School Policies

Below are the various REA policies. If any part is unclear, please feel free to contact us at or set an appointment thruogh our office. 

Pupil Code of Conduct Policy
  1. Students are expected to set high standards of honesty, courtesy and respect for others. Students must represent the school positively at all times.  
  2. Common sense is to be used both in interpreting the School Rules and in general behaviour.  
  3. Students are expected to show respect for themselves, each other, staff and property, valuing each others’ opinions and views.  
  4. The following are not allowed and any infringement may result in suspension or expulsion :
    • Unacceptable sexual intimacy
    • Possession or use of unauthorised drugs or misuse of prescribed drugs
    • Smoking or possession of smoking materials
    • Possession or consumption of alcohol
    • Bullying  
    • Theft
    • Assault or threatening behaviour
    • Racist abuse
    • Possession or use of fireworks, firearms, knives or other weapons
    • Tampering with any fire appliance or safety device
    • Vandalism or tampering with school, staff or students’ property
    • Unauthorised access to the school computer network
    • Viewing or possession of sexually explicit material in any form
    • Any behaviour or action which may bring the school’s reputation into disrepute.  
  5. Where relationships develop between students, we expect them to be open and honest. No physical contact or public displays of affection are acceptable.  
  6. No chewing gum or bubble gum is allowed.  
  7. Mobile phones of electronic gadgets are not allowed in the school premises.  
  8. No possession of DVDs or computer games where the age restriction is not appropriate.  
  9. Students should be on time to all lessons and activities. Absence from lessons is a serious matter. Permission to miss a lesson should always be requested – for whatever reason – and work missed should be caught up immediately.  
  10. Members of the school are expected to be familiar with the following, which are published separately and may alter from time to time:
    • Behaviour Policy
    • Dress Code,
    • Daily Routine
    • Fire Drill & Safety Regulations,
  11. Students should at all times, including school trips, conduct themselves in a positive manner which reflects the school’s expectations and ethos. Students should refrain from reckless behaviour and use of poor language.  
Complaints Procedure




If parents have concerns, they are encouraged to contact the school and to express them.  REA welcomes suggestions and comments from parents and it takes seriously any complaints raised by them.    

This Complaints Procedure explains how to express a complaint and how complaints will be addressed.  


We wish to ensure that: 

  • parents wishing to make a complaint know how to do so; 
  • we respond to complaints within a reasonable timeframe and in a courteous and efficient way;
  • parents know that we will always listen and take complaints seriously; 
  • we take action where it is deemed appropriate to do so.  


This Policy applies to complaints from parents of current pupils and to parents of former pupils if the complaint was raised when the pupil was registered at the School.   

Defining key terms  

A complaint is understood to be an expression of dissatisfaction however made, about actions taken or a lack of action.  

When we refer to working days, we mean Monday to Thursday and Saturday, when the School is open during term time.  The dates of terms are published on the School's website.  


Informal Complaints Procedure 

This procedure offers a way for parents to resolve complaints informally and, hopefully, quickly by discussing a complaint with an appropriate person at school, usually a member of staff, and, through such discussion and any resultant outcome, being reassured that the matter has been, or is being, satisfactorily dealt with and need not be taken further.  

Any member of staff will be happy to assist parents.  Parents, who wish to express or voice a complaint, should feel welcome to talk directly to a member of staff, or write a letter, send an e-mail, or telephone.  

They should be as clear as possible about the nature of their concern and they are probably best advised to communicate, in the first place, with a member of staff most closely involved.   

In this way, it may be possible to resolve matters quickly through informal consultation and with the minimum of fuss.  

All such conversations should be reported to the Principal.

If, however, matters appear not to have been satisfactorily resolved through such informal consultation, or if it is felt that, given the nature of the concern or complaint, the informal complaints procedure is inappropriate, parents may wish to consider making a formal complaint, the procedure for which is explained below.   

Formal Complaints Procedure

This procedure is designed to enable parents formally to express a complaint in writing and to receive a formal response, within a reasonable and clear time scale, from the school.    

How to use the formal complaints procedure 

If a parent is dissatisfied with the results of the Informal Complaints Procedure, or feels that informal discussion is inappropriate to his or her complaint, he or she may send a formal written complaint to the Principal.  If the complaint concerns the Principal directly, the parent should write to the Chair of Governors.  

Any complaint formally expressed in writing by a parent will receive a reply from the school within 5 working days of the school having received the parental letter.  The school’s reply will explain the proposed course of action in response to the expressed complaint and the likely time scale.  

The Principal will ask a senior member of staff to act as investigator and may involve one or more Senior Management Team.  The investigator may request additional information from you and may wish to speak to you personally and to others who have knowledge of the circumstances.  Written records will be kept of all meetings and interviews held in relation to the complaint.  The investigator will prepare a report on the investigation which will be considered by the Principal. 



The Principal will respond within 28 working days from the day when a  formal complaint is received, explaining the outcome of the complaint and the conclusion to which the Principal has come in response to it, including any proposed action. 

Where there are exceptional circumstances resulting in a delay, the parents will be notified of this and informed of the new timescales as soon as possible.  

If a parent is dissatisfied with the decision, the parent can request that the complaint be referred to the Appeal Committee.   

Appeal Committee 

An Appeal Committee hearing is a review of the decision taken under the formal complaints procedure by the Principal (or the Chair of Governors where the formal complaint concerns the Principal).  The Appeal Committee will not consider any new areas of complaint which have not been previously raised as part of the complaints procedure.  

The role of the Appeal Committee is to establish the facts surrounding the complaints that have been made by considering:  

a) the documents provided by both parties and 

b) any representations made by the parents and the Principal and to reach a decision, on the balance of probabilities, as to whether to uphold each complaint in whole or in part.  

It is not within the powers of the Appeal Committee to make any financial award, nor to impose sanctions on staff, pupils or parents.  The Appeal Committee may make recommendations to the School on these matters or any other issues as appropriate.   

How to request a hearing

If the formal complaints procedure does not bring about a resolution, the parents may request an Appeal Committee hearing.  The request must be put in writing to the Clerk to the Governors.   The Clerk to the Governors will acknowledge the request within 3 working days.  The hearing will take place as soon as is practicably possible and, in any case, within 21 working days of receipt of the request.   

Composition of the Appeal Committee The Appeal Committee is appointed by or on behalf of the Chair of Governors and consists of at least three people, who were not directly involved in the matters detailed in the complaint, and one of whom is independent of the management and running of the school. 


The Appeal Committee members will appoint one of themselves to be the Chair throughout the proceedings.  

Planning the hearing 

It is the task of the Appeal Committee to assess the complaint in an impartial and confidential manner and to consider all relevant evidence.  

Copies of any documents the parents wish the Appeal Committee to consider should be sent to the Clerk to the Governors (Administration) to be received at least five working days prior to the hearing.  

The complainant will be welcome to attend the hearing by the Appeal Committee and may be accompanied by a relative or friend.  The hearing is not legal proceedings so legal representation would not be appropriate.  If the complainant does wish to be accompanied by someone who is legally qualified, the Clerk to the Governors should be notified of this at least 5 working days prior to the hearing and the parents should note that the Appeal Committee will wish to speak to the parents directly.  This person will not be permitted to act as an advocate or to address the hearing unless invited to do so by the Chair.  

The Clerk to the Governors will circulate a copy of the bundle of documents to be considered by the Appeal Committee to all parties at least 3 working days prior to the hearing.   

The hearing 

The hearing will be conducted in an informal manner.  

The parties shall have the opportunity to ask questions and make comments in an appropriate manner.  All statements made at the hearing will be unsworn.  All present will be entitled, should they wish, to write their own notes for reference purposes.  A clerk appointed by the Appeal Committee will take a handwritten minute of the proceedings.  

All those attending the hearing are expected to show courtesy, restraint and good manners or, after due warning, the hearing may be adjourned or terminated at the discretion of the Chair.  Any person who is dissatisfied with any aspect of the way the hearing is conducted must say so before the proceedings go any further and his / her comment will be minuted.  

The Chair may, at his / her discretion, adjourn the hearing for further investigation of any relevant issue.  This may include an adjournment to take legal advice.  

When the Chair of the Panel considers that all the issues have been sufficiently discussed, he / she will conclude the hearing.   

The decision 

The Appeal Committee will reach a decision on the balance of probabilities unless there is an agreed position.  

The decision of the Appeal Committee will be final, and a copy of its findings, together with any recommendations, will be despatched within 3 working days of the hearing by electronic mail or otherwise to the complainant and, where relevant, to the person complained about.  

Also, a copy of the findings of the Appeal Committee, together with any recommendations, will be available for inspection on the school premises by the Governing Body and the Principal.  

The completion of the Appeal Committee stage represents the conclusion of the School's Complaints Procedure.   

Written record of complaints 

A written record of all formal complaints, including a record of whether or not they were resolved at the formal complaint procedure stage or proceeded to a hearing of the Appeal Committee, the actions taken by the school as a result of the complaint (whether or not it was upheld) and whether the complaint related to the school's boarding provision is kept by the school in the Principal’s office for regular review by the Principal and his senior staff.  

The number of formal complaints registered during the preceding school year will be supplied to parents on request.   

Confidentiality Correspondence, statements and records relating to individual complaints are kept confidential or where disclosure is required in the course of an inspection or under other legal authority.  

In accordance with data protection principles, details of individual complaints will be kept only for as long as is considered to be reasonably necessary in the circumstances.  

Wider Considerations 

It is the school’s policy that complaints made by parents should not rebound adversely on their children.  Similarly, pupils at the school should be reassured that they will not be penalised if they or their parents lodge a complaint in good faith.  

We cannot entirely rule out the need to make third parties outside the school aware of a complaint or of the identity of those involved.  This would happen where, for example, a pupil’s safety is at risk or where matters need to be referred to the police.  In such a circumstance, parents would be kept fully informed subject to the School's safeguarding obligation.

                                               September 2016

REA Health & Safety


1.1  The Management of REA recognise their overall responsibility for providing a safe, healthy and secure working environment for the teaching and non-teaching staff, for the children attending the school and for others who visit or are users of the school.  

1.2 They will take all reasonable practicable steps to fulfil this responsibility and will in particular endeavour to:  

  • provide and maintain plant, machinery, equipment and systems of work that are safe and limit risk to health. 
  • ensure safety and limit risk to health in connection with the use, handling, storage and transport of articles and substances. 
  • provide such information, instruction, training and supervision as is necessary to ensure health and safety. 
  • provide means of access to and egress from buildings that are safe and limit risk to health. 
  • make adequate provision for the welfare of all employees and children and for securing a working environment that is safe and limits risk to health. 
  • encourage all employees to adopt safe working practices and to report accidents and potential hazards.  

1.3  In order to achieve these objectives the Management will:  

  • ensure that adequate resources for health and safety are available. 
  • consult with staff with a view to promoting effective cooperation on health and safety matters. 
  • monitor and review health and safety issues, ensuring regular reports are provided to the Governing body. 
  • require senior teaching and non-teaching staff to accept that the achievement of the objectives of this policy and accident prevention is an integral part of their responsibilities. 
  • ensure that all employees are provided with such training as is necessary to comply with statutory requirements. 
  • arrange for the collection and analysis of accident data.  


2.1 The Principal  

2.1.1 The Principal is responsible for the implementation of the Health and Safety Policy and for ensuring that the School fulfils its statutory obligations with respect to the health, safety and welfare of staff, pupils and others.  

2.1.2 In order to fulfil these responsibilities the Principal will: 

  • liaise with the Governing Body to ensure the achievement of the Schools health and safety objectives. 
  • ensure that reports are made to meetings of the Governors as requested. 
  • ensure that adequate resources are allocated to the provision and maintenance of health, safety and welfare. 
  • ensure that suitable arrangements are in place for dealing with fire and other emergencies; that appropriate fire fighting equipment is made available and; that sufficient competent persons have been nominated and trained to deal with fire emergencies and the safe evacuation of the premises. 
  • ensure that any information and training necessary to ensure health and safety is provided including induction training as appropriate and any specific training required. 
  • ensure that the contents of this policy and associated documentation is brought to the attention of all members of staff and consult with them, and others where necessary, in respect to their implementation and review. 
  • ensure that all staff keep themselves and members of their team up to date with the latest advice on good health and safety practice from appropriate professional bodies.
  • ensure that regular health and safety inspections and audits of health and safety systems are carried out. 
  • ensure that all accidents, injuries, diseases and dangerous occurrences are recorded and reported and where appropriate ensure that all accidents, injuries and near misses are investigated. 
  • ensure that general Risk, Control of Hazardous Substances (COSHH), Manual Handling and other assessments necessary to comply with statutory requirements are carried out. 
  • consult, either individually or collectively, with staff on issues related to health and safety. 


2.2 Heads of Section  

2.2.1 Heads of Section are responsible for the implementation of the Health and Safety policy and for ensuring that the School fulfils its statutory obligations with respect to the health safety and welfare of staff, pupils and others in respect of all activities under their control.  

2.2.2 In order to fulfil these responsibilities they will:  

  • ensure that risk assessments and associated procedures and documents necessary to comply with statutory requirements are in place and are followed. 
  • draw up any departmental procedures necessary to ensure the effective implementation of the safety policy. 
  • ensure that the Principal is advised of any specialist requirements necessary to ensure the health and safety of staff and pupils. 
  • ensure that they keep themselves and members of their team up to date with any changes to this policy and associated documentation. 
  • ensure that they keep themselves and members of their team up to date with the latest advice on good health and safety practice from appropriate professional bodies.
  • consult, either individually or collectively, with the staff for whom they are responsible on issues related to health and safety.  

2.3 Teachers  

2.3.1 Teachers will:  

  • work at all times in accordance with the health and safety policy and associated documentation including risk assessments and departmental procedures. 
  • comply at all times with any safety instructions from their Head of Section. 
  • check before use that classrooms/work areas and equipment is safe and ensure that all areas under their supervision or control are kept in a clean and tidy manner and that any potentially harmful articles or substances are used and stored in a manner not likely to result in harm. 
  • ensure that they and children under supervision wear personal protective clothing and equipment where appropriate to activities carried out. 
  • ensure that at all times pupils are supervised in a manner appropriate to the nature of the activities in which they are engaged and the area in which they are taking place.
  • ensure that they keep themselves up to date with the latest advice on good health and safety practice from appropriate professional bodies.  

2.4 The Administrator  

2.4.1 The Administrator will ensure that all school premises provide a healthy and safe environment for employees, pupils and others.  He is responsible for the implementation of the Health and Safety policy and for ensuring that the School fulfils its statutory obligations with respect to the health safety and welfare of staff, pupils and others in respect of all estates, grounds maintenance and related activities including the activities of contractors on the site.  

In order to fulfil these responsibilities the Administrator will: 

  • ensure that risk assessments, associated procedures and safe systems of work are in place and followed in respect of any work carried out under his control, whether that work is carried out by employees or by contractors on behalf of the School. 
  • ensure that a system is put in place for the selection of competent contractors and ensure the effective control and co-ordination of the work of contractors on the School site and that work is carried out in accordance with any methods statements agreed with them. 
  • ensure the effective implementation of the safety policy and that risk assessments and associated procedures and documents are drawn up and implemented and keep himself and members of his team up to date with any changes to this policy and association documentation. 
  • ensure that he keeps himself and members of his team up to date with the latest advice on good health and safety practice from professional bodies. 
  • ensure that all staff for whom he is responsible have received any information and training necessary to ensure they can carry out their work without risk to themselves or others. 
  • consult, either individually or collectively, with the staff for whom he is responsible on issues related to health and safety. 

2.5 Other non-teaching staff with supervisory responsibilities  

2.5.1 All such staff, including the Building Manager, in respect of all activities that they control:  

  • ensure that all school premises provide a healthy and safe environment for employees, pupils and visitors. 
  • ensure that safe systems of work are adopted in respect of any work carried out, whether that work is carried out by employees or by contractors on behalf of the School. 
  • ensure that risk assessments and associated procedures and documents are in place and are followed. 
  • ensure that all staff for whom they are responsible have received any information and training necessary to ensure they can carry out their work without risk to themselves or others. 
  • draw up any procedures necessary to ensure the effective implementation of the safety policy. 
  • ensure that they keep themselves and members of their team up to date with any changes to this policy and associated documentation. 
  • consult, either individually or collectively, with the staff for whom they are responsible on issues related to health and safety.  

2.6 All Staff  

2.6.1 Staff will cooperate with all arrangements made by the School to ensure the health, safety and welfare of employees, pupils and others.  In particular they will:  

  • accept their personal responsibility to comply with arrangements made in respect of health and safety. 
  • ensure that in all their actions they promote and contribute to the maintenance of health and safety. 
  • take reasonable care to ensure their own health and safety and that of others that may be affected by their actions. 
  • not interfere with any equipment provided to ensure health and safety. 
  • use all safety systems, equipment and protective clothing as required. 
  • report to appropriate managements any defective plant, machinery, tools, other equipment and any systems of work or conduct that constitutes a hazard. 
  • ensure that all accidents, however minor, are entered into the accident book and that all accidents and dangerous occurrences are reported to management.  

2.7 Health and Safety Advisors  

The School will nominate two members of staff to act as safety advisors.  These will normally be the Estate Manager and the Human Resource Manager.  

2.7.1 The Safety Advisors will:  

  • co-ordinate and provide advice and support in respect of the development, updating and maintenance of this health and safety policy, risk assessments and associated procedures. 
  • attend meetings of the health and safety committee giving such advice and support as is appropriate.  

2.8 Pupils  

2.8.1 Where any pupil’s continued participation in any School activity is considered to be a threat to the health and safety of themselves or others, the Principal and Governing Body of REA shall at their discretion exercise their right to exclude that pupil from further participation in classes.  Such exclusion will normally be preceded by consultation with the pupil’s parent(s) or guardian(s) but may, where circumstances preclude such consultation, take place without it.   

2.9 Arrangements for Consultation and Communication  

2.9.1 The School recognises that the active participation of all members of staff is essential if the highest standards of health and safety are to be attained.  The following arrangements shall be made in respect of consultation and communication to encourage such participation. 



3.1      Safe working practices will be developed for all activities for which significant hazards and levels of risk have been identified by appropriate risk assessments.  Such measures will be conveyed to those members of staff and pupils who may be affected.  All measures taken will be reviewed as to their effectiveness and revised as appropriate in the event of new legislation or guidance, changed circumstances or changed working practices.  

3.2      Risk assessments will be made and regularly reviewed by the appropriate senior staff in respect of all activities that may give rise to risk of injury.  These assessments will cover cleaning and maintenance activities as well as normal operation where appropriate.  Copies will be kept at each location to which they relates and will be brought to the attention of all relevant employees and, where appropriate, pupils.  

3.3      COSHH assessments will be made and regularly reviewed by the appropriate senior staff in respect of all activities that may give rise to risk of injury.  Copies will be kept at each location to which they relate and will be brought to the attention of all relevant employees and, where appropriate, pupils.  

3.4      Manual Handling assessments will be made and regularly reviewed by the appropriate senior staff in respect of all activities that may give rise to risk of injury.  Copies will be kept at each location to which they relate and will be brought to the attention of all relevant employees and, where appropriate, pupils.  

3.5      Asbestos Management arrangements will be maintained.  These are designed to ensure that all employees, contractors and others whose activities may bring them into contact with asbestos are made aware of the potential presence of asbestos and that appropriate working arrangements are made to ensure that they are not exposed.  This will be achieved by identifying those materials that can be positively confirmed as non-asbestos containing and treating all other material as presumed asbestos containing materials.  

3.6      Machinery and work equipment, particularly that which may present a substantial hazard, will be purchased, installed and used in accordance with industry standards.  Risk assessments will be made before first use and any resulting controls will form part of the documented safe working procedures.  

3.7      Machinery and work equipment, including all electrical equipment, will be subject to regular maintenance and cleaning in accordance with manufacturers’ recommendations, statutory requirements and recognised good practice as appropriate.  A maintenance log will be kept.  Where periodic testing of equipment is a statutory requirement, such testing will be carried out at the specified intervals by competent persons eg pressure vessels, fume cupboards, etc.  

3.8      Safety related equipment for which there are statutory requirements, or requirements specified in risk assessments, in respect of maintenance, inspection or test, will be maintained, inspected and tested in accordance with those requirements.  

A schedule of such equipment and records of maintenance, inspection and test will be maintained.  

3.9      Arrangements for the selection and control of contractors working on School premises, or elsewhere on behalf of the School, will be established.  These will seek to ensure that only contractors that can demonstrate that they have the necessary regard for, and expertise in, health and safety will carry out work for the School.  The objective of these arrangements is to ensure that contractors do not expose school employees, pupils or other persons to health and safety risks.  


3.10 Personal protective equipment and clothing will be provided where required by statute or risk/COSHH assessments. Where provided, staff and pupils as appropriate will use it.  

3.11 Off-site activities including day trips; outdoor activities of all kinds; overnight trips and extended trips including trips abroad will be subject to specific control procedures in such detail as is appropriate to the nature and location of the activity and the age and experience of the children taking part in them.   

3.12 Mini-buses and other school vehicles.  A policy will be established to cover the use of mini-buses and other school vehicles covering their specification, maintenance, rules for use and the selection and training of drivers.  

3.13 Emergency procedures will be established where appropriate, including in particular a fire evacuation procedure.  Information on the procedure, evacuation routes, Assembly Areas will be clearly posted and practice evacuations in the daytime and at night will take place at least once each term.  The School will keep a record of all practice and emergency evacuations.  Adequate fire fighting equipment, means of raising an alarm and emergency lighting will be maintained and tested at appropriate intervals.  Fire exit routes will be kept free of obstructions, the keys to fire exit doors located in clearly labelled ‘break glass’ units adjacent to the doors and fire doors closed at all times.  

3.14 First aid provision.  First aid boxes will be located in the School Medical Centres and in areas that present a greater risk or are a distance from the School Medical Centres.  A travelling first aid box will be carried on school vehicles and on school journeys involving hired vehicles.  The extent of first aid provision will be reviewed by the School Medical Centre Coordinator. The contents of vehicle first aid boxes will be checked and maintained by the drivers, other first aid boxes will be checked and maintained by the School nurses. The Human Resource Manager will ensure that the required number of first aid at work trained staff, are available at all times.  

3.15 Accident reporting and investigation.  All accidents resulting in injury to staff, pupils, visitors etc, however minor, must be reported to the Principal and recorded.  

3.16 Information and training.  All employees will be provided with such information and training as is required to ensure safe working.  Information and training will also be provided for new employees and, where appropriate, when new equipment and systems of work are introduced which may represent a risk to health or safety.  

3.17 Stress.  When allocating responsibilities, tasks and workloads to staff and timetabling teaching staff, governors and the Principal as appropriate will ensure that they: are experience of those to whom they are allocated and that staff have sufficient resources and managerial support to enable them to carry them out.

3.18 Workplace inspections will be carried out in each work area at least once each term by the Head of Department/responsible manager.  The results of the inspection, including recommendations for remedial action will be recorded.  Additional inspections will be carried out in response to any changes that may significantly affect health and safety.  Appropriate remedial action will be taken in all cases in respect of any problems identified in these inspections.  

3.19 Electrical/gas equipment.  All electrical/gas equipment conforms to safety requirements and is checked regularly.  Our boiler/electrical switchgear/meter cupboard is not accessible to the children.  Fires, heaters, electric sockets, wires and leads are properly guarded and the children are taught not to touch them.  There are sufficient sockets to prevent overloading.  Lighting and ventilation is adequate in all areas including storage areas.  

3.20 Hygiene.  We regularly seek information from National bodies responsible for Health and Environmental Health to ensure that we keep up to date with the latest recommendations.  Our daily routines encourage the children to learn about personal hygiene.  We have a daily cleaning routine which includes classrooms, corridors, toilets and communal areas.  We have a schedule for cleaning resources and equipment, dressing-up clothes and furnishings.  The toilet area has a high standard of hygiene including hand washing and drying facilities.  We implement good hygiene practices by:  a) cleaning tables between activities;  b) checking toilets regularly;  c) wearing protective clothing – such as aprons and disposable gloves – as appropriate;  d) providing sets of clean clothes;  e) providing tissues and wipes;  

3.21 Insurance cover.  We have public liability insurance and employers’ liability insurance.  The certificate for public liability insurance is stored in the Administrator’s office.  

3.22 On Site Vehicle Movements.  Car parking is separate on the school grounds.  Contractors come onto the premises when loading/unloading equipment.  The speed limit on site is 10kmh and must be adhered to by all visitors.   

                                        September 2016

REA behaviour policy

Rationale for this policy

A student's behaviour has a direct effect upon the safety, happiness and teaching/learning process.

This policy aims to outline measures that will promote positive behaviour and therefore support our school's philosophy and objectives, while also dealing with behaviour that impacts negatively upon both students and staff.


We recognise that a child's behaviour is affected by their specific home background, culture, religion and personal experiences. We advocate a “person orientated” system whereby dialogue between teacher and child is of crucial importance to enable the child to better understand their behaviour and its consequences, for themselves, and on those around them. 

We focus on the behaviour/performance not the individual. We value this interaction over “status control” whereby a child is merely identified as “good” or “bad”. We understand that a child needs to feel a sense of belonging and that he/she will be supported, whether by reinforcing positive behaviour or by modifying negative behaviour in a non-threatening fashion. 


  • To provide a safe and non-threatening environment.
  • To provide a learning environment where students may work free from unwanted distraction.
  • To provide a climate where responsibility, resilience and respect are commonplace and form part of our school's culture.


  • Ensure children understand the school's expectations and consequences regarding behaviour.
  • Golden Rules (see below) should be discussed at a level commensurate with age, and, if necessary elaborated upon to form a set of class rules.
  • Positive behaviour should be reinforced through modelling, teacher comment, house points, certificates, awards and special privileges. 
  • Provide curriculum time for PSE providing planned learning experiences to promote the personal, social and health education of pupils, which may have a direct impact on behaviour. 
  • Develop a collaborative approach to building and maintaining a positive school climate.
  • Actively listen to children's concerns. Allow students the time to talk to you, if they feel they have been unfairly treated. 

Provide a Positive Behaviour Management Approach

  • Give opportunities for all pupils to feel success in some part of school life.
  • Recognise the adoption of School Rules as a positive move.
  • Give all pupils an opportunity to modify their behaviour without impositions.

Moderate disruptive behaviour refers to:

  • minor class disruptions
  • lateness between classes
  • lack of responsibility
  • homework infractions
  • sarcastic/impertinent comments and inappropriate language.

Dealing with issues

Where a student fails to meet the standards expected, in terms of behaviour, punctuality to lessons, quality of work (for his/her ability) or homework, then this needs to be addressed by the subject teacher.  Form tutors should pick up on issues to do with general attendance/punctuality or standard of dress.

In the first instance, the teacher should talk to the student and find out why there has been a problem and how the student intends to resolve this.  The student needs to be made responsible for their actions and for resolving the issue.  The teacher should also log the incident on the issues page at the back of the student diary.  If the teacher feels that a sanction is also required – repeating the work to a better standard, staying behind at the end of the lesson, helping with tidying the classroom etc then the teacher is free to implement this.

The tutor will check the students' diary at least once a week, and sign them.  They should praise the students for merits collected and also check on any issues that have been recorded.  Where they feel that a student is picking up too many issues (more than one per week should raise a concern) then they should place the student on a tracking sheet.  The student must show this sheet to their tutor at a time designated by the tutor each day.  This will be for a two week period, and the tutor should expect to see a significant improvement over that period.  Where there has been an improvement, but the tutor feels that there is still room for further improvement, then the tutor may decide to extend the tracking period for a further two weeks.

Serious disruptive behaviour refers to:

  • physical or verbal assault
  • theft
  • outright refusal to follow teacher directions
  • vandalism
  • cheating
  • remarks/slurs related to an individual's physical appearance, abilities, family etc. 
  • repetition of moderately disruptive behaviour
  • any illegal behaviours  

We do not:

  • use corporal punishment
  • insult or disparage
  • use violent or offensive language
  • use collective punishment unless discussed as a group. 
  • assign school work as punishment where disruptive behaviour was not work related.

Rewarding good work and behaviour

We use a system of merits.  These should be awarded to students who have produced very good work (for their ability), made significant improvements in work and/or attitude, or who have consistently been doing well.

Merits should be given freely when warranted, but please do not overuse them for 'trivial' things, as this will devalue them.

When a merit is awarded, it should be logged in the student's diary and also on the wallchart in whichever room used as registration.  The wallchart totals are collated at the end of each term and the winning house get to spend a day out of uniform.

 Discipline and Sanctions

Effective sanctions should act as a deterrent to inappropriate behaviour. They should be clear, measured and appropriate and should be implemented as soon as possible after any unacceptable behaviour.  

A tiered hierarchy of sanctions is appropriate:  

Verbal Warning  

Teachers may use verbal warnings to express their displeasure with, for instance, the work or behaviour of a student.  

Diary Comments  

The teacher should note in the student’s diary any minor infringement of school rules or misdemeanours relating to behaviour, work, punctuality or uniform. Comments in the diary should not be intended to embarrass the student and the diary should be used as much as possible for positive reinforcement.  

The diary should not be used if the incident is of a sufficiently major nature that it should be communicated directly the Tutor, House Leader, Staff Coordinator or a member of the Management team. Not all incidents will be recorded in the diary and we should recognise that it will form only a partial record of a student’s work and behaviour.  

Students should carry their diaries throughout the period of the academic day and you should instruct students to place their diaries on their desks at the start of every lesson (where this is possible) in order to allow you to access them easily.  

If an incident occurs outside the classroom, when a student is not carrying his/her diary, you should either instruct the student to bring his/her diary to you at a convenient time or inform the student’s tutor directly.  


Daily Detentions  

The Daily Detention deals with certain low-level infringements of school rules.  It should only be used for the following offences: lateness to lessons or wearing the school uniform improperly.  These detentions are issued by teachers and take place on weekdays during Break. The Daily Detention guidance document contains further details of their use.  

  • Personal Detentions  

These should be issued by subject teachers as the first significant step in terms of discipline and should be recorded in the diary. This may be for rudeness, lack of prep, eating in class, breaking rules etc.  They may be run at lunchtime, after games or at the weekend, at a time that is convenient to the teacher.  They may also include setting punishment work to be completed by the student in their own time, (not during prep), and the teacher should specify a time by which the work must be handed in.  Length will depend on the infringement but will often be between 30-45 minutes of punishment work.  

  • Daily Academic Detentions  

Departments can operate a daily departmental detention instead of, or as well as, personal detentions.  Students should be instructed to use the time to complete missing or poor-quality work and/or complete appropriate tasks for repeated failure to bring the necessary books and equipment to lessons.    

  • School Detention  

If a student fails to complete prep and also fails to attend a Daily Academic Detention, the student can be placed in a school detention which takes place on a Friday afternoon.  Details of the work that the student is required to complete should be recorded clearly by the teacher concerned. This detention is supervised by staff on a rota system.  

  • Coordinator’s Detention  

Coordinator’s detention is used for incidents of unacceptable behaviour. The student will miss afternoon Clubs and be given further work as punishment.  The detention will be for one hour.    

For serious incidents that are likely to result in a school detention, you should inform the student that you are referring them to a member of the Management Team.  Coordinator’s detentions are only sanctioned by the Principal.    

School detentions will be given rarely and only after earlier measures have failed or for very serious single offences. Parents will usually be informed.  

Report Card  

The House Leader, Staff Coordinator or Principal may issue a Report Card on advice from staff members for a student that is inconsistent with his/her approach to work and prep, or as a result of a disciplinary issue.   


Referral to Counsellor

The House Leader, Staff Coordinator or Principal can refer a pupil to the Counsellor after a series of misbehaviours. This is a positive move to address inappropriate behaviour and endeavour to discover the root cause.


Referral to Management Team  

In the case of a serious incident or of persistent poor behaviour by a student, staff should inform the Deputy Head (Pastoral) who will liaise with the Management Team regarding sanctions.     

Internal Isolation  

Serious single incidents or persistent unacceptable behaviour may result in a student being placed in internal isolation. The student would have no interaction with any other students for the period of isolation, apart from in the boarding house at night time. They would work alone and have meals alone (brought to them by kitchen staff) carry out extra work during afternoon games and complete prep alone.  Isolation starts at 8am and normally finishes at the end the school day. This isolation will take place at a designated location in the Library.

At the end of internal isolation the student would automatically be placed on report.

Behaviour Agreement

Pupils who persistently break school rules or are involved in a major incident will be required to sign a Behaviour Agreement in the presence of their parents. A further breach of this Agreement will result in a suspension or exclusion.


A student may be suspended for serious offences, including smoking, use of alcohol, possession or use of drugs, violence, bullying, theft, inappropriate sexual behaviour, abuse of staff or other serious or persistent abuse of school rules and expectations. Any student returning to school after an external suspension will automatically sign a Behaviour Agreement. 

Suspension pending a decision regarding exclusion  

When the school considers that the offence or offences carried out by a student are of such a serious nature that the student may be permanently excluded from the school, the student will be suspended from the school pending a decision regarding his/her future.  The period of suspension will give the school time to further investigate the events that led to the suspension, to consult further with the parents of the child, and to clarify the way forward.  


A student may be permanently excluded for repeated offences or extreme single occurrences of any of the incidents above.    

Dealing with Incidents

  • Any concerns over the work or behaviour of a student in lessons should initially be raised with the student’s class teacher. 
  • If the class teacher recognises that there are widespread, persistent problems, he/she will raise this with the student’s  Key Stage Coordinator. 
  • If the these two are unable to help the student to improve their work or behaviour, he/she will refer the student to the Deputy Head. 
  • Teachers should keep relevant parties informed of any concerns through the use of the diary system or through other contact as appropriate.  (We do stress the importance of direct contact where possible but also recognise that the brief documenting of information in the diary enables a wider number of staff to be informed and for a possible pattern to be observed over time as various members of staff may make similar but apparently unconnected records in a diary.) 
  • Any serious incidents, in or out of class, should be referred immediately to the Deputy Head who will investigate these incidents and take appropriate action.



  • Listen and respond to teachers' instructions in an appropriate manner.
  • Allow your peers to work free from distraction.
  • Be polite and talk to others in a proper manner- no swearing
  • Walk along the corridor and on staircases on the right
  • Tell the truth
  • No violence e.g. fighting, biting, spitting or throwing stones
  • Be helpful and kind to others when you can.
  • Leave the property of others alone.
  • Be prepared for school

                September 2016

Curriculum policy

REA is a learning environment at the heart of its community. We promote care and respect and expect high standards in all aspects of Academy life. 

Our aim is to meet the needs of young people in Rawabi by preparing them for adult and working life in the 21st century. 

The educational vision and curriculum design for REA recognises that: 

  • The world of 2025 will be very different to the world of today. 
  • The pace of change is increasing, hence the importance for flexibility. 
  • Young people have, and will have increasingly, greater access to information and learning material independently of school. 
  • Adulthood entails economic participation but more. 
  • 18+ year olds will still be at an early stage of learning. 
  • The current curriculum defined in subject terms is not always well suited to equipping every young person with the knowledge, skills and understanding they will need for a fulfilling adult life. 
  • Curriculum delivery should involve a greater use of adults other than teachers. These could include support staff, graduates, artists, sports people and people from industry and business to support curriculum delivery. 

REA’s curriculum policy is based on the following aims, to: 

  • Have students at its heart, putting their interests above those of the institution. 
  • Have a curriculum that is fit for purpose, offering differentiation and personalisation. 
  • Be a centre of excellence in learning and teaching. 
  • Prepare all students for a successful adult and working life in a 21st century global society. 
  • First achieve and then exceed national standards in achievement, attainment and progression. 
  • Be committed to excellence and continuous improvement. 
  • Value vocational and academic routes equally. 
  • Nurture the talents of all and celebrate success. 
  • Work with Primary pupils to ease transition into Secondary section. 
  • Involve the community. 
  • Involve parents/carers. 
  • Be in a learning environment that is above all else inspiring. 


  1. Curriculum aims 

The curriculum should inspire and challenge all learners and prepare them for the future. The academy’s aim is to develop a coherent curriculum that helps all young people to become successful learners, confident individuals and responsible citizens. 

Specifically, the curriculum should help young people to: 

  • achieve high standards and make good/excellent progress. 
  • enable those not achieving age-related expectations to narrow the gap and catch up with their peers. 
  • move towards enabling students to more easily progress based on ability not age and to be able to enter students for public examinations when they are ready rather than dictated by age. 
  • have and be able to use high quality personal, learning and thinking skills (plts) and become independent learners. 
  • have and be able to use high quality functional skills, including key literacy, numeracy and ict skills. 
  • be challenged and stretched to achieve their potential. 
  • enjoy and be committed to learning, to 18 and beyond. 
  • value their learning outside of the curriculum and relate to the taught curriculum. 

2. The curriculum outcomes REA’s curriculum will: 

  • lead to qualifications that are of worth for employers and for entry to higher education. 
  • fulfil statutory requirements of the Palestine Education Authority. 
  • enable students to fulfil their potential. 
  • meet the needs of young people of all abilities at the academy. 
  • provide equal access for all students to a full range of learning experiences beyond statutory guidelines. 
  • prepare students to make informed and appropriate choices at the end of ks2 ks3, ks4 and beyond. 
  • help students develop lively, enquiring minds, an ability to question and argue rationally and an ability to apply themselves to tasks and physical skills. 
  • include the following characteristics: breadth, balance, relevance, differentiation, progression, continuity and coherence. 
  • ensure continuity and progression within the academy and between phases of education, increasing students’ choice during their academy career. 
  • foster teaching styles which will offer and encourage a variety of relevant learning opportunities. 
  • help students to use language and number effectively. 
  • help students develop personal moral values, respect for religious values and tolerance of other races’ beliefs and ways of life. 
  • help students understand the world in which they live. 
  • ensure that the curriculum incorporates, and is improved and extended by, the academy’s specialist status – science and the arts. 
  • benefit other secondary and primary schools in the area. 

3. Roles and responsibilities The Principal will ensure that: 

  • all statutory elements of the curriculum, and those subjects which the Academy chooses to offer, have aims and objectives which reflect the aims of the Academy and indicate how the needs of individual students will be met. This will include how the subject will be taught and assessed. 
  • the amount of time provided for teaching the curriculum is adequate and is reviewed by the SMT annually.  
  • the procedures for assessment meet all legal requirements and students and their parents/carers receive information to show how much progress the students are making and what is required to help them improve. 
  • the governing body is fully involved in decision making processes that relate to the breadth and balance of the curriculum. 
  • the governing body is advised on statutory targets in order to make informed decisions. 

The governing body will ensure that: 

  • it considers the advice of the Principal when approving this curriculum policy and when setting statutory and non statutory targets. 
  • progress towards annual statutory targets is monitored. 
  • it contributes to decision making about the curriculum. 

Year Coordinators will ensure that: 

  • they have an oversight of curriculum structure and delivery within their key stage 
  • detailed and up-to-date schemes of learning are in place for the delivery of courses within their key stage. 
  • schemes of learning are monitored and reviewed on a regular basis. 
  • levels of attainment and rates of progression are discussed with subject teachers on a regular basis and that actions are taken where necessary to improve these. 
  • long term planning is in place for all courses. Such schemes of learning will be designed using the academy pro-forma and will contain curriculum detail on: context, expectations, key skills, learning objectives, learning outcomes, learning activities, differentiation and resources. 
  • schemes of learning encourage progression. 
  • there is consistency in terms of curriculum delivery. Schemes of learning should be in place and be used by all staff delivering a particular course. 
  • appropriate awarding bodies and courses are selected so that they best meet the learning needs of our students. 
  • where necessary an appropriate combination of qualifications or alternative qualifications can be offered which best suit the needs of learners 
  • assessment is appropriate to the course and the students following particular courses. There should be consistency of approach towards assessment. 
  • they keep the Principal informed of proposed changes to curriculum delivery. 
  • all relevant information/data is shared with the sms team. This includes meeting deadlines related to exam entries etc. 
  • student performance data is reviewed on a regular basis to ensure that any necessary changes in terms of curriculum delivery are planned and carried out in a timely fashion. 
  • they share best practice with other colleagues in terms of curriculum design and delivery. 
  • oversee cpd needs with regard to curriculum planning and delivery within their area of responsibility. 

Teaching staff and learning support staff will: 

  • ensure that the academy curriculum is implemented in accordance with this policy. 
  • keep up to date with developments in their subjects. 
  • have access to, and be able to interpret, data on each student to inform the design of the curriculum in order that it best meets the needs of each cohort of students. 
  • share and exchange information about best practice amongst their colleagues in different schools and through external networks, resulting in a dynamic and relevant curriculum. 
  • work in partnership with other agencies to provide an appropriate range of curriculum opportunities. 

Students will: 

  • be treated as partners in their learning, contributing to the design of the curriculum. 
  • have their individual needs addressed, both within the academy and extending beyond the classroom into the family and community through a curriculum which offers breadth, support and challenge. 
  • be given additional support if they start to fall behind in their learning, helping them get back on track quickly. 
  • receive co-ordinated support to enable them to make the appropriate curriculum choices at key stages 4 and 5. 

Parents and carers will: 

  • be consulted about their children’s learning and in planning their future education. 
  • be confident that their child is receiving a high quality education that is designed to meet their learning needs and which will equip them with the skills they need to thrive throughout their lives. 
  • be informed about the curriculum on offer and understand the rationale behind it. 

4. Monitoring, evaluation and review 

The governing body will receive a termly report from the Principal on: 

  • the standards reached in each subject compared with national and local benchmarks.  
  • the standards achieved at the end of each key stage taking into account any important variations between groups of students, subjects, courses and trends over time, compared with benchmarks. 

The governing body will review this policy at least once a year and assess its implementation and effectiveness. The policy will be promoted and implemented throughout the academy.  

Delivery of the Taught Curriculum


The Early Years is comprised of two year groups: KG1, and KG2.

The Early Years academic programme is based on the six main areas of learning:

             Personal, Social and Emotional Development; 

Language, Communication and Literacy; 


Physical Development; 

Creative Development (Art and Music) 

Knowledge and Understanding of the World.

The different areas of learning are taught through themes in specific units from the International Primary Curriculum (IPC).

The Academic programme for the above areas of learning has been designed specifically to sequentially build the foundation for successful learning in the next and subsequent stages. It is based on an international standard curriculum with general objectives for the whole programme and specific objectives for each year group.

The Programme has been structured around fundamental shared beliefs about what we at REA want the students to learn, the ways in which students learn best, the way teachers should teach to maximise student learning and the ways in which student learning will be assessed. The individual pace at which each student learns is respected through differentiation. The programme will be delivered in both Arabic and English until fluency in English is established.

The programme consists of 16 units of work, each based on a theme chosen to appeal to young children. These units of work give teachers the framework to design classroom activities for their children that let them achieve the learning outcomes and have fun.

Each IPC Early Years Unit usually lasts between four and six weeks, depending upon the interest level of the children and the length of the school day.

Every unit contains an introduction which gives the following information:

  • An indication of the length of the unit.
  • The main intended coverage within the strands.
  • A letter to parents explaining what the children will be learning
  • An entry point activity
  • International aspect
  • Resource material needed
  • Some advice/suggestions on parental involvement.

The Early Year school day begins at 8a.m. and ends at 1pm. 

Time for a morning snack with a drink will be provided to all the pupils. 

All children come to school for half a day, from Monday to Thursday and Saturday 

However, in order to prepare them for junior school life KG 3 children stay until 3p.m. twice a week during the third term. 

On these days children can bring a packed lunch. Every Thursday between 2.00 p.m. - 3.00 p.m., the teachers are available should any parent wish to inquire about the progress of their child.

The daily program at the Kindergarten includes both formal and informal lessons. Children participate in different activities that integrate music, drama, physical education, art, reading, literacy, math, science and IPC. 

Also, for every class there is circle/meeting time, outdoor play, free choice time, teacher directed time, activities and story time spread throughout the course of each day.

The Primary School day begins at 8a.m. and ends at 3.15pm. 

There are 8 periods of 45mins each per day except Thursday when there only 6 periods.

The day is divided into  P1 2 3 (break of 15mins) P4 5 (Lunch 40 mins) P6 7 8

Pupils will remain in their Grade Room for non-practical lessons and only move to practical rooms for their lessons in Science Art Music and PE.

Homework will be set on a regular basis to develop skills of independent working, time management and to instil the concept that learning does not just take place in school. There is a specific Homework Policy which ensures all pupil have equal opportunities and reliance on parents in minimised. 

Home school agreement

Vision Statement

We are determined to create an inclusive culture of learning where all children will be challenged in their thinking, to achieve to the best of their abilities and strive to become lifelong learners. This can be done most effectively when all staff, parents and children understand their responsibilities and work together towards the same goals, as detailed in our home/school agreement.

The school will:

  • provide your child with a high standard of education, implemented by rigorous national guidelines, within a balanced curriculum.
  • ensure that our learning environment is stimulating and challenging.
  • celebrate your child’s academic and personal achievements.
  • care for your child’s safety and well-being.
  • teach your child to develop a positive attitude to one another, and to maintain a high level of behaviour within the school.
  • provide information to you about our school, including relevant policies, activities, newsletters and open days.

The parents will:

  • make sure that my child will arrive at school with correct items from the kit list and no unauthorised items.
  • Help students to arrive at school by 7.40 am. by either school transport or other means. 
  • make sure that my child is wearing named school uniform.
  • demand that all assignments and projects are completed as instructed by the member of staff.
  • let the school know of any concerns or worries that may be affecting my child’s learning, behaviour or ability to do homework, as this can then be resolved quickly.
  • support and work with the school to ensure that the behaviour management policies of the school are maintained, particularly with my child.

I, as a Pupil of Rawabi English Academy, will:

  • understand that I have rights within the school which include: 
    • to be treated kindly.
    • to be listened to.
    • to be happy.
    • to be safe.
  • respect other children’s culture, race, feelings, beliefs and values.
  • respect the school uniform, not to alter it in any way and to wear it with pride.
  • ensure that as a girl/boy I will keep my hair at a well groomed length and not let it become unkempt and untidy.
  • accept responsibility for the things that I do.
  • ensure that I take home all school letters.
  • follow the school’s Code of Conduct:
  • speak politely to everyone in school.
  • take good care of the building, equipment and school grounds.
  • behave in a safe way.

Signed                            Principal    date ________________________

Signed                            Parent        date ________________________

Signed                             Pupil        date ________________________                                                                

Revised June 2016