Enquiry Now!

123 456 789

info@example.com

Goldsmith Hall

New York, NY 90210

07:30 - 19:00

Monday to Friday

Schedule a Tour
Logo

Policy WPIS

  • Home
  • Policy Of WPIS





POLICIES OF WEST PAARK INTERNATIONAL SCHOOL


LANGUAGE POLICY

TEACHING AND LEARNING POLICY

HOMEWORK POLICY

ATTENDANCE POLICY

UNIFORM POLICY

PROTECTION AND SAFETY OF CHILDREN POLICY

HEALTH AND SAFETY POLICY

HEALTHY EATING POLICY

PHYSICAL EDUCATION POLICY

MUSIC POLICY

OFF SITE DAY POLICY

ELECTRONIC SECURITY POLICY

ACADEMIC WING DISTRIBUTION

LANGUAGE POLICY


West paark International School believes that English is the foundation on which our children's education is based. We believe that all primary school students should be able to speak, listen, read and write with confidence and understand written and spoken English.
West paark international is committed in helping its students develop their literacy skills and help them reach their full potential as individuals in society. It is an essential way of communicating both in school and in community life, That is why we aim to make children proficient in a range of key literacy skills and give them the opportunity, support and willingness to use them in a varied program.
At West paark international school children will participate in daily reading and writing lessons as well as phonetics lessons. We believe this is the cornerstone of the whole program. As such, English is included in all our lessons through cross-disciplinary approaches and we strive to achieve a high level of English fluency for all.

The curriculum we provide ensures our children that they become literate in elementary school, but beyond our curriculum and lessons, we develop children who enjoy reading, writing creatively, speaking and listening with purpose, in our school environment and through high status. English in everything we do.
Learn to speak assertively and listen to what others have to say
Instill in children a love of books
Read and write independently and enthusiastically
Use written and spoken language to explore your own experiences and imaginary worlds.
Develop speaking confidence through class discussions, plays, class meetings and school plays

West paark International School believes that English is the foundation on which our children's education is based. We believe that all primary school students should be able to speak, listen, read and write with confidence and understand written and spoken English.
West paark international is committed in helping its students develop their literacy skills and help them reach their full potential as individuals in society. It is an essential way of communicating both in school and in community life, That is why we aim to make children proficient in a range of key literacy skills and give them the opportunity, support and willingness to use them in a varied program.

In spoken language, students must:

Speak clearly, fluently and confidently with a variety of people, including adults and peers.
Listen, understand and respond to others by asking relevant questions, when appropriate, to increase their knowledge and understanding.
Join discussions as a member of a group.
Participate in a variety of creations, role plays/drama, presentations, performances and debates.
Become aware of how discourse changes in different contexts, such as articulating and justifying responses, arguments and opinions.
Acquire and use an extensive vocabulary

When reading, students should:


Experience success from an early age
Aids in the skillful reading of words by associating letters with sounds (phonemic awareness).
Use picture clues to inform them about reading.
Read fluently, accurately, expressively, with understanding and enjoyment.
Develop good comprehension skills
Read meaning using inference and deduction skills.
Use a variety of reading cues such as audio, graphic and contextual cues.
Get information from text
Develop an understanding of fiction, non-fiction, poetry and drama.
Recognize the characteristics of different types of text
Expand their knowledge and understanding through a range of literature; Non-fiction, fiction, poetry, plays and non-fiction texts
Challenge themselves by expanding their reading horizons.
Be able to read accurately and confidently in any subject at the end of STANDARD 3

When writing, students should:

Develop a safe pen grip to facilitate the writing process as early as possible and in accordance with developmental milestones.
Develop their confidence in the transcription; spelling and manuscript composition; formulate ideas and structure them accordingly
Learn how to plan, write, edit and revise, evaluate and publish or complete their written work.
Use sound spelling systems and etymological root words for accurate spelling.
Use the elements of spelling, grammar and punctuation that they have learned and use the correct grammar terms in English.
Write consistently with purpose and consider their audience using a range of standard genres and formats in fiction, poetry and non-fiction writing.
Develop fluent, readable and fast writing

In handwriting, students will learn to :


Develop a correct grip on the pencil
Sit correctly to write
Choose the right writing tool for the purpose
Correctly orient the letters
Clearly position upper and lower elements
Write legibly in continuous characters and in block letters.


PERFORMANCE:
Planning and evaluation:

All literacy lessons have clear learning objectives and are taught with various elements of speaking and listening; reading, including: deciphering, comprehension, inference and prediction; writing, including: transcription and composition, vocabulary, spelling, grammar and punctuation work.
Teachers regularly assess children's understanding to inform them of next steps in teaching and learning, ensuring that children are fully proficient in implementing and using the knowledge acquired.
Teachers track children's learning outcomes and progress with Rising Stars scoring criteria on the classroom monitor. Subject managers regularly monitor the progress of training in all classes.
As children progress and their handwriting begins to develop, teachers show how to write individual letters correctly and also encourage them to use their new skills to write on their own. The school uses provisional and italic script and children are encouraged to use this style in their writing.
Oracy is a key part of learning English. At the West paark international school, particular attention is paid to the development of speaking skills, which is particularly important for the development of a number of reading and writing skills in the standard.
Useful talking and listening activities for the standard include :
Students read books aloud and are encouraged to talk about them;
The teacher models the conclusion by asking the appropriate questions aloud and answering themself;
Students work in pairs or groups so they can talk about the thought processes that led them to their conclusions;
Courses that expand students' familiar and receptive vocabulary.
The teacher encourages the children to say clearly what they are going to say in the letter. Focused speaking and listening activities support the development of students' language skills and provide a basis for thinking and communicating according to the standard 2.

Targeted activities include :


Read books aloud and discuss them;
Activities that expand students' expressive and receptive vocabulary.
Collaborative learning activities where students can share their thinking processes.
Structured questions to develop reading comprehension;
Educators model inference formation by thinking aloud; and
Students formulate their ideas orally before they begin to write.

Staff development

All staff members are encouraged to ensure they have the expertise to teach literacy well to their particular age group. Teachers regularly benefit from training opportunities to ensure that their knowledge is up to date with external providers.
Since all aspects of the English language are an integral part of the school curriculum, children clearly demonstrate their ability to pass on their literacy skills throughout their learning. This is due to the interdisciplinary opportunities we offer.
Impact is also measured by how we monitor, evaluate and analyze our English language program. This is achieved through careful consideration of planning and working with children, testing samples of work against age expectations and sharing 'best practices'. Impact can also be measured by analyzing regulatory test results, which helps set school-wide goals. Impact monitoring is an important way to maintain quality and standards and ensure clear progress across the school .Slow learning students are also closely monitored to ensure that they progress in acquiring the knowledge necessary to succeed in life and prepare for the next stage of their studies.

ATTENDANCE POLICY


At West paark international school we want our students to enjoy all that we offer and to excel. To this end we expect every student to attend class every day unless they there is a good reason for the absence that would allow us to authorize the absence.
The purpose of this policy is to ensure that all are involved and understand the importance of education and their roles and responsibilities. The primary responsibility for ensuring that children and young people attend school and the rest lies with their parents

The objectives of this policy are:

Emphasize the responsibilities of members of the school community to ensure excellent student attendance.
Highlight what steps the school has taken to further increase student attendance
Explain school procedures regarding attendance and semester holidays. Parents have the primary responsibility for ensuring that their child attends school regularly.

Parents/guardians must :


Provide every opportunity to ensure that their child attends school regularly
Inform the school shortly before the morning registration closes (9:10 a.m.) if their child cannot come to school, providing a valid reason for their absence
Ensure their child arrives at school on time by arriving ready for the start of the school day at 8.50am
The principal has overall responsibility, as the school's attendance officer, for monitoring attendance levels for individuals, groups of students, classes, and at the school level as a whole.

THE SCHOOL GOVERNORS WILL

Use essential reports to track both class and school attendance, including unauthorized absenteeism
Promote the importance of excellent attendance to wider the school community
Regularly review the school's attendance policy in accordance with legislation and school attendance standards.

School teachers will:


Accurately maintain a school attendance register
Track children's absence and punctuality
Notify the Attendance Officer/Principal of any student attendance issues, such as regular absenteeism/punctuality or consistent/unqualified absences.
Use the curriculum as an opportunity to engage children in school, thereby fostering a positive attitude towards attendance
Promote the importance of excellent attendance to the entire school community.


Parents will be notified of their child's low attendance and asked to discuss their child's attendance when:


Absence of a child without explanation.
Absence of a child without a valid reason.
The child's attendance is below the agreed-upon school attendance target.

Procedures for Improving (Excellent) Attendance The school takes a number of steps to increase the importance of excellent attendance :



Parents are informed of the school's expectations during welcoming meetings for new children.
Parents are regularly reminded in newsletters and on the school website of the importance of good attendance and good time tracking.
Teachers remind parents of the importance of regular attendance at informal and formal meetings (i.e, parent consultation evenings) during the school year.
Annual reports for the parents by the class teachers indicating the percentage of attendance of the child
Attendance records are checked at least quarterly (minimum 6 times per year) by the attendance officer and children with less than 90% attendance are flagged and parents inquire. Children who fall below 93% or who are consistently late are also noted in journals for daily observation by teachers.
Attendance is reassessed every six months. Students are identified as persistent truants based on state-established criteria and school attendance goals and are flagged for additional monitoring and/or action due to an association between attendance and achievement.
As a school, we have an obligation to inform parents of their child's attendance and how it may affect their academic performance.
A child's absence will be recorded as "unauthorized" unless a satisfactory explanation for the absence is given, or the school determines that the parent's information is not an acceptable reason for the absence.

MUSIC POLICY


Music includes activities in which students learn by doing. It prioritizes creativity, process participation and technical skills, providing an opportunity to explore and shape the emotional, intellectual and spiritual aspects of life.
At West paark international school we strongly believe that by teaching music we contribute greatly to the spirit of the school, interacting positively with society, encouraging creativity and inspiring children in the performing arts. It builds self-confidence, improves musical talent, and gives children a great sense of accomplishment.
Music plays an important role in teaching every child to develop creative and expressive skills.
Children need to express and share their feelings, thoughts and ideas which interpret their own experiences. They can do this through composition, performance and evaluation. Music is an important means of communication that comes from and contributes to our culture and society. Every child responds to music with varying degrees of emotional, intellectual and spiritual satisfaction.
Music lessons contribute greatly to student learning. It allows them to make sense of the world they live in, reflect on their experiences, and communicate in meaningful ways. Children get fun, enjoyment, self-confidence and satisfaction from playing, composing and judging.
Promote and support educational music for all children as a classroom right.
Provide experiences and resources that promote knowledge, skills and understanding of music in relation to their own musical traditions and those of others.
Provide a music learning experience that promotes confidence and child development.
Promote a musical program with an appropriate differentiated experience.
Promote the development and continuity of music through careful program planning and supervision of each child in accordance with the Assessment Policy.
Provide opportunities for children to further develop their musical skills through an expanded curriculum.
Contribute to the ongoing development of knowledge and confidence in music of relevant members of the teaching staff.
Promote music education, using creative programs and including the use of technology where appropriate.

Class teachers will teach music in their classes Students will learn to:

Use their voice expressively and creatively while singing songs and reciting chants and rhymes
Play musically on tuned and untuned instruments
Listen attentively and with understanding to a variety of high quality live and recorded music
Experiment, create, choose and combine sounds using interrelated aspects of music This mainly covers the areas of interpretation, composition, listening and judging. Students should learn to sing and play musical instruments with increased confidence and control. They must develop an understanding of musical composition, organize and manipulate ideas into musical structures, and reproduce sounds from auditory memory.



Students will learn:


Play and perform in solo and ensemble contexts using their voice and musical instruments with increasing precision, fluency, control and expression
improvise and compose music for various purposes using interrelated aspects of music
listens attentively and memorizes sounds, improving auditory memory
use and understand sheet music and other notations
This mainly covers the areas of interpretation, composition, listening and judging.
These areas of the curriculum will be implemented through special music lessons, in which children will have the opportunity to sing and use their voice expressively, to learn different musical instruments together and to learn and develop a specific musical vocabulary.
They will also meet during singing meetings where the children will practice singing and listening to various musical genres. Performance opportunities will be an integral part of music lessons and meetings and will foster children's understanding of live and recorded music. Music will also be taught on a topic that will contribute to their understanding of music history.

IMPLEMENTATION:

Planning Classroom musical accompaniment is planned by individual teachers according to the specific class, including differentiation to support all groups of children.



PHYSICAL EDUCATION POLICY


This policy will serve as the basis for the teaching of physical education at West paark international school. A quality physical education program inspires all students to succeed and excel in sports and other physical activities.
At West paark international school, we recognize the enormous potential of physical education to benefit all aspects of personal development and take every opportunity to encourage students to participate in various sports and physical activities.
Teaching physical education should give students the opportunity to become physically confident while maintaining their health and physical fitness. Physical education allows students to develop a positive attitude towards sport, while promoting honest and athletic behavior, cooperation and cooperation.
The opportunity to participate in sports and other activities builds character and helps instill values such as fairness and respect.

Our Objective:
We strive to:

Ensure that all students are physically active in physical education classes. Offer all students the opportunity to participate in sports competitions.
Promote good physical development by allowing students to develop their endurance, muscle strength, flexibility and posture.
Stimulate enjoyment and interest in various sports and physical activities. Help students appreciate the benefits of sport and physical activity and a healthy lifestyle in school and later in life.
Help students acquire the specific skills needed for different activities.
Encourage students to develop an appreciation for skillful and creative actions in physical activities. To help build the confidence and self-esteem of all students by increasing their physical skills and developing their ability to excel in a wide range of physical activities.
Make sure that activities take place in a safe environment and that children are always aware of the need to ensure their own safety.
Encourage children's interest in sports and extracurricular activities at school and in the wider community.

Implementation:


Children participate in high quality physical education classes twice a week covering two different sports/skills per semester.
Our physical education program includes a variety of sports so that all children develop confidence, tolerance and the ability to appreciate their own strengths and weaknesses and those of others.
We offer all children the opportunity to participate in extracurricular activities before, during and after school, in addition to sports competitions.
It is an inclusive approach that aims to promote not only physical development but also well-being.
We invite all students to participate in inter-school competitions

Impact:

Our program aims to improve the well-being and fitness of all West paark international school children, not only by teaching athletic skills, but also through the core values that PE promotes.
We strive to ensure that children meet age expectations for physical education so that they enjoy sports and seek additional extracurricular activities inside and outside of school.
We also aim for children to demonstrate a good understanding of healthy eating and healthy living.

UNIFORM POLICY


At West paark international school, we strive to create an environment in our school that encourages effort, fun and the celebration of achievement for all of our students.
The school's concern for these high standards is also reflected in our pride in school uniforms and the sense of community they create.
Uniforms
In order to maintain a strong sense of identity and belonging to our school, we require that all students wear a school uniform consisting of :
Blue school shirt
navy blue skirt or pants
safety shoes
PE Kit
House T-shirt
Plain white or black shorts.

Ornaments:

Students are encouraged not to wear jewellery to school, especially because people get very upset if a valuable piece of jewelry goes missing.
If a student has pierced ears, only plain bobby pins should be worn, which should be removed or covered with a bandage during all physical education activities for safety and health reasons. Please note that the school cannot be held responsible for lost jewelry.
Watches can be worn in school. However, they must be removed and collected by the class teacher before any physical education lesson to be kept in a safe place. Please note that the school cannot accept any responsibility for lost hours.

Equipment


Pencil cases should be of standard size so as not to take up valuable table space.
Under no circumstances should knives or sharp blades be brought to school
Cell phones may not be brought to school without permission from the Principal
A child should never bring medicine to school.
No inappropriate books, videos or magazines.
Do not bring money to school except for a specific legitimate purpose.
Bags for transporting equipment and personal effects should be of a reasonable size, as storage space is limited.

Hair-do :

We recommend that the hair be clean and tidy and worn without excessive styling or color. Long hair must be tied back at school for safety and hygiene reasons.
The role of classroom teachers and support staff
Set a good example of dress.
Remember that in our respective roles, we serve the local community as a group of professionals.
Do not wear tracksuits unless you are teaching a physical education class. Role of the principal
The principal has a duty to enforce uniforms throughout the school community as part of his or her responsibility to maintain school discipline on a day-to-day basis.
The role of parents/guardians

Ensure that their child(ren) respect(s) the rules of the school uniform.
Make sure they come to school in uniform every day, except in special circumstances.

TEACHING AND LEARNING POLICY


We believe children learn their best when they:
Feel safe, secure and happy in the learning environment.
Interested, motivated and curious in their learning.
Learn to be independent and resourceful learners.
Succeed and gain approval.
Receive tasks that match their abilities, but challenge them, teach them perseverance and perseverance.
Understand what is expected of them.
Recognize limits and are empowered to take responsibility.
Understand how to apply their development skills.

Teachers value all students, regardless of ability, race, gender, age, or achievement.

Promote the development of a “growth mindset” and key learning skills.
Provide high standards for all students.
Plan lessons with clear goals/success criteria/steps to success that are shared with children.
Use effective questioning techniques to develop students' understanding and encourage them to think deeply about their learning.
Promote the development of higher-order thinking skills (HOTS), such as the ability to analyze, evaluate, think critically and creatively, problem-solve, and reflect.
Effectively manage other adults in the class.
Ensure timely intervention so that all students achieve good results.
Ensure that assessment strategies are implemented in accordance with school policy.
Provide students with regular and timely feedback on their progress, both verbally and through grading.
Encourage and value the student's voice.
Be aware of the importance of health and safety.
Recognize and make the most of the contributions of parents, community and governors of the school.

LEARNING
Children will have the opportunity to:



Work individually, in pairs, in groups and in class.
Make decisions about their education.
Work together, ask questions and discuss your ideas.
Be creative.
Develop social skills and independence.
Demonstrate initiative in exploring and solving problems.
Get help.
Ask questions and be curious.
Develop a growth mindset.

The learning environment will be:

Safe, happy and caring.
Difficult and challenging.
Quiet.
Well organized and resourced.
Representing the labor or efforts of all children.
Children will develop organizational skills, initiative and independence through:
Development of a “growth mentality”.
An appropriate level of difficulty.
Support when needed.
Examples are displayed.
Ability to collaborate with others.
Allocation of responsibilities.
Operational research activity.

The display in the school should be used to:


Create an attractive and stimulating environment.
Include work on various aspects of the curriculum.
Reflect efforts as well as achievements.
A sense of pride in those whose work is exhibited.
Improve learning.
Represent all the efforts of the children.

Achievement :

Social, physical, creative, and academic success are celebrated in a variety of ways, including :
Verbal or written feedback from teachers, assistants, peers, principal and parents.
Exhibitions of works.
Opportunities to talk or share.
Delivery of Learning Gems.
Presentation of stickers, stars, home scores and certificates.
Celebrations.
Ensure that children recognize their own achievements, no matter how small.
Appearance in school newsletter and/or website.
Inform the parents.
Director's Award.
Postings on the sports bulletin board, student council bulletin board, and other postings throughout the school.

ASSESSMENT:


Assessment is used to check and monitor student progress and achievement. The daily assessment gives students immediate feedback and tells them what to do next. It also allows teachers to adjust their planning based on student needs.


Periodic evaluation:


It is based on checking progress over a period of time and taking into account data in various forms and from different areas of the program. This helps the teacher determine overall progress in a particular subject. It also clearly indicates whether students are applying the knowledge, skills and understanding acquired to access a range of subjects. Periodic assessment can provide data to compare and monitor student progress and achievement against school and national expectations.

The role of coordinators/leaders :
Coordinators will be responsible for:


It is based on checking progress over a period ofPrepare data headers, provide data analysis and actions.
Monitoring of student progress.
Monitor the quality of teaching and learning in the school, for example through observations, book reviews, study walks, planning monitoring, data analysis and voice of students.
Maintenance and revision of thematic resources.
Plan activities in their subject according to the school's development plan.

Equal Opportunity:


All children have the right to equal opportunity. Teachers' expectations for the behavior and performance of all children should be the same. Groups, lines and all activities should be mixed where appropriate. Special attention should be given to science, math, technology and physical activity. Teachers should ensure that the same children do not dominate group work.

PHYSICAL ORGANIZATION:


Furniture:
All classrooms should have tables for:
Ease of use.
Discussion and group work.
Independent work.
Large work surfaces.

Chairs will:
Be in sufficient quantity.
Leave enough space for children to move around the room easily.

The storage/presentation spaces are designed for:
Support for various areas of the curriculum.
Learning support.
Provide easy access to resources for students and staff.
Support a project or activity.
Children's belongings are safe

Planning:

Teachers are expected to plan for each subject taught, although the planning format may be individual to each individual. Copies of the teacher's plans are kept in the classroom for easy access by the teaching assistant.
Teacher if necessary.
Principal/subject coordinators oversee teacher planning. Teachers are required to provide an outline of each semester's curriculum with an indication of what will be covered in each subject: this has been added to the school's website.


Program coordination:

The coordination of program materials is shared among staff. For a small school, this means each staff member may have more than one topic to coordinate. The choice of coordination roles takes into account teachers' preferences and individual areas of expertise.


CLASS MANAGEMENT :

Teacher Availability :

To ensure continuity, teachers should give written/verbal instructions and recommended actions for all scheduled class absences. The teacher plan will also be available. Substitute/APP teachers will be as consistent as possible. Two assistants can cover certain courses in the absence of a teacher

School Policy :

School policy is defined in the school policy file. It is the responsibility of each teacher to know the policy of the school and to apply it. Thematic coordinators are responsible for updating the policies associated with their area.

Library:

Accessible to students.
Attractive, comfortable and attractive.
Well stocked with a variety of reading materials for all ages and abilities to encourage all students to become enthusiastic readers.
Furniture that allows them to read and study in peace.
Available for work and interventions in small groups.

Resources:

Materials in all areas should be well organized, of good quality, clean, tidy, attractive, accessible and well labelled.
Children will never be left without the appropriate equipment for the task and will be able to access it themselves to promote independence.
Stocks will be regularly checked and replenished.
Children need to learn and model by example that resources are limited and that we all have a responsibility to take care of equipment and not to misuse, damage or waste it.
Each class should have appropriate textbooks.

HEALTH AND SAFETY POLICY


The school is committed in managing risk by ensuring that risk assessments that are carried out.
Controls are implemented and systems are constantly monitored and reviewed under the direction of the Board of Directors and the Director of school.
In particular, the Managing Authority and the Principal are responsible to:
Provide a safe and healthy working and learning environment and maintain the premises in a safe condition.

Ensure the safe entry and exit of the premises.
Prevent of accidents and occupational diseases.
Assess and control of risks associated with educational and extracurricular activities, including field visits.

Monitor and test the systems to ensure they are effective.
Develop and maintain a positive health and safety culture through communication and consultation with workers and their representatives on health and safety matters.
Set goals and objectives for the development of a culture of continuous improvement.
Ensure a healthy working environment, including adequate living conditions.
Ensure that sufficient resources are available to address health and safety issues, to the extent possible.
Ensure the safe use, handling and storage of substances in the workplace.
Ensure safe working practices and providing safe equipment.
Provide effective information, instruction and training.
Compliance with at least legal requirements.

PROTECTION AND SAFETY OF CHILDREN POLICY


TAt West paark international school, Appropriate measures are taken in a timely manner to protect and ensure the well-being of children. All employees are aware of their legal safety responsibilities.

Definitions:
Protecting and promoting the well-being of children means:


Protecting children from harm. Preventing deterioration of the mental and physical health or development of children.
Ensuring that children grow up in an environment conducive to safe and effective care.
Take steps to ensure that all children get the best possible outcomes.
Child protection is part of this definition and refers to actions taken to prevent children from suffering or being at risk of suffering significant harm.
Child abuse is a form of child abuse and can involve causing harm or failing to act to prevent harm. If a child discloses information to us,

we will:
isten to them and believe them

Give them time to talk freely and don't ask leading questions.
Stay calm and don't show that we are shocked or upset.
Tell the child he did the right thing by telling us
Don't tell them they should have told us earlier.
Explain what will happen and that we will need to pass on this information.
Don't promise to keep it a secret
Record our conversation in our child's words as soon as possible. Stick to the facts and don't judge them our way
Sign and date in writing and return it to the director of the school.

HOMEWORK POLICY



The objectives of this policy:


Ensure a consistent approach to homework across the school.
Make sure teachers, parents and children are clear about homework expectations.
Make sure teachers, parents and children are fully aware of their role in homework.

The purpose of homework:


To strengthen, reinforce and broaden skills and understanding, especially in English and Mathematics.
Give parents and children the opportunity to work together.
Allow parents to get an idea of what their children are learning at school.
Enable children to progress by becoming more autonomous learners.
Allow children to immerse themselves more deeply in the subject they are learning at school.

The role of the child:


Take on more responsibility to make sure they have everything they need to finish their homework each week.
Make sure they understand the tasks that have been defined.
Make the same effort as in class
Turn in your homework on time.
Consider any homework feedback

School-wide overview of key areas of homework :
What should children do if they don't do their homework?


Children are expected to do homework and parents are expected to help their child with it. In the first case, if the child has not done his homework, the class teacher talks to them. If the child still does not complete their homework, the class teacher will contact the parents/guardians, working with them to help and support the child with their homework.

What if your child says they haven't done their homework?


Teachers will assign regular homework. if the parents are unsure about the child’s homework, ask the class teacher. There may be times when homework is not given, such as if the teacher is absent, but teachers will tend to avoid this.
We're committed to encouraging kids to take more responsibility for doing their homework together and getting it done on time (and asking their teacher if they need another copy of their homework), and we appreciate their support to do this.

What might homework look like at each stage?


EARLY YEARS FOUNDATION STAGE:
Collaborative learning is central to children's concerns at EYFS. Now is the perfect time to lay the groundwork for continuing to work from home.

What homework will your child have?


English/Reading:
As children get older, the texts they read should get harder and harder at the appropriate level. Children can continue to read to an adult or read on their own (provided an adult supervises the task). The story, characters and themes should be covered, as well as new vocabulary. Older children need a clear understanding of the story that goes beyond the literal meaning of the text. The skill of inference is important and should be developed whenever possible. Children should be encouraged to read all types of text, including fiction, non-fiction, and poetry.
All children have a reading diary with tasks and activities to complete each week. Other English homework can be based on what children are learning in class, such as focusing on a specific item of spelling, punctuation, or grammar.

Math:


This will also be based around what the children have learned in class (consolidation or extension). Resources are chosen cool. All children must know the multiplication table adapted to their age and are regularly reviewed in class. By the end of Grade 4, all children should know all of their multiplication tables up to 12x12 and should be able to answer related questions quickly.

Other program areas :


The work can be related to any other program area, such as science or a subject. Teachers will provide a themed website where children will choose from several activities throughout the semester and then participate in a celebratory event to showcase their work later in the semester. Classroom teachers will provide specific information on this.

How can parents learn more about homework?


Each year, the group will inform parents about homework at the parent-teacher conferences held at the beginning of the year and in the semi-annual newsletter. They are also available on the class page on the school website.
Teachers will use a variety of systems to hand in homework and communicate this clearly to children and parents at the start of each year. If parents need advice on how to help their children with their homework, they can talk to the class teacher or assistant.

How will homework be marked?


Teachers mark children's homework in various forms including peer marking, self-marking or teacher/TA marking and will be implemented in accordance with schools marking policies.
Top tips for parents on how to effectively help your child with homework

JOIN


Helping with your child's homework is a great opportunity to find out more about your child's academic performance. You can find out what interests them and where they have problems. This in turn, can give you a reason to talk to their teacher, ask them specifically what they want from their assignment and how they are using it in their class. May be they even give too much homework, or multiple teachers give homework at the same time. To save time, you can always write notes to the teacher in the margins or in your homework journal

FIND A HOMEWORK AREA:


Designate a designated area for your child to do homework. It should be free from distractions, be it social media or annoying siblings. Make sure the homework space is well stocked with pens, pencils, and anything else they might need.

KEEP THE PRINCIPLE:


Building structure and routine is really helpful for most children, and we suggest setting regular times for homework. You know when your child works best. Some people need a break and some playtime first, while others prefer to check off the homework list sooner. Either way, be sure to find a regular schedule that works for your child.

PERFECT PLANNING :


Not all homework has to be done the next day, so keep a reliable homework diary so you and your child get it done on time. It will also help your child manage their time and plan longerterm projects so they don't leave things to the last minute. It is a skill they will need in life.

ACTIVELY MOTIVATE YOUR CHILD:


You should never do homework for your child. However, it is a good idea to discuss homework with them. Explanation not only reinforces what was learned in class, but by demonstrating engagement, you are actively motivating your child in their work. They want to impress you.

The role of the school:

Provide parents with a clear homework policy.
Ensure complete and consistent compliance with this policy.
Provide support to parents by providing information about homework and expectations.

The role of the teacher:

Plan and organize homework according to the child's needs.
Clearly communicate homework requirements to children and parents.
To grade and give feedback on assignments.
Be available to discuss homework with parents and children.
Inform the parents if there is a problem with the homework.

The role of a parent:

Help your child with homework.
Make sure their child does their homework to a high standard and turns it in on time.
Provide the child with appropriate facilities to do homework.
Provide the child with the necessary resources to do their homework.

What homework will your child have?

Reading Special attention is given to reading as homework. All children are expected to read regularly. This should be done in two ways:

Adults read to children:

Parents are encouraged to use school reading charts, library books and their children's own books at home to familiarize them with print and stories. Parents should encourage their child to point to the words as they are read. The discussion of books is also important.

Children read to an adult:

When ready, children begin to take home books of simple words to read to an adult. They will also be able to access the books online. Again, it is important to encourage the child to point to the words as they are read. Discussing the story and characters and asking questions about the book will help your child understand the language. Adults should use a reading diary to record home readings, and children should try one of their diary reading exercises every 2 weeks, with support from an adult at home if needed.

Letter formation and phonetics:

EYFS teachers will provide worksheets for parents to help children form the letters. This shows where to start and end when forming each letter and what each letter should look like.
Giving children the opportunity to practice writing letters as well as developing drawing skills with a variety of tools will give them valuable practice. It is important to observe them and sensitively correct any errors so that they do not acquire bad habits.

Common exception words :

Kids learn to read words within the framework of letters and sounds, but also have word tiles to help them learn the most common words. It is helpful for the child's development to practice these words regularly using the "tricky words" keychain sent home. This will be added as children learn more about common exception words.

How much time do you have to devote to homework at kindergarten?

About 45 minutes per day (depending on the level of the child) for English lessons, including reading
STANDARD 1 :
For Standard 1 children , we encourage parents to work with the child to help with homework. The focus is still on English and reading, but we include ways to support children with important math skills.

What homework will my child have?

Reading:
Reading regularly is essential when children are in their first and second years of life. Each evening, the children will bring their books home to read, and the role of the adults will be to listen to them and support them. It is important to remind them to use different strategies for reading new words, saying words aloud, looking at pictures and looking for sounds in words - these are ways a child can read an unfamiliar word.
It is equally important to discuss the book to ensure that the child understands what he is reading. Children will have a reading log that parents/guardians must sign or comment on each time they read with the child. Every 2 weeks, children should attempt one of the newspaper reading tasks. Children will be changed books to read once a week, and they should read to an adult every day at home.

General Word Exceptions :

Children will receive daily phonics lessons throughout STANDARD 1, which will also include ways children can build safe visual vocabulary. It is imperative that children build up a bank of words that they can read and write at a glance. Children can bring home keychains or word jars to aid their learning, depending on what phase of sound they are in at school. Parents can help children learn them by practicing them regularly and often, both by reading them and by helping to write them.

Math:

Children will be given math homework to practice important skills they should have by the time they complete STANDARD 1.
Parents can support their child by giving them plenty of opportunities to practice these skills
Children will have confidence in their multiplication tables for 2, 5 and 10. They will be able to pronounce them in order and confuse them.
Children will be able to double each number up to 20.
Children will be able to halve each even number up to 20.
Children will know their link count of all numbers up to 20. This means they will know how to make each number, for example 5 can be done 0 + 5, 1 + 4, 2+3, 3+2, 4+1, 5+0
Children will be able to tell the time when it is o'clock, half o'clock, quarter and quarter on digital and analog clocks.
Children will use money with confidence. They must know the names of the coins and be experienced in adding, subtracting and finding change.
STANDARD 2: As children grow, homework gives them the opportunity to develop independent learning skills. It is important for parents to support their children, but good selflearning habits should be encouraged from an early age.
The main focus of homework at standard 2 is English and Maths. However, children will be given more varied tasks in other areas of the curriculum, such as science and subjects.

CULTIVATE PRIDE IN THEIR WORK:


Children should be able to celebrate the work they do at home. If your son or daughter has written a great poem or is particularly proud of their artwork, hang it on the wall. Nurturing pride in your child's work will help build their confidence and also encourage them to do their homework to the best of their abilities.

BE A MODEL:


As the old saying goes, you live and learn. If your child sees you working hard, doing the bills, or even just perusing a book, that normalizes the whole homework process for him. Often what you do will have a far greater impact than what you say.

ENGAGE YOUR PAGES :


While it's important for your child to adjust to independent work, a homework club once or twice a week with other kids in their class can be helpful. Sometimes a classmate will be able to explain a complex problem more clearly than you. It also gives you an evening off!

SAY THE FUTURE :


The teacher acts as a facilitator in the classroom, helping children understand complex concepts. You can help your child prepare for future lessons by reviewing the work ahead of time. Preparation of this kind is another important discipline to be learned for a lifetime.

OFFSITE DAY POLICY


Goals and Objectives of Field Visits:
WEST PAARK INTERNATIONAL SCHOOL is strongly committed to valuing learning outside the classroom and off school premises.
Each year the school will organize a number of activities that will take place outside of school and after school hours to support the school's goals. The range of approved activities includes:
Clubs after school hours (music, drama, art, science, sports, homework, etc.)
School sports teams
Regular local visits (places of worship, swimming, other local amenities)
Day visits for certain groups
Approval procedure Before announcing the visit to the parents, the DIRECTOR approves the initial plan. The DIRECTOR will also approve the completed plan and risk assessment for the pre-departure visit.

Risk assessment:


The tour leader will determine the risks associated with any activity under their control and take appropriate measures to ensure the safety of all participants.
Advanced precautions and safety measures will be taken and this will be documented in the risk assessment. Expectations of students and parents: The school has a clear code of conduct when attending school, based on the school's "Conduct Policy".
This code of conduct will form part of the parents' booking conditions. Students who behave in such a way that the supervisor is concerned for their safety or the safety of others may be suspended from class.
The tour leader will determine if these students should be sent home early, and parents are expected to cover all costs associated with returning home early.

Recruitment:

The school recognizes the key role of accompanying staff in ensuring the highest standards of learning, complexity and safety when visiting the school.
Employees are encouraged and supported to develop their ability to organize and manage visits. The school will have a system in place to allow less experienced staff to work with more experienced colleagues during visits.
The selection of personnel for field visits will be a key priority in the initial approval of any proposed visit. Staff must be suitably qualified and experienced for the proposed activity.
The school values and recognizes the contributions of adult volunteers and parental assistants who assist with activities and visits outside of school.
All volunteers will be approved by the PRINCIPAL and placed on the list of volunteers maintained by the School. They will be informed in detail of their areas of responsibility.
The designated visit leader will be fully supported in performing the tasks necessary to organize the visit. This will include, where appropriate, allocating time or funding to conduct a study visit, brief teachers and/or other staff, access training courses, review and evaluate the visit, or identify when the manager can work in partnership to plan and manage risk estimates.

Communication:


The school will ensure appropriate and adequate communication with visiting groups (in normal and emergency situations)..
Two members of the management team will be designated as emergency points of contact for each visit..
All serious incidents should be immediately reported to this person(s), especially those that result in injury or that may attract media attention. .
The tour leader will leave full details of all students and accompanying adults in case of an emergency, including home contact details for parents and next of kin if needed..
All incidents and accidents occurring during the visit will be reported and recorded in accordance with normal course procedures.

HEALTHY EATING POLICY


As a health promoting school, WEST PAARK INTERNATIONAL SCHOOL is committed in encouraging and developing positive attitudes towards food and healthy eating.
Health promotion is an integral part of our program and we recognize the importance of empowering children to make informed choices about what, when, where and why they eat.
As a school, we know that food is fundamental to a child's quality of life, not only to provide essential nutrition, but also to communicate and share positive values, attitudes and experiences with each other.
We believe that adults (staff, parents and guardians) should be good role models and help children understand how a balanced diet contributes to health, happiness and overall well-being.

Goals and Objectives:



To improve the health of students, staff and the entire school community by helping to influence eating habits through increased knowledge and awareness of nutritional issues, including what constitutes healthy eating.
Ensure that students are well nourished at school and that every student has access to safe, tasty and nutritious food and a safe and easily accessible water supply during the school day.
Introduce and promote school practices that reinforce these goals and eliminate or discourage practices that negate them.

The Role of Parents:



The school recognizes that parents are the primary role model in teaching children about healthy eating. We want to establish positive and supportive relationships with the parents of the children in our school, based on mutual understanding, trust and cooperation. To achieve this goal, we will:

Inform parents of the school's policies and practices for teaching healthy eating.
Encourage parent participation in reviewing school policy and making changes as needed.
Inform parents about good nutritional practices so that they can support the key messages taught to children at school.
Offer support to all parents who cannot provide their child with a healthy packed lunch every day.

Role of Governors:


The governing body is responsible for monitoring healthy eating policies. Governors assist the PRINCIPAL in following directions from external bodies. Governors inform and consult parents on healthy eating policies as needed.

At WESTPAARKINTERNATIONAL we have agreed to the following :

FRUITS AND VEGETABLES:
These students will be asked to eat their fruit during the daily break. Class prefects will be responsible for composting waste.
THE WATER:
It is recommended that all children bring a water bottle with them to have access to water throughout the day. The school also provides glasses for additional access to drinking water.
HARMFUL TREATS:
Chocolate, candies, cookies, crisps and cakes are actively discouraged as daily snacks at school or in lunch boxes. Chewing gum and sodas are not permitted on school property or when children are representing the school. However, we understand that "bad food" does not exist, so we teach children to eat treats in moderation.
The "treat" should not be overdone, such as a few cookies, a muffin, a muffin or a cupcake.
SPECIAL EVENTS:
Birthdays and special events, such as classroom parties, are also times when food contributes to the feeling of celebration and time spent together. In such cases, foods other than fruits or vegetables may be offered, but staff will remind children that this is an “ occasional ” treat and not an “ everyday meal ”.
LUNCH BOXES:
Student lunch boxes should provide a balanced meal. After one week, parents are encouraged to offer a variety of healthy foods as per the Guidance Snacks leaflet, which is available for parents on our website. The guide recommends a balanced selection of foods that should be offered to children in their lunch box.
PORTION :
No child is forced to eat all the food offered to them, as we know that different people have different appetites. However, we actively encourage children to "try a little more" if they can so they don't go hungry later in the day.
Lunch time :
At WESTPAARK INTERNATIONAL, we respect children as valued persons. Give children time and space to eat in a quiet, inviting environment. Help children see that enjoying food and eating with others contributes to a happy life. Invite children to learn more about achieving a healthy balance. Encourage children to try new foods and tastes in a supportive environment. Listen and accept constructive feedback and respond accordingly.

Control and evaluation:


The effective implementation of this policy will be monitored by the subject manager, the LEADER and the governing body. The policy will be evaluated after one year by voting the opinion of the whole school community, especially the opinions of the students.
This happens through meetings, class discussions and school councils.

SCHOOL ELECTRONIC SECURITY POLICY:


Be aware of the latest risks to children when using technology.
See the latest research and resources available for school and home.
Review this policy regularly and bring any questions to the attention of the DIRECTOR.
Advise the DIRECTOR, the governing body on all electronic security matters.
Collaborate with parents and the school community on e-security at school and/or at home.
Liaise with local authorities, IT Helpdesk and other agencies as required.
Ensure that all technical electronic security measures in the school (eg Internet filtering software, behavior management software) are appropriate by contacting local authorities.
Be aware of any reporting function with technical electronic security measures, i.e., Internet filtering report function.
Contact the responsible Chief Governor to decide which reports should be reviewed.

Safe to use:
The Internet:


Using the Internet at school is a privilege, not a right. Internet use will be granted to employees and students after signing this Electronic Security and Acceptable Personnel Use Policy.
E-mail:
All employees are reminded that emails are subject to Freedom of Information requests and therefore the email service should only be used for business emails. Personal emails are not allowed. Likewise, the use of personal e-mail addresses for professional purposes is not permitted.
Photos and videos:
Digital media such as photographs and videos are covered by the school's photo policy and are repeated here for clarity. All parents must sign the photo/video release when their child first enters the school. Failure to return the Authorization Form will not be considered acceptance. Movies can be shown to children
Movies:
Employees should ensure that films and other materials shown to children are age appropriate. Films or videos shown at school must be age-appropriate.
Twitter -
used by school staff as a broadcast and marketing service.
Facebook -
used by school staff and parents' committee as a dissemination and marketing service.
Antivirus -
All compatible devices will be equipped with antivirus software. This software will be updated at least once a week to include new virus definitions. IT Support will be responsible for ensuring this task is completed and will report to the MANAGER if any issues arise. All USB devices such as thumb drives should be checked for viruses before use.

ICT help desk staff
Technical support personnel are responsible for ensuring that:


IT infrastructure is protected this will include at a minimum Antivirus is fit for purpose, updated and applied to all compatible devices.
Windows (or other operating system) updates are monitored regularly and devices are updated as needed.
All electronic security technical solutions, such as Internet filtering, are working properly.
Filtering levels are applied appropriately and according to the age of the user that categories of use are discussed and agreed with the Electronic Security Officer and the DIRECTOR.
Passwords are correctly applied to all users, regardless of age. Passwords for staff will be a minimum of 8 characters.

Staff should ensure that:


All details of this policy are clear. If anything is unclear, report it to the director.
Any electronic security incident is reported to the electronic security officer (and an electronic security incident report is prepared) or, in his absence, to the school principal .
Staff should ensure that films or other materials shown to children are age appropriate.

TECHNOLOGIES:
Students:


Children are not allowed to bring personal devices to school, including anything that can access the internet or have a camera function. In exceptional cases where children are required to bring a mobile phone to school, each case will be assessed by the PRINCIPAL and reviewed regularly.
Staff.
Staff must use laptops provided by the school to perform their work. All employees know that they can only use their personal devices during breaks and that they must be used correctly.
Internet Filtering -
We use software that prevents unauthorized access to illegal websites. It also prevents access to unwanted websites. Appropriate and inappropriate is determined by the user's age and will be reviewed in accordance with this policy or in response to an incident, whichever comes first.
Email filtering -
We use software that prevents infected emails from being sent from the school or received by the school. Infected is defined as an email that contains a virus or script (such as malware) that can damage or destroy data, spam, such as a phishing message.
Passwords -
All staff and students will not be able to access any device without a unique username and password.

© 2022 West Paark International School | Powered by BaaGroups