy writing and recognise its value;
    • to enable children to write with accuracy and meaning in narrative and non-fiction;
    • to increase the children’s ability to use planning, drafting and editing to improve their work;
    • To develop a fluent and legible handwriting style.


    1. At LPS we use a variety of teaching and learning styles in English lessons, taking the elements of best practice of the Renewed Framework for Literacy. Our principal aim is to develop children’s knowledge, skills, and understanding in English and their ability to generalise these skills in other areas of learning. Learners have the opportunity to experience a wide range of texts and use a range of resources such as dictionaries, thesauruses and word banks to support their work. Children use ICT in English lessons where it enhances their learning, as in drafting their work and using multimedia to study how words and images are combined to convey meaning. We encourage children to use and apply their learning in other areas of the curriculum.
    2. There are children of differing ability in all classes at LPS. We recognise this fact and provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child. We achieve this through a range of strategies. In some lessons we do it through differentiated group work, while in other lessons we ask children to work from the same starting point before moving on to develop their own ideas. We use teaching assistants to support some children and to enable work to be matched to the needs of individuals.
    3. There are children at LPS who are learning English as an additional language. Provision for these children is outlined in the “English as an Additional Language” policy.
    4. LPS is an inclusive community outlined in the LPS “Equal Opportunities” policy.


    English is a core subject in the National Curriculum. We use the Renewed Framework for Literacy to inform our planning and as the basis for implementing the statutory requirements of the Programme of Study for English.

    1. In accordance with the planning procedures English is planned both discretely and as a vehicle for learning in other areas e.g., the teaching of report writing for use in science. The Renewed Framework for Literacy encompasses the breadth of what is taught.
    2. Our medium-term plans select the main teaching objectives for each term. These plans define what we teach and ensure an appropriate balance and distribution of work. The English subject leader is responsible for monitoring these plans.
    3. Class teachers complete a lesson plan for the teaching of English. This details the specific learning objectives for each skill and gives details of how the skills are to be taught. It also includes details of what each group of children will be learning. The plans are reviewed weekly by the senior management team.
    4. Guided Reading is planned for separately and planning is kept in individual classrooms.
    5. English lessons are complemented by handwriting and spelling sessions details of which are outlined in our Handwriting and Spelling procedures

    We teach English in our reception class as an integral part of the school’s work. We relate the English aspects of the children’s work to the objectives set out in the Early Learning Goals which underpin the curriculum planning for children aged three to five. We give all children the opportunity to talk and communicate in a widening range of situations, to respond to adults and to each other, to listen carefully, and to practise and extend their range of vocabulary and communication skills. They have the opportunity to explore, enjoy, learn about, and use words and text in a range of situations.


    The skills that children develop in English are linked to, and applied in, every subject of our curriculum. The children’s skills in reading, writing, speaking and listening enable them to communicate and express themselves in all areas of their work in school.

    1. Mathematics
    2. English contributes significantly to the teaching of mathematics in our school.
    3. Children in the Foundation Stage develop their nderstanding of number, pattern, shape and space by talking about these areas with adults and other children.
    4. Children in Key Stage 1 meet stories and rhymes that rely on counting and sequencing. Children in Key Stage 2 are encouraged to read and interpret problems in order to identify the mathematics involved. They explain and present their work to others during plenary sessions and they communicate mathematically through the developing use of precise mathematical language.
    5. Information and communication technology (ICT)
      The use of ICT enables children to use and apply their developing skills in English in a variety of ways. Younger children use ICT as a source of information and as a way of enabling them to present their completed work effectively. Older children use the Internet when searching for information about a different part of the world, or when using desktop publishing to design a class newspaper. Children use the planning and proofing tools in a word processor when checking their draft work. We encourage all children to use ICT as a resource for learning, whenever they feel it is appropriate.Personal, social and health education (PSHE), Social and Emotional Aspects of Learning (SEAL) and citizenship.
    1. English contributes to the teaching of PSHE, SEAL and citizenship. We encourage younger children to take part in class and group discussions on topical issues. In their science work they talk about things that improve their health and about rules for keeping them safe around the school. Learners in upper key stage 2 research and debate topical problems and events. They discuss lifestyle choices and meet and talk with visitors who work within the school community. Planned activities within the classroom encourage children to work together and respect each other’s views.
    2. Spiritual, moral, social and cultural development.
    3. The teaching of English develops skills through which our children can give critical responses to the moral questions they meet in their work. Their understanding and appreciation of a range of texts brings them into contact with their own literary heritage and texts from other cultures. The organisation of lessons allows children to work together and gives them the chance to discuss their ideas and results.

    At LPS we teach English to all children, whatever their ability. English forms part of the school curriculum policy to provide a broad and balanced education to all children. Teachers provide learning opportunities matched to the needs of children with learning difficulties. Work in English takes into account the targets set for individual children in their Individual Education Plans (IEPs). Teachers provide help with communication and literacy through:

    • using texts that children can read and understand;
    • using visual and written materials in different formats;
    • using ICT, other technological aids and recorded materials;
    • using alternative communication such as signs and symbols (including PECS);
    • using translators and amanuenses.


    • Teachers assess children’s work in English in three phases. The formative assessments that teachers make as part of every lesson help teachers to adjust their daily plans. Teachers match these short-term assessments closely to the teaching objectives. These are detailed on the evaluations of the daily plan and stored on the on-line planning system. They use formative and summative assessments to measure progress against the key objectives, and to help them plan for the next unit of work.
    • Norm-referenced tests are undertaken twice during an academic year to assess a learner’s progress in reading, reading comprehension and spelling. Teachers make long-term assessments twice yearly and these are reported to and discussed with parents. Formative and summative assessments are used to evaluate progress against school and national targets.
    • Children undertake the national tests at the end of Year 2 and Year 6, plus the optional national tests at the end of Years 3, 4, 5 and 7 to inform teacher assessment and APP judgements.
    • There is a range of resources to support the teaching of English across the school.
    • All classrooms have dictionaries and a range of age-appropriate small apparatus.
    • All classrooms have a selection of fiction and non-fiction texts. Children have access to the Internet through their classroom computer and/or the shared laptop provision.


    Monitoring of the standards of the children’s work and of the quality of teaching in English is the responsibility of the English subject leader. The work of the subject leader also involves supporting colleagues in the teaching of English, being informed about current developments in the subject, and providing a strategic lead and direction for the subject in the school. The subject leader meets termly with the head teacher and gives the governors an annual summary report in which she evaluates the strengths and weaknesses in the subject, and indicates areas for further improvement. The leader has specially-allocated management time in order to enable her to review samples of the children’s work and undertake lesson observations of English teaching across the school.

    1. The quality and effectiveness of the English curriculum will be monitored and evaluated through a rigorous programme of whole School self-evaluation. The school will review this policy annually and assess its implementation and effectiveness. The policy will be promoted and implemented throughout the school.
    E-Safety Policy
    • The e-Safety Policy is part of the School Development Plan and relates to other policies including those for ICT, Acceptable Internet Use, Anti-Bullying and for Child Protection.
    • The school will appoint an e-Safety Coordinator. This may be the Designated Child Protection Coordinator as the roles overlap.
    • Our e-Safety Policy has been written by the school, it has been agreed by senior management and approved by governors.
    • The e-Safety Policy and its implementation will be reviewed annually.
    • The e-Safety Policy was revised by: HM, SDHT, ICT
    • It was approved by the Governors on: Michaelmas 2010
    • Our E-safety policy relates to both existing and emerging technologies
      All Internet use by staff and pupils will be governed by the school’s Acceptable Internet Use Policy
      Why Internet use is important

      1. The Internet is an essential element in 21st century life for education, business and social interaction. The school has a duty to provide pupils with quality Internet access as part of their learning experience.
      2.  Internet use is a part of the statutory curriculum and a necessary tool for staff and pupils.Pupils using the Internet
        The school Internet access is designed for pupil use and will include filtering appropriate to the age of pupils. Pupils will be taught what Internet use is acceptable, in accordance with the school’s Acceptable Internet Use Policy, and given clear objectives for Internet use. Pupils will be taught how to use the Internet safely.


    Information system security
    School ICT systems capacity and security will be reviewed regularly. Virus protection will be updated regularly by the School based technician.

    Pupils may only use approved e-mail accounts on the school system. Pupils must immediately tell a teacher if they receive offensive e-mail. Pupils must not reveal personal details of themselves or others in e-mail communication E-mail sent by pupils to an external organisation should be written carefully and authorised by a member of staff before sending, in the same way as a letter written on school headed paper.

    First Aid Policy
      • We have well equipped clinics at Lagos preparatory school, staffed by qualified nurses.
      • There is a nurse on duty in each clinic every school day who is available to administer first aid, to deal with any accidents or emergencies, or to help if someone is taken ill.
      • All new pupil and staff are given information on where to go for help in the event of an accident as part of their induction into the school.
      • We keep records of all accidents and injuries, and have a procedure in place for ensuring that they are reviewed regularly in order , where possible, to minimize the likelihood of recurrence.
      • The nurse on duty will contact the parent should a pupil require collection following an accident.
      • We will always contact you if your child suffers anything more than a trivial injury, or if he/she becomes unwell, or if we have any concerns about his/her health. Please, do not hesitate to contact either of the nurses in the clinic at any time if you wish to advise her of any concern that you may have relating to your child’s health.

      Gloves are worn by the nurses when dealing with body fluids to prevent cross- infection.


      • Parents are required to inform the school clinic of any medical conditions or food allergies affecting their children and the teacher of the particular child notified.
      • Should one of these pupils leave the school premises on an away match or school trip, the nurse takes along their medications, including their names with the first aid kit.
      • Brought- in- drugs are kept in a locked cupboard in the clinic. Their expiry dates are recorded and parents are sent a reminder when a replacement is required.

      Every pupil suffering from asthma should have a spare inhaler kept in a locked cupboard in the clinic. Expiry dates are recorded and parents are sent a reminder when a replacement is required. Expired inhalers are sent back home to be replaced by a new one.

      The parents of any pupil with a specific medical condition are invited to discuss and keep in close contact with the nurses. This will ensure that the child is confident that he/she can come to the clinic at any time. Important details are highlighted in their medical records.

    Geography Policy
      • AIMS
        The developments in the National Curriculum and the introduction of geography as a distinct foundation subject from 1991, followed by various attempts to define the place of geography in this school, have led to the development of the policy set out here. A topic-based approach to curriculum planning is employed within the school. The teaching of geography is organised through termly or half-termly topics, which are either Geography based (e.g. the weather) or integrated into topics led by other disciplines (e.g. The Romans) – a history-led topic.This policy was determined with reference to all staff.

        Geography is concerned with the study of places, the human and physical processes which shape them and the people who live in them. It explores the relationship between the earth and its peoples through the study of places, space and environment. Geography helps children to make sense of their surroundings and the wider world, and the interdependence of individuals, groups and nations.

        Geography is a foundation subject in the National Curriculum, and is described under one attainment target. The National Curriculum programme of study indicates the knowledge, skills and understanding, places and themes to be taught for each Key Stage.

        It is recognised that the National Curriculum provides only part of the study of geography, and the school curriculum will be designed to serve the needs of the pupils here.

        Geography has relevance for all pupils and as such is taught in this school to all pupils regardless of age, ability, gender, ethnicity, social or economic background.

        RATIONALEGeography is an essential part of a balanced, broad coherent and relevant curriculum. It acts as a unifying link between the humanities and physical sciences.

        The study of Geography

        • is about real people and places
        • is about looking for similarities and differences
        • is about looking for relationships between people and their environments, both physical and cultural
        • develops a sense of place and an understanding of how we fit into the wider world
        • develops an enquiring approach
        • develops literacy, numeracy and information technology skills
        • develops graphic and mapping skills
        • increases knowledge and understanding
        • promotes understanding of cultural variety and respect for others, countering ethnocentrism
        • creates interest and curiosity
        • encourages experience and enjoyment of the world
        • It is recognised that geography is not a restrictive subject and that it appears in many forms and is cross-curricular.


        • In each key stage all pupils should be taught the requirements of the current order in a way which builds upon their previous knowledge, understanding, skills and interests with progression and continuity, Geography should be taught to develop pupils’ knowledge and understanding of their world.
        • All pupils below the National Curriculum age range should experience activities which will help them to understand geography as it is later introduced.
        • All pupils should learn and apply geographical skills from first hand experience, as well as a range of secondary data.
        • Within each key stage, all pupils should experience fieldworks both within and outside of walking distance in a variety of localities.
        • All pupils should experience a wide variety of experiences in geography, learning to investigate questions and issues by the methods of geographical enquiry in an increasingly independent way.
        • All pupils should have opportunities to see things from other people’s points of view.
        • All pupils should learn geography with the aid of information technology.

        Geographical studies should help pupils to:

        • develop a strong interest in their own surroundings in the world as the home of mankind, i.e. local, regional, national, international and help them develop a sense of identity through this.
        • appreciate the variety of physical and human conditions in the world.
        • recognise some of the more important geographical patterns revealed in different types of landscape.
        • understand relationships between people and environments, and appreciate the importance of geographical location in human affairs.
        • understand what it means to live in one place rather than another.
        • appreciate the significance of people’s beliefs, attitudes and values within the world, promoting tolerance and understanding.
        • construct a framework of knowledge and understanding about the home area, their own country and other parts of the world, which will enable them to place information with appropriate geographical contexts.

        In this school, in the teaching of geography, we will:

        • Develop pupils’ understanding, knowledge and skills by fieldwork wherever possible.
        • Use geography as a basis for cross-curricular studies, in order to place work in an understandable context.
        • Encourage pupils to work together and understand different societies by emphasising a multi-cultural approach to the subject.

        In order to reach the above aims, a number of specific objectives have been defined for the teaching of geography in this school.

        • Pupils will study geography each term in some way (Y6 Autumn & Summer only)
        • All pupils in KS1 will spend at least one half day in the school grounds and a full day (in total) in the locality of the school.
        • All pupils in R. will walk around the inside and outside of the school building.
        • All pupils in KS1 will make visits to places beyond walking distance.
        • All pupils in KS2 will make visits to places beyond walking distance.
        • All pupils will use real maps whenever possible.
        • All pupils in KS1 and KS2 will take part in an International Week during the year.

        In KS1 at least two places will be studied: the immediate vicinity of the school, and a contrasting area.

        In KS2, apart from those areas required to be studied, there will be a study which ensures that pupils have met the names and locations of all countries of the European Union. Within all studies which focus on a place, the pupils should set the place within a broader geographical context and consider links with other places, for instance when studying Ancient Greece, Greece should be set within Europe.

        In KS2, within studies which focus on a place, the pupils should be taught about the weather conditions which are specific to that place, for instance when studying Ancient Egypt, the weather conditions and seasonal weather patterns should be covered.

        Pupils should also be taught, where relevant, about transport, infra-structure and communications.

        Wherever possible, pupils should use real maps that they could buy in shops. They should be faced with a variety of maps from an early age, extracting selected aspects as relevant.

        “Teaching should ensure that geographical enquiry and skills are used when developing knowledge and understanding of places, patterns and processes, and environmental change and sustainable development.” (The National Curriculum: Geography 1999)

        Early Years – My Family
        Hot and cold
        Following a route

        Year 1 – Where in the World
        Around the school
        Making our local area safer

        Year 2 – Passport to the World
        An Island home
        Going to the seaside 7

        Year 3 – Investigating our environment
        Contracting climates – weather around the world
        Invaders & settlers – Links to Romans

        Year 4 – Passport to the World
        Improving the environment

        Year 5 – Contrasting UK localities
        Passport to the World

        Year 6 – Europe/Rivers
        What’s in the news?

        As indicated in the whole school policy, all teachers should chose teaching and learning styles appropriate to the topic and to the nature of the pupils. Teaching geography can be seen within the general framework of the school aim of a child-centred, topic-based approach which is both relevant and differentiated in order to match the varying abilities, needs and aptitudes of the children.

        • Refer to Teaching and Learning Policy Guidelines.
        • Within geography there should be an enquiring approach.
        • Pupils should undertake studies that focus upon, and be encouraged to ask geographical questions. The following are given as a useful guide.
          • What is this place?
          • Where is this place?
          • What is it like?
          • How did it get like this?
          • How is it changing?
          • Why is it changing?
          • What are the results of that change?
          • What do we feel about that change?
          • What do other people feel about the change?

        Should we do anything about it?
        The actual questions used are partly progressive, and the National Curriculum (1999) Programme of Study indicates how this could be done. However, questions should be asked which seem most relevant to the activity. For instance, looking at photographs of Sydney might focus on questions 1, 2 and 3 as an introduction with KS1 children.

        It is important that when skills are taught they should be worked on in the context of real places wherever possible, and especially for younger pupils, in the context of places that children know. Geography works best when done, not from a book of an imaginary place, but from real maps of real places.

        All teachers should have a globe in their classroom and access to atlases.

        Equal Opportunities
        Geography has a big part to play in helping to remove stereotyping. It is important to be aware that there is bias in anything we do and therefore resources, particularly photographs need to be carefully selected.

        The children should be encouraged to question the nature of evidence, as they do in history.

        Geography should be taught to all or the greater majority of pupils in each key stage, in ways appropriate to their abilities. The National Curriculum provides opportunities to ensure better access to enable individual pupils to progress and demonstrate achievement. Such material should be presented in contexts suitable to all pupils’ age.

        The school has adopted a five stage model to ensure children who have Special Educational Needs are given specific help.

        Refer to: S.E.N. Policies

        Geography has a particularly strong role to play in this. Pupils should be introduced to aspects of their own culture in geography.

        In consideration of other cultures, teachers should be careful to choose resources which reflect different aspects of society. In particular, teachers should note that “development” and “developing” are relative terms and hide a lot of assumptions.

        Geography can contribute to spiritual education by its views of the world at various scales. It is possible to identify a sense of wonder among pupils when they look at videotapes of the rainforest for instance. When looking at photographs of scenery, consider the beauty of what is observed, alongside the geographical features.

        As part of moral development, geography provides opportunities for discussion as to what is right and wrong. For instance, is it right to destroy the rainforest in order to develop plantations?

        Geography allows opportunities for collaborative learning, enabling pupils to co-operate together. Role play can offer opportunities for pupils to see other social structures in different localities.

        Economic and Industrial Understanding Within the local study at KS1, children will identify people working in different kinds of workplace and the jobs they do.

        Citizenship Pupils in Year 5, while they are studying the locality, will determine which services are provided in the community.

        Health Pupils need to be taught that the variety of foods available to eat varies in different cultures. Pupils in Year 2 will look at the origin of foods. Within the studies of Ancient Egypt and Greece the children will be given opportunities to experience a variety of foods from these cultures.

        The Year 5 locality study and water topic considers the impact of human activities on the environment and related issues.

        This can be aided in geography in both Key Stages. The children are given opportunities to write for different purposes. This can be aided in Geography in KS1 through the non-fiction series of Geography books which cover places around the world.

        Geography’s particular contribution is in graphicacy and the use of statistical information.

        Information Technology
        Pupils are given opportunities, where appropriate, to develop and apply their information technology (IT) capability in their study of Geography. Topic plans identify which programmes are specific to particular topics.

        Cross-Curricular Links
        Geography is taught separately and jointly with other subjects. The Geography National Curriculum emphasizes links with other subjects and highlights how geography builds on work in these areas.

        The general school policies on assessment, recording, reporting and marking apply to Geography. Refer to Assessment, Recording and Reporting Policy.

        Teachers who intend taking pupils out of school need to be especially careful with regard to the children’s health and safety. This is especially important in view of the potential dangers inherent in the Lagos context. It is our wish that all children be given the opportunity to experience field trips, but the greatest caution must be exercised when arranging these trips.

    Gifted & Talented Policy
      • AIMS
        At Lagos Preparatory School we believe in treating all pupils as individuals and catering for their individual needs. We are committed to providing an environment which encourages all pupils to maximise their potential and this clearly includes pupils who display some form of giftedness and talent.

        Gifted learners are those who have abilities in one or more subjects in the statutory school curriculum other than art and design, music and PE. A gifted pupil is therefore one who has the capacity for or demonstrates high levels of performance in an academic area.

        A talented pupil is one who demonstrates high levels of ability with a specific ability in a non-academic area:

        • Physical talent
        • Visual/performing abilities
        • Mechanical ingenuity

        We will also look at outstanding leadership, social awareness and creativity at LPS.

        The identification of the gifted and talented pupils is a process in which all teaching staff have a part. Before identifying any child as gifted or talented in any area, we aim to ensure that all children have had the opportunity to learn and succeed in this area. This makes the identification process fair.

        A gifted and talented pupil should be identified using a variety of methods. The specific procedure will vary according to the subject area but will include elements of the following:

        • Teacher nomination
        • Assessment/test results (e.g. Baseline, S.A.Ts, Optional tests, World Class Tests, etc.)
          • Peer nomination
          • Specialist teacher identification
          • Self nomination
          • Parent nominationIt is worth remembering that gifted and talented pupils can be:
            • Good all-rounders
            • High achievers in one area
            • Of a high ability but with low motivation
            • Of good verbal ability but with low writing skills
            • Very able but with a short attention span
            • Very able but with poor social skills
            • Keen to ‘disguise’ their skills

        We believe that everyone in our school has a responsibility to recognise and value pupils’ abilities. We are aware that:

        • Gifted pupils are not necessarily easier to motivate or inspire than other pupils
        • There is sometimes peer pressure to under-achieve
        • Unnecessary repetition of work is de-motivating and de-motivated pupils will not always demonstrate potential

        There are three basic ways of meeting the needs of gifted and talented pupils, accelerated, enrichment and extension.

        Accelerated consists of enabling pupils to access work which would typically be for older pupils. This can occur through moving pupils up a year group or through simply giving them work which would usually be given to older pupils. At LPS we focus on enrichment and extension as the two main strategies for meeting the needs of gifted and talented pupils but we would also use acceleration in exceptional cases.

        Enrichment consists of broadening a pupil’s education. This can consist of enabling a pupil to study aspects of topic that there would not normally be time to study, or it can consist of adding extra subjects to the curriculum.

        Extension occurs when pupils are encouraged to develop more sophisticated thinking and reasoning skills.

        Opportunities for extension and enrichment are built into all our schemes of work.

        See G&T co-ordinator for lists of publications or useful websites. We aim to:

        • Maintain an ethos where it is ‘Cool to be clever’
        • Encourage all pupils to be independent learners
        • Recognise achievements
        • Provide a wide range of extra-curricular activities and clubs
        • Always provide work at an appropriate level
        • Provide opportunities for all pupils to work with like minded peers

        Class provision:

        • Teachers have high expectations.
        • Tasks are designed to take account of levels of existing knowledge, skills and understanding.
        • There are planned extension opportunities or open-ended tasks.
        • There is access to higher level tests for assessment.
        • Enrichment of learning.

        School based provision, varying according to subject area and covered using a variety of methods:

        • School clubs
        • Enrichment opportunities
        • Opportunities for performance
        • Partnership with cluster schools
        • Workshops with cluster schools.

        Out of school provision:

        • To access summer schools/Saturday challenges where appropriate
        • Opportunities to enter national/international schemes/competitions

        The gifted and talented coordinator is to decide on targets for the School Development Plan and to coordinate an audit programme to monitor school development. The gifted and talented coordinator is to update the information record and to ensure that appropriate records are being kept.

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

        1. Ethos
        • An ethos of high expectations ensures that the full diversity of children achieve their optimum potential
        • Children are encouraged to have realistic and optimistic aspirations, goals and expectation.Policy
        • The policies for curriculum, personalised learning, and teaching and learning reflect the ECM outcome ‘enjoy and achieve’, which is demonstrated in practice

        The Environment

        • There are sufficient resources and facilities to enable children and adults to enjoy learning and achieve their optimum potential

        Leadership and Management

        • The learning achievements of children, young people, staff, parents/carers and community members are celebrated and acknowledged high standards and challenging but realistic targets are set for children’s learning, behaviour, attendance and ECM well-being outcomes

        Personalised Learning

        • An effective system of pastoral care exists to support the well-being and learning of children and young people
        • Children and young people are encouraged to feel good about themselves and are supported to develop their self-esteem, self-belief, self-image and personal worth
        • Children and young people feel safe and secure to flourish as individuals within the educational setting
        • Children and young people, as active participants in the personalised learning process, learn how to learn and acquire a repertoire of tools for learning
        • A range of teaching strategies and approaches is utilised to enhance personalised learning and creativity
        • Personalised learning builds on children and young people’s prior knowledge, understanding, interests, strengths and aptitudes
        • Children an young people have opportunities to self-assess their own learning and receive constructive feedback on what they need to do further improve their learning and achievements.
        • Children and young people are given appropriate impartial advice, guidance and support to make informed choices about their learning pathways and future goals
        • Children and young people are provided with out-of-hours learning for ‘catch-up’ and ‘stretch’ personalized learning activities
          Curriculum Entitlement, Access and Choice
        • Children and young people have a choice in the personalised curriculum pathways they follow, tailored and customised to meet their individual needs
        • The whole curriculum is delivered using a range of accelerated learning approaches
        • Curriculum planning takes account of the ECM outcomes and ensures equal opportunities for all
        • Out-of-hours learning and recreational activities address the ECM outcomes

        This policy will be reviewed annually.

    Health & Safety Policy
        The Directors of Lagos Preparatory School recognise their corporate responsibility to provide as far as reasonably practicable a safe and healthy environment for the pupils and staff on and off site. They also acknowledge their responsibility to all other school users including parents, visitors and contractors while on site.

        The Directors of LPS will take all reasonable, practicable steps to fulfil their responsibility to provide a safe and healthy environment for all users of the premises, including employees, and to pay particular attention to meeting the requirements of relevant statutory provisions This policy applies to all permanent and temporary accommodation on the site.

        The Directors duties set out as follows

        • Make safe plant, places of work, premises, equipment and systems.
        • Make arrangements for the safe use, handling, storage and transportation of articles and substances.
        • Provide appropriate security arrangements.
        • Provide information, instruction, training and supervision by first aid personnel to ensure the health and safety of all those on the premises.
        • Provide adequate first aid and other welfare facilities. Provide safe means of access and egress.
        • Provide opportunities for the participation of trade union representatives in promoting health and safety at work.
        • Directors expect the School’s employees to fulfil their legal obligation to co-operate in the operation of this policy; employees are expected to:
          • Support and implement this policy.


        • Set a personal example through safe behaviour and comply with appropriate safety warnings.


        • Make use of the protective equipment available; ensure that pupils make use of protective equipment; observe standards of dress consistent with safety and/or hygiene; accept that the safety equipment, protective clothing and procedures provided must be employed as appropriate to the hazard and in the manner prescribed; not interfere with or misuse equipment which has been provided in the interests of health and safety.


        • Comply with safety procedures, whether written or brought to their attention by other means; familiarise themselves with procedures for emergency evacuation. Satisfy themselves when using plant, machinery, tools or equipment that it is not


        • defective and that it is suitable for the task; where there is doubt, refer equipment to a supervisory officer. When required, ensure that it has current valid test certificates where appropriate.
        • Ensure that any equipment to be purchased, hired or installed by the School is suitable for its intended use and location and complies with the appropriate safety regulations. Full operating and maintenance instructions, written in English, must be provided and made available for use.
        • Report to the designated person if inadequacies are detected in any safety procedures. Be conscious of the health, safety and welfare of themselves, their colleagues, pupils in their care and members of the public, and do nothing by act or omission which will adversely affect themselves or those others.
        • Report all incidents which have led or could lead to damage or injury, accidents, reportable diseases, dangerous occurrences and potentially hazardous incidents in accordance with prescribed procedures, and assist any resulting investigation.
        • Teach safety as an integral part of courses, both by formal teaching, where appropriate, and by example, by ensuring that no School user sees or is allowed to do anything which does not correspond to the best industrial or teaching practice.
        • Prohibit any pupil who refuses to adopt safe working procedures from taking part in the lesson, and refer the pupil so that appropriate disciplinary action can be taken.
        • Inform contractors and other workers not employed by the Governors of appropriate health and safety regulations and of appropriate points from this health and safety policy.


        The Head
        The ultimate responsibility for the implementation of the health and safety policy within the School lies with the Head. However, the Deputy Head Business & Administration is delegated by the Directors to supervise, monitor and control all matters relating to health and safety and to act as the Health and Safety Officer.

        The Senior Leadership Team
        The Senior Leadership Team expects to:

        • Ensure that the School is so organised that there is no unacceptable risk to members of staff, pupils, or other users of property.
        • Ensure that all staff are property briefed and trained in their duties and responsibilities as part of the general programme of staff development.
        • Set a personal example and encourage a safe attitude towards work amongst all employees.
        • Ensure that there are safe systems of work and that members of staff and pupils use protective equipment provided, observe the standards laid down by law and co-operate in agreed safety measures.
        • Co-operate with the safety representatives of recognised trade unions.

        The Health and Safety Officer
        The Health and Safety Officer is the Deputy Head Business & Administration. Responsibilities include:

        • Monitoring and implementing the general safety programme with the Head. Carrying out regular programmes of inspection of the premises.
        • Ensuring all accidents and hazardous situations are reported.
        • Analysing accident reports and reporting to the Headteacher and directors where relevant
        • Establishing and monitoring first aid procedures, and review from time to time all First
        • Aid and Emergency Regulations
        • Being the focal point for day to day references on safety and give advice or indicate sources of advice.
        • Holding relevant information on health and safety
        • Co-ordinating and implementing the School’s safety regulations as approved by the directors
        • Establishing and monitoring fire procedures.
        • Setting a personal example and encouraging a safe attitude towards work amongst all staff and pupils.
        • Establishing protective clothing and equipment needs and establishing monitoring procedures for their use.
        • Maintaining contact with outside agencies.
        • Reporting all known hazards immediately and stopping any practices or the use of any plant, tools, equipment etc considered to be unsafe until their safety is satisfactory.
        • Making recommendations for additions or improvements to plant, tool, equipment etc which are dangerous or potentially so.

        The School Directors
        The Directors functions are:

        • The appointment of a Link Governor to monitor Health and Safety issues. The study of accidents and notifiable diseases, statistics and trends.
        • The examination of safety reports on a similar basis.
        • To consider reports which the Administrator may wish to submit.
        • To consider reports and factual information provided by any outside agency relevant to health and safety matters.
        • To assist in the development, implementation and review of School safety rules and safe systems, working within current legislation.
        • To monitor the effectiveness of the safety content of staff training.
        • To monitor the adequacy of health and safety communication and publicity in the School.
        • To provide a link with the appropriate inspectorates of the enforcing authority.
        • To review annually and revise all health and safety practices in the light of any new legislation.
        • To make recommendations to the remaining directors group.
    History Policy
      • The school believes that History makes a valuable and distinctive contribution to pupils’ education. Learning about the past and the methods used to study sources and draw conclusions helps pupils understand and contribute to the world in which they live.

        A topic-based approach to curriculum planning is employed within the school. The teaching of History is organised through termly or half-termly topics.


        1. To help pupils develop a sense of identity through learning about their family, the development of their community, Britain, Europe and the world.
        2. To introduce children to what is involved in understanding and interpreting the past.
        3. To develop a range of skills necessary for historical enquiry and interpretation.
        4. To arouse an interest in the past and an appreciation of human achievement
        5. To understand the present in the light of the past; the influence that events in the past have in shaping the present.
        6. To develop children’s knowledge and understanding of major issues and events in the history of their own country and others.
        7. To acquire a chronological structure and language in order to provide a frame-work for understanding the past.
        8. To understand the difference between the past and present and that people of other times and places may have held different values and attitudes from ours.
        9. To enrich other areas of the curriculum.

        KEY STAGE 1
        During Key Stage 1 pupils learn about people’s lives and lifestyles. They find out about significant men, women, children and events from the recent and more distant past, including those from both Britain and the wider world. They listen and respond to stories and use sources of information to help them ask and answer questions. They learn how the past is different from the present.

        To enable children to:

        • begin to understand that they are part of a community, country and world, with their own heritages and histories.
        • develop an understanding of their own and their families’ past.
        • begin to understand the concepts of ‘past’ and ‘future’
        • use basic vocabulary related to time such as now, long ago, before, after
        • begin to understand that evidence of the past comes in many forms and to use this evidence to raise and answer questions and to make deductions about the past
        • place events, objects or pictures in sequence, giving reasons for doing so
        • place events and objects in chronological order use evidence to describe life in past times
        • communicate their knowledge and understanding of history in a variety of
        • identify differences between past and present times
        • recognise similarities and differences between the past and present day
        • be introduced to the particular language of historical periods and to a range of historical concepts appropriate to their level of study
        • develop a knowledge and understanding of the links between history and other subjects within the curriculum and cross-curricular elements
        • understand that evidence from the past can be interpreted in different ways
        • History in both key stages is taught in units which are History led, though related to other subjects where this helps pupils’ understanding in each. QCA documents have been incorporated into planning and adapted where necessary.


        • Unit plans have been created as the basis of an outline scheme of work. Unit content shows a balanced coverage of the programme of study and an enquiry based approach to teaching and learning. Opportunity is given for study “in depth” in each unit plan. Across each Key Stage, unit plans provide experience of different sources including museums, site visits and of different historical perspectives.
        • Teaching should clearly focus on one of more of the key elements to identify objectives for learning: to develop knowledge and understanding of content in relation to historical concepts of period or situation, chronology, change and cause and consequence. Not all key elements need be developed in each unit.
        • The starting point for all work is to find historical activities which interest, motivate a challenge all pupils.
        • Pupils should be taught procedures and skill in using sources and gradually make more independent studies using these materials.
        • Pupils should be taught to make judgements about evidence and be aware of different interpretations of the past.
        • Pupils should learn about attitudes and ideas of people in past situations and reflect upon them in debate, discussion and role play, recognising that we see the past through our own values.
        • Pupils should learn to draw their own conclusions about he past, based on evidence, imagination and questioning and present theirs in a variety of forms, including drama, poetry and display and sustained writing in different forms.
        • Pupils should read a range of historical material, including fiction.
        • Teachers should provide a balance in teaching approaches and identify a suitable progression in understanding and skills across each planning stage to continue to challenge pupils.
        • Teachers should attempt to make links between units of work and encourage pupils to use previous knowledge in approaching new work.
        • Pupils should be given opportunity to use ICT to communicate and handle information as well as to use stimulation software and CD Rom files.
        • A variety of teaching methods best suited to activities and interests of the pupils will be used. These may include:
          • presentation by teacher including story telling
          • discussion and debate
          • question and answer
          • individual and group investigation
          • television, radio, tape, video, film
          • ICT
          • role play and drama
          • fieldwork, visits to museums and historic sites
          • use of artefacts

        In accordance with the school policy for Assessment and Record Keeping, pupil progress is monitored, assessed and recorded. (see CRAFTY file and Record of Achievement Books).

        Informal assessments occur via observation, individual, group and class discussions, questioning opportunities, marking of work and oral or written diagnostic testing. These are not always recorded but may appear in the assessment of the weekly planning or in a class file kept informally by the teacher.

        History planning is informed by the content of the National Curriculum ’99. This in turn is complemented by the QCA units. This information is developed by staff into Medium Term Plans, which is used to produce more detailed weekly and daily plans.

        In accordance with school policy on differentiation and S.E.N.., all children are given work suitable to their age, aptitude and ability. Pupils can:

        • work on same content at different rates and levels through open-ended tasks matched to individual or group needs
        • be helped to understand historical events and developments through studying the lives of individual people
        • be taught concepts through discussion, concrete examples and practical activities

        Exceptionally able pupils need open-ended tasks which enable them to:

        • tackle more complex issues
        • understand more difficult concepts
        • deepen and broaden their knowledge and understanding of the historical events on developments they are studying
        • use a wider and more demanding range of sources

        Work is marked according to the school marking policy – which is dependent on purpose, age of child and ability of the individual.

        Where appropriate, members of staff, usually the Co-ordinator, are sent on relevant courses. This is determined by the school management plan, the needs of individuals, year groups, the availability and suitability of courses offered.

        Provision is made in the teaching of History for cross-curricular work e.g. PHSE and Citizenship, Literacy, Numeracy, Geography, Drama, Art, DT, ICT.

    Handwriting Policy
      • RATIONAL
        Handwriting is a complex skill involving a range of cognitive, linguistic, perceptual and motor abilities. It is a developmental process with its own distinctive stages of progression from readiness for handwriting through to letter joins, practising speed and fluency and higher presentation skills.

        Children must be able to write with ease, speed and legibility. If they have difficulty, this will limit fluency and inhibit the quality and quantity of their work. Cursive handwriting teaches pupils to join letters and words as a series of flowing movements and patterns.

        Handwriting skills are to be taught regularly and systematically through the use of the Nelson handwriting scheme. The cursive style is quick and easy to learn, particularly when it is practised from an early stage. Pupils will learn to form individual letters appropriately and accurately first and then by term three of Year One, pupils will begin to join their handwriting. This practise is therefore carefully planned and implemented so that all children can achieve a good standard of writing.

        As children progress through school, the requirement to write legibly and fluently, at speed, increases considerably and the cost of being unable to do so also increases.

        As a school, our aims in teaching handwriting are that all the pupils will:

        • Understand the importance of clear and neat presentation in order to communicate their meaning clearly
        • Develop a consistent size and shape of letters and a regularity of space between letters and words
        • Flow and movement are fluent and smooth
        • A Consistent personal style can be established by Year 6
        • To raise children’s self motivation and esteem through the establishment of best handwriting practice
        • To establish and maintain a high profile of handwriting and presentation skills by displaying and rewarding work that meets the standard

        In order to achieve the above aims, the following principles need to be followed:


        • Handwriting is taught regularly and systematically in classes, groups or individually as appropriate.
        • Patterns are used initially, by writing with a variety of tools and using multisensory methods, to help free flowing hand motions.
        • Correct pencil hold and letter formation are taught from the beginning and handwriting is frequently linked with spelling.
        • When marking or writing comments, members of staff use cursive handwriting as appropriate.
        • Display writing throughout the school includes cursive writing and computer generated writing using the comic sans script.

        Children will begin the Foundation Stage with a wide variety of writing skills ranging from simply making marks to writing their own name unaided. They will move from gross to finer motor skills using a variety of tactile methods. They need opportunities to make marks in their own way and to gradually refine these into recognisable patterns and eventually individual letters.

        All Foundation Stage staff, including support staff, must be aware of directionality and when children are showing a firm interest in writing their name, they should be encouraged to use correct directionality.

        To aid co-ordination, sand trays and sticks (or fingers), paper, paint and large brushes, modelling materials, blackboards and chalk may be used. They will be taught the use of capital letters for names and beginning of sentences.

        Suggested materials to develop gross and fine motor skills:

        1. Sand trays/seeds and other tactile materials
        2. Letter shapes/feely letter shapes
        3. Large paper and brushes to make writing patterns
        4. Blackboards and chalk
        5. Plasticine, play dough, clay
        6. Roller ball. The Learning to Write Ruling System will be introduced in Reception and will help prepare children for handwriting, consolidate their motor control and introduce letter shapes. This will be used alongside the Nelson handwriting Scheme. It is expected that most children will be writing a good number of the high frequency words with accurate letter formation by the end of Reception.

        In accordance with the National Literacy Strategy the children are taught how to form both lower case and capital letters and how to join them, whilst still developing fine and gross motor skills with a range of multi-sensory activities. Handwriting is taught daily and can be linked to the phonics session during Literacy lessons.
        The children are taught to:

        • Write from left to right and from top to bottom.
        • Start and finish letters correctly.
        • Be consistent with the size and shape of letters and the spacing of letters and words.
        • Have the correct pencil grip.
        • Find a convenient position for their page.
        • Have the correct posture and position.

        It is expected that by the end of this stage, the majority will be writing unaided, using capitals where appropriate and presenting their written work legibly. An introduction to joined writing can be started when a child has developed a consistent, clear print style, where letters are generally correctly formed.

        During this stage the children continue to have direct teaching and regular practice of handwriting. We aim for them to develop a clear and fluent style and by the end of Key Stage two, be able to adapt their handwriting for the following different purposes:

        • A neat legible hand for finished, presented work
        • A faster script for notes
        • Print for labelling maps or diagrams.

        Throughout the school, handwriting will be taught on a weekly basis using the following timings as guidelines:

        The development of gross and fine motor writing skills are continuous and ongoing every day. Letter formation will be taught as they are introduced in Letters and Sounds, during their phonics sessions.
        Year 1 – 3 x 15 minute sessions per week
        Year 2 – 2 x 20 minute sessions per week
        Years 3-6 – 35 minutes a week: a 15 minute introduction followed up by daily
        5 minute sessions this should be linked in with the daily spelling routine.

        Throughout their time at Lagos Preparatory School, samples of children’s writing are collected and moderated against National Curriculum criteria. As part of the school’s assessment policy, a sample of children’s writing is completed and assessed three times per academic year.

    Policy for use of children's images in School & for Publicity Purposes
      • The word images is used here to include photographs, digital photographs, webcam, mobile phones, film and video recordings.

        Lagos Prep School believes that the responsible use of children’s images can make a valuable contribution to the life and morale of the school. The use of photographs in school publicity materials can increase pupil motivation and help parents and the local community identify and celebrate the school’s achievements.

        We only use images that the Heamaster and Directors consider suitable and which appropriately represent the range of activities the school provides and the values it adheres to. No images will be used which could be considered to put any child at increased risk.

        Through this policy we aim to respect young people and parents’ rights of privacy and minimise the risks to which young people can be exposed through the misuse of images. The policy takes account of both data protection and child protection issues.

        Photographs and video images of pupils and staff are classed as personal data. We will not use images of identifiable individuals for school publicity purposes without the consent of either the individual themselves or, in the case of pupils, their parent, guardian or carer.

        General consent will be gained from parents in the annual consent form and specific consent by phone if children’s names and photographs are to be used in newspapers.In seeking consent we will ensure that parents are clear why we are using a child’s image and what we are using it for. (See Appendix A for school consent form) General consent is requested through the completion of a section on the Home Information Sheet. This is completed as part ofthe school’s admission procedures. General consent is sought for using children’s images for the purposes outlined in paragraph 1 above.

        Specific consent may be sought from parents for particular projects involving the taking of children’s photographs. In seeking specific consent, we will ensure that parents are clear why we are using a child’s image, what we are using it for and who might want to look at the pictures. Any specific consent form will make clear the period of time for which consent applies.

        All original images will be stored securely and used only by those who are authorised to do so. We will not re-use images of children after they have left the school; these images will be destroyed.

        We will only use images of children in suitable dress. The Headmaster and Directors will decide if images of some activities – such as sports or arts – are suitable without presenting risk of potential misuse.

        Any evidence of the use of inappropriate images, or the misuse of images will be reported to the school’s child protection officer and/or the police as appropriate.

        Individual pupils will not be named in conjunction with their image unless parental consent received and we will never use an image of a child who is subject to a court order.

        We will adopt the same principles as outlined above when publishing images on the internet as we would for any other kind of publication or publicity material. However, the school recognises that there is no control over who may view images, and consequently a greater risk of misuse of images, via the internet. We will therefore give specific consideration to the suitability of images for use on the school’s website.

        The school recognises that webcams and mobile phones can be used to take images without people’s knowledge. If any webcam is in use, the area will be signposted so that people know the webcam is there before they enter that area.

        Misuse of mobile phones that can take and transmit images will be regarded as a breach of school discipline and dealt with accordingly. Such phones will not be allowed in areas where children are changing and must not be used to take children’s photographs in school without their knowledge and consent.

        If the school invites or permits an external photographer to take photographs within school, we will:

        • Provide a clear brief for the photographer about what is considered appropriate in terms of content and behaviour
        • Issue the photographer with identification which must be worn at all times
        • Let children and parents know that a photographer will be in attendance at an event and ensure they consent to both the taking and publication of films or photographs
        • Not allow unsupervised access to children or one-to-one photo sessions at events.
        • The same conditions will apply to filming or video-recording of events.

        It is the policy of the School to allow Parents and Carers to take photographs and videos at school events. Those wishing to record such events must inform the school. This applies to cameras, videos and mobile phones.

        The school encourages children to take photographs and videos of each other as a way of recording events. This may take place in school, on school trips or on residential visits. The use of cameras within school, on trips or visits is part of the pleasure and the learning in the experience. There is no reason why pupils should not be allowed to take photographs so long as anyone photographing respects the privacy of the person being photographed. This is seen as part of the school’s code of behavior. Infringement of this respect of privacy will be dealt with in the same way as any other breach of school discipline.

    LPS ECM Award
      • Lagos Preparatory School, Ikoyi in Lagos began to work towards achieving the Every Child Matters Standards Award in the autumn term 2009, building on the existing pupil well-being good practice already existing within the school. During the ECM Standards self-evaluation process the school has gathered evidence to present in portfolios, and planned a programme for the final on-site assessment day, which took place on 31st March 2010.

        The award process was started by Mr. Adam Johnson, and on his departure from the school, led very effectively by Mrs. Okoloko, Assistant Head of Lower Preparatory School, who was supported by Mrs Kapur, the SENCO. High quality evidence was gathered for inclusion in the ECM Standards Portfolios.

        Rita Cheminais, the Director of Every Child Matters (ECM) Solutions was the external assessor, and this report summarises the key findings from the on-site assessment day, and also from the scrutiny and analysis of the ECM Standards Portfolios of Evidence, and other relevant documentation off-site, presented by the school.

        The one day on-site assessment comprised of:

        • Meeting with the Headteacher, Assistant Head of Lower Prep., the SENCO, and the Director and parent Mrs. Tinubu
        • Tour of the school with two year 6 pupils (Robert and L’Teisha)
        • Meeting with a group of parents
        • Meeting with two staff and three pupils (Mrs. Oye-Onwuka, Miss Olawale, and Robert, L’Teisha and Awele)
        • Feedback to the Headteacher and senior leadership team

        The ECM Standards Portfolios of Evidence were meticulously well organised. The range of documentary, photographic and multi-media evidence for the twelve ECM Standards was appropriate, and aligned correctly against each of the five ECM outcomes. The beginning of each ECM Standard in the relevant portfolio listed the main sources of evidence and these were cross-referenced, where appropriate, to evidence in other ECM Standards or key school documents. The completed audit sheets and the ECM Action Plan were provided in an accompanying folder, which clearly demonstrated the robustness of the self- evaluation and evidence gathering process which had been undertaken.

        As soon as you enter the main entrance of the school you can see and feel the very welcoming and positive ethos that acknowledges and recognises the achievements of pupils and staff alike.

        During discussion with parents on the final assessment day they informed the external assessor that the school develops the whole child and each class is like a community. One parent commented that the children treat the school like their second home. The headteacher puts children first. Children love coming to the school, because there is lots going on and they make good friendships.

        Similarly, discussion with the staff and pupils revealed that teachers and other staff give the children a lovely welcome on their arrival at school each morning. One teacher remarked: “It isn’t the age of the school. It’s the people in it that make the children be happy.” In discussion with the senior leadership team the headteacher commented on the friendly atmosphere existing in the school. He emphasised that every child’s achievements are celebrated.

        The pupils during the tour of the school and in discussion informed the external assessor when she asked them what is good about being a pupil at the school commented: “It is interesting because you learn new things.”

        A good range of appropriate evidence was included in the portfolio for this ECM Standard. The example of the school’s Pupil Charter is excellent and clearly reflects the reality of children having a ‘voice’ and being empowered. Photographic evidence of the children’s work and achievements depict happy pupils who are proud of their achievements. The comments on the evidence state: “Every child’s work is celebrated.” “School is fun.” The example of the Super Stars Book is wonderful, as it records the achievements of pupils relating to being helpful to others, well behaved as well as for doing good work.

        The school’s mission statement reflects a positive ethos with equality of opportunity and tolerance and respect of others. Minutes from a staff committee meeting (November 2009) demonstrates an ethos of openness and trust exists for staff, where they can voice their views and opinions on school matters through a Staff Forum. The headteacher commented:

        “Everyone has an equal voice.”

        Minutes from a subsequent Staff Committee Meeting (January 2010), indicate clearly that staff matter, and the enhancement and upgrading of the staff room, is testimony of the headteacher valuing his staff and caring for their well-being and welfare at work. The minutes of this meeting also demonstrate an ethos where teamwork among the staff is part of everyday practice.

        The example of the Pupil Voice Postcards also demonstrated that pupils care for others and those less fortunate than themselves, through the fund raising and charitable activities, e.g. the Shoe Box of gifts for children in a local orphanage. The headmaster’s message in the March 2010 School Newsletter sets a very positive tone, when he acknowledges the achievements and kindness of the children at lunchtime and play time to other pupils.

        Parents are made to feel very welcome at the school. There was good evidence of happy parents enjoying lots of social and school events, e.g. Christmas productions, Father and Child Sports Day, Mothers Tea Party, Welcome Cocktail.

        The school prospectus states in the message from the headteacher: “At Lagos Preparatory School, we pride ourselves on our ethos and atmosphere and the manner in which pupils, parents, staff and Directors work in partnership… ” The display of Cool Kids in the main reception area demonstrated the strong ethos of care for others existing within the school, e.g. be brave, show respect, be kind, care for others. After reviewing all the evidence off-site and on-site relating to ethos, this ECM Standard has been fully met.

        Every child matters, as indicated in the school’s ECM policy, is evident in the everyday practice existing within the school. The staff have a clear understanding of what the ECM outcomes entail in the context of Lagos Preparatory School, as evidenced by an excellent piece of professional development work arising from a staff training session on Every Child Matters, held in January 2009.

        Many of the school policies provided as evidence in the ECM Standards portfolios, make reference to the ECM outcomes. In addition, the school has a distinct Every Child Matters policy which exemplifies what the five outcomes represent across the school. The policies viewed which were of particular relevant to ECM were the Health and Safety Policy; the Anti-bullying Policy; Sex and Relationships policy; Child Protection Policy; ICT Policy; Racial Equality Policy; Curriculum Policy; Assessment Policy; Gifted and Talented Education Policy; Marking Policy; SEN Policy; Staff Development Policy, and the Performance Management Policy. This latter policy was a model of exemplary practice in relation to showing how the policy meets the requirements of the ECM agenda.

        The marking policy was supported by photographic evidence of how the children from EYFS through to KS2 have a visual point of reference in their classroom, as to what teachers will look for when marking work, and what the marking symbols represent. These were also observed on the school tour during the on-site assessment, and confirm consistency in practice.

        Also included in this section of the portfolio were examples of good quality information leaflets for parents, which provided comprehensive guidance on school uniform, school fees, term dates, and application procedures.

        After reviewing all the policies included in this section of the portfolio of evidence, as well as the information gathered on the tour of the school, and from the discussions with staff, pupils and parents, this ECM Standard has been fully met.

        The indoor and outdoor school environment has been enhanced considerably since the external last visited the school last year. The two pupils escorting the assessor on the tour were extremely proud to show her their wonderful school. The children and teachers art work outside was exceptional and reinforced the Every Child Matters five outcomes.

        The pupils during the tour were able to verify what the Every Child Matters daisy symbol represented (the five outcomes) and what these meant in relation to the type of activities that take place in the school.

        There is a quiet peaceful place where children can sit outside and where other pupils can befriend them if they are without friends. The ECM Standards portfolio contains lots of superb photographic evidence which illustrates the wonderful enriching learning and play environment existing throughout the school. These were witnessed during the school tour. Photographic evidence of the classroom entrances being welcoming and containing eye-catching colourful displays was outstanding.

        Once again, these were observed during the tour of the school. They make for a very welcoming, exciting and interesting learning area. For example, Year 2 states on the outside of the classroom door You are about to enter a Learning Zone, Welcome. Photographic evidence in one classroom also indicated children taking responsibility for the environment, e.g. Water Monitor, Classroom Helper, Playground Monitor, School Council Rep. Classroom rules were displayed in each classroom as observed on the school tour and from the photographic evidence in the ECM Standards portfolio. For example two of these rules relating to the environment stated: Show respect for school and personal property. Work and play in a safe manner. The quality of the children’s art work around the school and in classrooms is superb. Elmer the elephant and Elmer and the butterfly were beautiful.

        The assessor particularly liked the children’s coat and bag peg hangers having their name above them to make these personal to each child. The numerous photographic albums of the range of school events and activities were spectacular, e.g. Presentation and Award Ceremonies; Talent Show; Independence Day; School Book Day 2010; Crazy Socks Day 2009; International Day; Graduation Dinner.

        The assessor was extremely impressed with the multi-media evidence of some of these events, which were high quality professional productions on CD/DVD, illustrating the exceptional stimulating and inspiring environments the children are working and participating in within the school and its grounds.

        There was exemplary evidence of children having ownership and taking responsibility for planning a Valentine Party, with the ICT Assembly showing charts indicating the pupils favoured foods for this party, and them planning within a set budget. Photographic evidence was also provided relating to the school environment being safe, e.g. a fire escape, the school’s Fire Safety Certificate, a fire notice displayed in the school.

        The outdoor play environment and equipment is good quality and the addition of an outdoor swimming pool is excellent. The assessor was equally impressed by the example of the Play Buddy Rota system that has been established of senior buddies for younger children. The prefects being selected by the Head Boy and Head Girl is also a model of good practice.

        After reviewing all the evidence, this ECM Standard has been fully met.

        The leadership and management of Every Child Matters (ECM) has been excellent throughout the school. The school vision and mission statement places ECM at the heart of everything the school does for its pupils. The portfolio of evidence in relation to this ECM Standard comprised of minutes of significant meetings related to ECM; job descriptions for key staff taking responsibility for leading ECM (e.g. the deputy headteacher, and the SENCO). The deputy headteacher (pastoral) job description specifies the key ECM responsibilities: Counsellor for the school; to lead on all matters relevant to pupil attendance; to lead on all matters in relation to the ECM and Inclusion agendas; to act as a lead in developing pupil voice throughout the school, and to oversee the work of the School Council.

        The role of the SENCO includes: to assist the deputy headteacher (pastoral) in developing classroom based practices which help to ensure the five ECM outcomes are made more accessible to all children, and to work with the Heads of Department/Heads of Faculty to help ensure ECM outcomes are reflected in classroom practice and programmes of study.

        There was also good evidence of positive feedback on the leadership and management of ECM from a range of stakeholders via questionnaires. The ECM Committee that was established had a clear remit and purpose, e.g. to provide a structured forum for stakeholder discussion about ECM matters. Membership of this Committee included the Head Boy, Head Girl, two parents, a class teacher, the deputy headteacher (pastoral). The minutes from one of the ECM Committee meetings clearly indicates the school’s participation in the ECM Standards Award process, undertaking the audit to gather evidence for the ECM Standards portfolios and addressing any gaps in the ECM outcomes.

        Distributed leadership and management of ECM is clear in the Action Plan for the ECM Standards, indicating that staff are given good encouragement by the senior leaders to develop professionally via ECM activities. Lesson plans incorporate the five ECM outcomes and teachers tick the relevant outcome box to indicate which are being covered within their lesson. This is evidence of the senior leadership team ensuring ECM is embedded into everyday classroom practice. The monitoring of teaching and learning from the feedback reports on a couple of lesson observations, also indicated that senior leaders were identifying good practice in ECM which was promoting learning. The school is developing a good range of extended school activities, and these support and promote the ECM agenda. The school’s previous inspection report (2006) commented: “The directors provide very positive support for the school and are keen to try new approaches so that they can offer the highest quality of education for the children.”

        During discussion with a parent Director on the assessment day, it was evident that she considered ECM was important for the well-being of the whole child. The ECM Standards Award self-evaluation and evidence gathering was considered to be a manageable process by the members of the senior leadership team. Undertaking the award readily built on to the school’s existing good practice in ECM. This reassured the staff as a whole that ECM was part of everyday practice, and not an add-on or additional awesome initiative.

        During discussion with the SLT it became evident that the staff considered the school lived and breathed ECM. The impact that the ECM Standards process had had on the pupils according to those staff interviewed on the assessment day was that the children have developed a greater awareness of the importance of the five ECM outcomes. One parent related that their child is now eating more healthily, preferring fresh fruit and vegetables as an alternative to chocolate spread.

        After reviewing all the evidence in relation to the leadership and management of ECM, this ECM Standard has been fully met.

        Personalised learning is a great strength of the school. The children enjoy learning and the teachers and assistant teachers enjoy seeing the children reach their optimum potential not only in learning but also in the cross-curricular key skills, evidenced from discussions with these stakeholders during the assessment day. Photographic evidence in the ECM Standards portfolio also indicates how much learning is tailored to meet pupils’ individual needs. The teaching and learning policy indicates that “Learning should be FUN.” Discussion with the pupils revealed that they consider learning to be interesting and enjoyable. This policy also clarifies the role of parents, pupils, teachers, assistant teachers in supporting and promoting children’s learning. The assessment policy for the school links to ECM. A good range of out of hours learning and teaching activities provide an enriching and enjoyable learning experience for the full ability range of pupils.

        Lesson plans, evaluation sheets from lesson observations, the PSHE curriculum all indicate the emphasis placed on quality first teaching. Effective use of ICT is made to enhance children’s learning experience.

        Discussion with the pupils on the assessment day identified that they particularly enjoy the way teachers provide practical learning experiences. Parents and staff interviewed on the assessment day also both confirmed that children are able to learn using a range of learning styles, e.g. through talking about their learning, making things, experimenting, as well as being permitted to work things out in different ways. Photographic evidence of classroom practice indicated that children are active participants in their learning. There was an excellent example of a teacher’s comment on a pupil’s work acknowledging the pupil’s personalised learning skills.

        A positive reward system exists which motivates pupils to work hard and achieve their personal best. The school is very successful in including children with special educational needs. There was photographic evidence of a boy with SLD enjoying a practical cooking activity, and achieving positive results from the practical learning experience.Additional support for learning is provided to those pupils in Year 2 and Year 6 who need it in order to ensure their individual needs are fully met.

        The feedback from a member of the senior leadership team on a lesson observation of a teacher was very thorough, identifying not only the strengths of the lesson but also providing constructive advice on how the teacher could improve personalised learning further. Overall, after reviewing all the evidence in relation to personalised learning, this ECM Standard has been fully met.

        The curriculum at Lagos Preparatory school is varied, balanced, relevant and stimulating, including the good range of clubs and extended school activities being provided for children. Curriculum policy is thorough and indicates continuity and progression in relation to key skills and the ECM outcomes, as evidenced in the sample child’s file/class folder included in the portfolio. ECM has been integrated into the PSHE and Citizenship schemes of work. The plan of work links to and aligns with the school’s ECM aims. A good clear curriculum policy for the school is in place, linking to inclusion, ECM and key skills.

        Sample lesson plans not only demonstrate good personalisation occurring in practice, but also teachers ensuring the curriculum is delivered in an interesting, exciting and inspiring way (3B History – The Vikings). Superb photographic evidence demonstrates the wonderful range of curriculum topics the children enjoy covering. Parents during discussion indicated that their children are keen to get them to seek out information on particular curriculum topics covered each term.

        The range of clubs on offer to the children are excellent: poetry, literacy, maths, Gifted and Talented, Art class, Karate, study club, gymnastics, drama, junior chef cookery club, tennis, ballet, modern dance, boy scouts club, football, computer club, cheer leading, Taekwondo. The assessor enjoyed watching the two productions ‘Jack in the Beanstalk’ and ‘The Night Before Christmas’. The children were performing with confidence, remembering their lines and parts superbly well. Parents and staff were clearly enjoying the events, and the costumes and scenery were outstanding.

        Parent volunteers help with reading in class. Yona Inspiration Dance Company are enhancing children’s curriculum. The assessor was very impressed with the example of a pupil’s project on Homes. The pupil had used a variety of natural materials to depict the parts of different types of houses. It was a lovely piece of work.

        Teachers’ curriculum planning is robust and consistent in quality across the school. Children have a good foundation to build upon in relation to transferring on to a secondary curriculum at 11+. After reviewing all the evidence presented on the curriculum, this ECM Standard has been fully met.

        Pupil comments include:
        “My school is a caring place with nice friends.”
        “I like school because they teach well.”
        “We have good activities and nice teachers.”

        89% of pupils enjoyed being at school; 83% considered their lessons to be interesting; 85% of pupils considered their teachers listened to their ideas. Pupils in Lagos Preparatory School have a ‘voice’ and are consulted on matters that affect their lives in school. The school council are proactive; staff listen to their views, and act on these. For example the children have been consulted about outdoor play equipment for school. The numerous photograph albums of wonderful events and special days taking place at the school, illustrate clearly how pupils and staff enjoy participating in Christmas productions, International and Independence Days, Talent Hunt, School Book Day, Crazy Socks Day, Sports Day. The portfolio included a photograph of pupils saying goodbye to a pupil on the school Council in Year 3.

        During the tour of the school there was clear evidence of pupils’ personal development being promoted. For example, many classroom walls had pictures to reinforce pupils’ personal care, e.g. brush teeth twice a day, eat lots of fruit, drink lots of water. L’Teisha and Robert on the school tour informed the external assessor that Every Child Matters gives them good advice, improves their confidence and motivation. The portfolio also included photographic evidence of classroom assistants expressing their opinions and views as an example of staff participation and presence.

        The school is very successful in including children with special educational needs, and making certain they participate in activities alongside their peers. There was a super photograph of a pupil with SLD enjoying making biscuits. The school is child-centred focusing on the development of the whole child. Parents indicated in discussion with the external assessor that the headteacher puts children first, as do the staff, in always thinking what is best for the pupils. The communication books/home-school diaries are another example of how parents are kept informed about the achievements and needs of their child which have been observed during the school day.

        After reviewing all the evidence in relation to pupil presence, participation and personal development, this ECM Standard has been fully met.

        Partnership with parents continues to be a great strength of the school. The schools last inspection report commented: “Parents say their children enjoy school and are making good progress.” This is certainly still the case. Feedback from a recent parent questionnaire indicated that many parents were happy with their child’s school experience. This was further evidenced during discussion with the parents at the on-site assessment meeting. These parents indicated that the school always consults them about any issues relating to their child at school. Similarly, parents always check with the school’s administrator if it is OK for them to bring a birthday cake into school to be shared with other members of their child’s class.

        For example, one parent had been contacted by the school to verify that their child had a new nanny, as one of the security guards raised concern about not recognising the child’s nanny. This clearly illustrates the excellent partnership working and communication with parents. The parents also emphasised how friendly and welcoming the school was.

        The wonderful photographic evidence indicated that parents are very supportive of the work of the school and enjoy attending all the activities and events throughout the school year. There was also photographic evidence of parents and children enjoying making Easter bonnets. Parent volunteers give their time willingly to hear children read in class, and to assist with the various PTA activities. The school has also organised parent workshops, e.g. a first aid club and workshop. The school nurse has provided parents with some excellent information leaflets about basic first aid treatment, and healthy eating.

        The information about school Admissions for parents is also very clear and concise. The school’s parent group and support network is well attended and highly valued. This, along with school newsletters has kept parents informed about the Every Child Matters developments taking place in the school.

        From the discussion with parents on the assessment day it was evident that all parents felt the school had helped to build their child’s self-confidence. They reported that their children’s’ talents had been developed as well as their personal development enhanced. One example of a child in nursery now being toilet trained, and another 3 year old child knowing how to brush her teeth, and one young boy now eating vegetables, all a result of the wonderful partnership working between staff and parents. The parents were unanimous in stating that their child was happy at school, had developed a great awareness of caring for others, and all had made good friends. Parents were impressed by the headteacher knowing the names of every child in the school. On parent also told the external assessor how much she had valued the homework support provided by the school for her child.

        They felt the teachers were very approachable and kept them informed about their child’s achievements on a regular basis. The phone texting and email communication between school and home was highly valued by busy working parents.

        After reviewing all the evidence in relation to the school’s partnership with parents and carers, this ECM Standard has been fully met.

        Although Lagos does not have the same extent of multi-agency partnership working as England does, the school is constantly seeking new partners who can bring support for pupils emotional and physical well-being, in order to ensure any barriers to learning are removed. The school nurse provides an important service on site, which ensures children are in good health, are safe and enjoy a healthy life style. She produces some very high quality information leaflets for parents. Parents commented on the value of these on healthy eating and first aid during discussion with the external assessor. These information leaflets are clear, make good use of illustrations and are models of good practice. During the tour of the school the external assessor commented on the notice on the school nurses door which read: Every child deserves a school nurse. The assessor asked the pupil Robert on the tour what this meant and he said: “It means everyone has the right to go to the school nurse.”

        The photographic evidence of the Star Trek walk for charity showed police escorting the children and parents along the walk to ensure safety, where traffic was extremely busy. The fire service had visited the school to undertake a fire safety check. The security guards at the school on both the upper and lower school sites are vigilant and ensure children are safe on entry and exit to the school.

        A senior member of staff commissions, coordinates and overseas any multi- agency provision delivered within the school, particularly for those with special educational needs. The SENCO is skilled in targeting extra adult support for those children with additional learning needs. The school effectively deploys extra funding to procure additional care and classroom support for learning, particularly for those pupils with SLD, or on the autistic spectrum. After reviewing all the evidence presented in relation to multi- agency working, this ECM Standard has been fully met.

        The school continues to further develop its community links. The school’s last inspection report commented: “Community links are being extended, and a global school partnership has been created with a school in the UK.”

        The new and current headteacher has continued to further extend community links, and clearly this aspect is a great strength of the school. The external assessor has witnessed good attendance of staff from other local schools in Lagos attending joint staff training events. The headteacher is focused on developing community partnerships that enrich, extend and enhance children’s learning. There was a good range of photographic evidence in the ECM Standards portfolio of external partners providing activities for children within and beyond the school day, e.g. drama, dance, drumming, sports competitions and coaching etc.

        The school has two mini buses which enables children to visit places of educational and recreational interest locally. There was an example of a trip form for parents to sign to give their permission for their child to go out of school.

        The wonderful photographs of the International Day, where every class explored the culture, food, costume, traditions, music, dance of a different country were awesome.

        The school cares for members of its community who are less fortunate than themselves, as evidenced by the donation of shoes to children at a local state school in Makoto village as part of the ACDI Charity support, and the shoe boxes of gifts donated by Lagos Preparatory School children to those children in a local orphanage. The delight and joy on the faces of the orphan children opening their shoe boxes was evident in the photographs included in the ECM portfolio.

        The parents via school newsletters are kept informed about the school’s charitable work. After reviewing the evidence around school and within the portfolio, this ECM Standard has been fully met.

        A good range of appropriate evidence was included in the ECM Standards portfolio in relation to transition and transfer arrangements for pupils. The school policy for transition and transfer is robust and concise. There was a good overview of the pupil buddy system that has been established in the school, designed to support younger pupils at play time. The examples of transition plans for pupils were good quality and very thorough.

        The external assessor was impressed with the display in the main reception illustrating how the school works together to develop children who are: Determined, Confident, Active learners, Effective communicators, Responsible, Honest, Collaborative, i.e. ready for life in the next stage of schooling.

        The portfolio contained a fabulous account from a Year 6 pupil who joined the school recently which indicates how much she has enjoyed her stay in the school. The pupil states she has been happy, made good friends and has enjoyed working with nice staff, including teachers, the school administrator and the headteacher who are also nice, caring and loving. This same pupil comments: “I love LPS. It is a school to dream of.” “I love all the new activities, particularly the Book Day and the Easter Parade.”

        There is an excellent example of the work of the school council and how they have been supported by two members of staff to establish the buddy system. This in turn has strengthened pupil voice, by enabling the ‘Cool Kids’ system to be set up. The criteria are very clear in relation to how a pupil can achieve a ‘Cool Kid’ stamp, e.g. for taking responsibility, for being honest, caring, and looking out for a friend. Ten ‘Cool Kid’ stamps enables a pupil to get their name included in the ‘Kool Kids’ Book, which is kept in the reception area of school. The portfolio also included another wonderful account of how a Year 6 pupils helped a new pupil by showing her around the school, being nice to her which in turn made the new girl happy. The account is accompanied by a picture of the new pupil. Another superb pupil account featured looking after the safety of another new pupil by showing her places which were not to be accessed at playtime, which posed dangers.

        Work continues to develop in this aspect, in preparation for the school’s Key Stage 3 provision on the new school site.

        The professional development of the staff is a strength of the school. The two members of the teaching staff interviewed on the assessment day, in discussion with the external consultant commented on how they considered they had learnt by undertaking the distance learning PGCE course. They both indicated that they were well-informed and could access information for professional development readily at school. The staff, are given every opportunity to develop professionally, in order to bring out their strengths and talents. Feedback from a recent staff questionnaire was extremely positive, clearly indicating that staff enjoy their work, have developed their practice further, feel well supported by the senior leadership team, and have their views taken into account.

        The school has a robust induction and professional development policy, as well as a good performance management policy and system in place. The CPD Leaders job description is very clear and thorough. The example of the staff CPD reviews included in the portfolio for this ECM Standard were superb, clearly indicating a headteacher that highly values his staff. Good quality training opportunities have been accessed by staff, which support and enhance the current roles in the school, as well as addressing the school improvement priorities.

        An excellent example of a CPD file for an Assistant Teacher who has now taken up a teaching post within the school, illustrates the worthwhile investment the school makes in building capacity within the workforce, through nurturing and bringing out the talents of its staff. Teachers have been accessing a PGCE course as part of distance learning with the University of Sunderland. They have also been accessing training courses in Lagos delivered by Cambridge Education in a range of relevant topics, e.g. Jolly Phonics, Jolly Grammar, Thinking Skills through Literacy, Differentiation, Maths, Early Years, Effective pupil learning.

        Lesson observations are undertaken on a regular basis by the senior leadership team, and from the examples included in the portfolio, it is clear that the roles of the appraiser and appraisee are clear in relation to the conduct of an observation of teaching. This is exemplary practice, and constructive feedback is offered to staff on their strengths and areas for further development. In addition, there was an example of the guidance provided to a teacher who was performing the role of a mentor to another member of staff in school. The mentoring timetable indicated how the senior leadership team are helping to develop other staff in the school. The example of the mentee’s reflective self-review to identify the focus for future development was excellent.The assessor was impressed with a sheet entitled ‘An LPS Learner’ which defined the characteristics of different learners styles, which was included as a good piece of evidence in the portfolio.

        The staff have the opportunity to build up their own Portfolio of Professional development. It is evident from the examples included in the portfolio that teacher planning is very thorough. The new style of planning sheet includes ECM outcomes, which is ensuring that teachers are embedding ECM into their lessons. After reviewing all the excellent information in this section of the portfolio, this ECM Standard has been fully met.

        Overall Outcome from Assessment:
        The assessor Rita Cheminais, wishes to thank the Headteacher, the Directors, the senior leadership team, the staff, pupils and parents for all their hard work in gathering such high quality ECM Standards evidence to submit in portfolios for external assessment. The external assessor Rita Cheminais spent an enjoyable day on-site on the 31st March 2010. The policy, practice and provision for ECM across the school is exceptional. Congratulations to the whole school community on being the first international school in the world to achieve the Every Child Matters Standards Award from Every Child Matters (ECM) Solutions. The award is valid for three years from the 31st March 2010 to the 31st March 2013.

        Renewal of the Every Child Matters Standards Award:
        If the headteacher wishes to renew the award for a further three years, he will need to apply to Every Child Matters (ECM) Solutions, for the school to be reassessed.

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

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

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

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

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

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

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

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

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


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


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

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

        Planning is undertaken at two levels:

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

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

        These aims will be achieved with the following strategies:

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


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

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

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

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

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

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

        Ways to make these assessments include:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

        In mathematics, able pupils:

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

        WE AIM TO:

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

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

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

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

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

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

        Thank You
        Music Staff.


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

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

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

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

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

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

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

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

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


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

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

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

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

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

        KEY STAGE 3:
        During this key stage, pupils would be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

        For more information on the benefits of music education, see

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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


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

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

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

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

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

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

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

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

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

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

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



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

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

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


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


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


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

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

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

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

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

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


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


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


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


        During the cycle the following should take place:

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


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


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


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


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


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

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

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


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


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

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

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

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

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


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

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

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

          Aims and Objectives

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

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

          KEY STAGE 1

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

          KEY STAGE 2

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


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


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


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


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


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

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

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

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



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

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

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

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

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

          • Communicating and handling information
          • Controlling and Modeling

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

          • Communicating and handling information
          • Controlling, monitoring and modeling

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


          The school’s aims for ICT are:

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


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


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

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

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

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

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

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

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

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


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

          EARLY YEARS

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


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


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

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

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

    Learning and Teaching Policy

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

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

    A high quality level of Literacy, Numeracy and Science coupled with an enquiring mind which wants to learn more each day;
    Independent young people who are confident, flexible and able to cooperate with others;
    Imagination and creative expression through a range of media;
    Conscientious young citizens of our multi-cultural society who are tolerant and respect others;
    Pride in achievement and a desire to succeed;
    Effective links between the school, the child’s home and the community which promote aspiration and high expectations;
    Equality of opportunity for all.
    We acknowledge that people learn in many different ways and we recognise the need to develop strategies which allow children to learn in ways which best suit them. There are seven areas of intelligence: linguistic, logical/mathematical, visual, spatial, kinaesthetic, musical, interpersonal/group working, and intrapersonal/reflective. We try to take account of these different forms of intelligence into consideration when planning.

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

    investigation and problem solving
    whole class work
    responding to stimuli such as music, television, tapes
    debates, role play and oral presentations
    group work
    paired work
    independent work
    use of ICT
    visits to places of interest
    creative activities
    designing and making things
    participation in physical activity
    reflecting on what has been learned
    learning to care for those in the wider community
    We encourage children to take opportunity for their own learning, to be involved as far as possible in reviewing the way they learn and to reflect on how they learn – what helps them learn and what makes it difficult for them to learn. Self-review and peer review strategies are used, as well as planned plenary sessions at the end of the lesson to review key learning objectives and to assess the level of understanding.

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

    We believe that children learn effectively when the teacher provides;

    thorough preparation
    clear expectations of what their pupils are expected to achieve by the end of the lesson;
    open-ended, thought provoking, challenging questioning of the children;
    support for the learning of pupils with different abilities;
    an atmosphere where children are prepared to take risks;
    innovative teaching;
    appropriate pace to the lesson;
    lessons where children’s understanding is developed through active, practical and first hand experiences, involving individual and collaborative talk, exploration, questioning, prediction and investigation, so that the lesson makes a difference;
    where possible an opportunity to widen the children’s experiences by taking them on educational visits;
    lessons where children’s previous learning and interests are built upon, through purposeful application of knowledge of different situations;
    opportunities to review and reflect learning
    thinking time before answering questions
    developmental feedback and constructive criticism of pupil’s work;
    We base our teaching on our knowledge of the children’s level of attainment. Our prime focus is to further develop their knowledge and skills. We strive to ensure that all tasks are appropriate to each child’s level of ability. When planning work for children with special educational needs (SEN) we give due regard to information and targets set out in the child’s Individual Education Plan (IEP). We have high expectations of all the children, and believe that all children should be included in the full range of educational opportunities and that their work here at Lagos Preparatory School should be of the highest standard.

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

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

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


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

    interactive display
    asking questions
    exciting ideas
    fresh / relevant themes and current topics
    providing a criteria for success
    Enabling learning to take place

    word lists
    number lines
    place value cards
    white boards
    access to basic resources by pupils (crayons, scissors, paper, glue etc.)
    number squares
    tables squares
    high frequency words
    Keeping what is learnt in mind

    Key ideas
    WILF and WALT
    Celebrating success

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

    Setting targets
    Agreed class rules
    Formative marking
    Clarifying routines

    Access to labelled resources
    Encouraging independence

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

    Encouraging independence

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

    An overview of the areas of learning is for each term and circulated to parents
    Teachers work from a medium term planning document and use this to inform short term planning.
    Preparation and planning is done on a weekly basis and checked by the Assistant head teachers for each Key Stage.
    Assessment exists to help the teacher help the child. It ensures more efficient teaching by providing evidence for closer matching of tasks to the child’s needs. It assists the children by providing them with an indication of what stage they have reached in the learning process. It helps to identify future planning and teaching strategies. It also helps us to recognise and move on from success.

    Assessment for Learning

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

    Evaluation of one week’s planning informs next week’s plan
    Use of data from formal assessment to inform planning
    Progress Books are used each half term to demonstrate children’s progress
    End of term exams to foster continuous study habits amongst the children
    Assessment tasks, e.g. end of term exams, writing, Numeracy, science results are used to inform future planning.
    Helps learners know how to improve
    Encourages self-assessment
    Recognises progress from child’s previous best
    Knowledge is active, experiential and communicative, and as such, the learner must be an active participant. In order to be effective learners, pupils and students should be given the opportunity to develop and use the following characteristics:

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

    Support the use of appropriate teaching strategies by allocating resources effectively
    Ensure that the school buildings are effective in supporting successful teaching and learning
    Ensure that the staff have appropriate staff development opportunities which increase the quality of teaching and learning
    Monitor the effectiveness of teaching and learning through a regular system of school review, both through the self-review process and also through external Inspections.
    We believe that parents have a fundamental role to play in helping children to learn. We work hard to inform and support parents in how they can help further their child’s learning and confidence in school. Consultation meetings are held with the parents and the child to discuss progress and strategies for further improvement.

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

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

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

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


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


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

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

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

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

          YEAR 1

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

          YEAR 2/3

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

          YEAR 4,5 & 6

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

          Understand Your Teacher’s Marking

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

          Understand Your Teacher’s Marking

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

          Learn more from Teaching and Learning Assessment

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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


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


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


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


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

          THE STATUS
          The Association shall be non political

          The Members of the Association shall be:


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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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


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


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

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

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

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

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

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

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


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


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


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


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


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


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


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


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

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

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

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

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

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

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

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

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

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

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

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

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

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

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


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


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


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


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


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

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

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


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


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


          • All changes can only be approved by a simple majority of those present at any Annual General Meeting or at a Special General Meeting called for that purpose and shall be binding until further notice.
    Racial Equality Policy
        • The aim of this policy is to confirm the School’s unequivocal commitment to non- discriminatory practices and to the promotion of good relations between all members of the school community regardless of race, religion or other culturally distinctive features. The School has a duty to:
          • Challenge and eliminate discrimination.
          • Promote equality of opportunity for all.
          • Promote the development of good relations, mutual understanding and tolerance between peoples of different racial, cultural/ faith groups and traditions.

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

          The School will endeavour at all times to:

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


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


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


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

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

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

          All staff will:

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


          • Promote good race relations and non-discriminatory practices.


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


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

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

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

          This policy will be reviewed annually by Directors.



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

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

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

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

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

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

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

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


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

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

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


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

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


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

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

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

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

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

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


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


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


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


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


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

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

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

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


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



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


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


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


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


          • ensure the availability of agreed data through the network for improving teaching and learning.
    Sex and Relationships Policy
        • Learning about their own sexual development together with an awareness of their relationships with others, helps children to lay the foundations for future relationships and associated responsibilities. Sex and relationship education (SRE) will be delivered in a sensitive and supportive manner.

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

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

          OUR AIMS FOR SRE
          Sex and relationship education involves:

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

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


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

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

          KEY STAGE TWO

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

          Through these units the children will:

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

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

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


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

          Through these Science units and PSHCE children will:

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

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

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

          KEYSTAGE 3

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

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

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

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

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


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


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


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


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


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

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

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

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

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

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

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

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

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

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

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

          Children have a learning difficulty if they:

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


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


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

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

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


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


          OUR AIMS

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


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


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


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


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

          Management of SEN within the school:

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


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


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


          • Outside agencies are consulted for further advice when appropriate.

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

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


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


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



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


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


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


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


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


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


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


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


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


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


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

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


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


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


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


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


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



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


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


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

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


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


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


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

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

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


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


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


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


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

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

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


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


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


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


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


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


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


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


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

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

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

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

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


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


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


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


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


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


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


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


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


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

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


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


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


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


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


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


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


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


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


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


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


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


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


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

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


            1. THE INITIAL VISIT
              The aims of the visit are to:

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

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

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


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


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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    Security Policy
          1. Security Policy

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

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


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


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

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

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

            The School Business Manager will:

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

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

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

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

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

            Securing the School Grounds

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

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


            Visitor Access Control

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

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


            Daily Security Procedure at LPS

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


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

    Parent Communication Policy
          1. Parent Communication Policy


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


            Aims of the policy:

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



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


            New Parents

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


            Whole School Communication

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


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


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

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


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


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


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


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


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


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


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


            Children’s Academic Progress

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


            What is my child learning?


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


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


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


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


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


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


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


            What Progress is my Child Making?


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


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


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


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


            Open Door Policy

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


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


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

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


            Proactive Parent Involvement

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


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


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


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


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


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